NSWLearningAnalyticsWorkingGroup · 2020-03-14 · Experiences"with"an"Adaptive"Learning"Product...
Transcript of NSWLearningAnalyticsWorkingGroup · 2020-03-14 · Experiences"with"an"Adaptive"Learning"Product...
UTS, Jurgen Schulte 1NSW Learning Analytics Working Group3 February 2016
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NSW Learning Analytics Working Group
Experiences with an Adaptive Learning Product
adaptive testingconfidence and proficiency
analytics
Jurgen SchulteSciMERITSchool of Mathematical and Physical SciencesUniversity of Technology Sydney
UTS, Jurgen Schulte 2NSW Learning Analytics Working Group3 February 2016
Computerise Adaptive Testing
Presentation of educational material
according to students' learning needs
Adaptive Learning
AI 1970s (SCHOLAR, adaptive & intelligent learning systems)1980s (Intelligent Tutoring Systems)1990s (Adaptive Learning Technology)2000s (AutoTutor, passed Turing test)
UTS, Jurgen Schulte 3NSW Learning Analytics Working Group3 February 2016
www.wileyplus.com
B Engineering HonoursBE DipEngPracBEngSci LLBBE (Hons) BA Int StBE (Hons) BMedScBE (Hons) BSciBEng (Hons) DipProfEngPracBEng (Hons) DipProfEngPracBEng (Hons) BBusBEng (Hons) BCIInnStudy Abroad Undergraduate
… various sub-‐majors
Adaptive Learning
UTS, Jurgen Schulte 4NSW Learning Analytics Working Group3 February 2016
www.wileyplus.com
Adaptive Learning – Student’s View
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quantitative problem
skills required to solve problemno multiple guess choice
confidence leveltime to solveproficiency, not performance
level of challenge
track record on this topic
disciplinary skill
Next round of problems depends on how this round of 10 problems has been completed
Adaptive Learning – Student’s View
UTS, Jurgen Schulte 6NSW Learning Analytics Working Group3 February 2016
www.wileyplus.com
Adaptive Learning – Student’s View
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Week 3 Week 8 Week 12
Adaptive Learning – Manager View
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Adaptive Learning 2D
Knowledge maturity, personal timeline
d-‐analysis motion forces statics momentum energy thermal electricity fluids waves optics
Adaptive Learning
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Approach (adaptive learning)
flexible low to high level entry
24/7 access, all semester long
continuous incremental work
start and work on preferred topics
continue any time where left off last
‘Adaptive Learning’ (2D)
Adaptive to …
• learning ability
• learning load
• personal circumstances
• personal interest
• building up skills
Adaptive Learning
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Data extraction, preparation, analytics …
… feed into weekly Personal Support Actions
Adaptive Learning Analytics
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Adaptive Learning Analytics
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S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S2 3 4 5 6 7 8 9 10 11 12 13 14 15
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ys,5equvilant5to524hrs)
Date,/,Week
Time5Students5Spent5on5Orion5throughout5the5Semester5(Daily)
Adaptive Learning Analytics
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Analytics triggered PSA
P. S. A.
• Weekly personalised emails
• Status report
• Expectations
• Encouragement / Caution
• Progress support
• Early warning flags
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Adaptive Learning Analytics
Pros
• informative dash boards
• links with WileyPLUS gradebook
• proficiency, confidence, diagnostic
• extends WileyPLUSproblem set
• local technical support
• free of charge add-‐on
ORIONCons
• separate development team
• long time for support to response
• limited access to visible data
• data format non-‐standard
• external product
• more a trial than a solid product
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What did you value most about the assessment structure in this subject (50% Orion, 30% prac, 20% exam)?
“Worked well for me. Engaging.”
“I think Orion is a fantastic tool but I would have used it more if the punishment for answering incorrectly was not so bad.”
“I liked that I could start where I had left off.”
“Made it easier to let me do it at my own pace. Since it was online I could do more of it from home.”
“Get marked on questions you do at home [opposed] to other subjects [where] you get marked mostly on test and assignments.”
“If something was due in another subject I could focus on that then come back to Orion knowing it’s not due yet.”
“It worked very well for me because I tend to stress when a final exam has a huge percentage weight.”
Adaptive Learning
UTS, Jurgen Schulte 16NSW Learning Analytics Working Group3 February 2016
In your own opinion and from experience you may have had in other subjects, do you believe you had deeper learning experience this way [adaptive] compared to an exam-‐based assessment ?
Other subject you won’t do many questions for each chapter but for this subject I was able to do many questions on all chapters which gave me a good depth of knowledge.
It was different because I was able to see improvements on a weekly basis. I didn’t do physics at school. So this assessment task really helped me because I was able to do heaps of questions and track my progress.
Also, having a big focus on [problem solving] practise skills is much more valuable for overall learning.
I found I was much more involved with this style of assessment.
Were there any other skills you developed throughout the process of this homework assessment task?
Time management Solve problems quickerConfidence when problem solvingVisualise and solve problems quicker
Adaptive Learning
UTS, Jurgen Schulte 17NSW Learning Analytics Working Group3 February 2016
Individualised just-‐in-‐time feedback
“I liked that Dr Jurgen was able to send weekly progress reports to not only give us the proficiency scores but where we are sitting in the subject in order to get a pass. It was a source of motivation !!”
P S A
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Q & A