Roadmap To Establishing Adaptive Studying Programs
Adaptive learning systems for self-guided learning
For years, researchers have been talking about the importance of a data-driven and non-linear approach to teaching and correction in some cases. Otherwise known as adaptive learning, the benefits of this approach are endless. It enables personalized learning pathways for students, resulting in greater student engagement and positive academic outcomes. However, it took an unprecedented shift in the educational paradigm for educational institutions around the world to adopt this style of learning on a broad front.
The silver lining in the pandemic
That shift came in the form of an unprecedented global crisis in 2020 when classrooms around the world went online for continuous learning. EdTech tools came to the rescue to support teachers and provide effective learning solutions. Since then, we’ve seen the rapid adoption of online learning and significant investments in hardware, software, content, and training to implement digital learning modules.
There is no doubt that EdTech interventions have been instrumental in improving learning equity. However, studies have shown that the overall success of interventions depends on careful customization of the EdTech solution. Technology alone cannot deliver the necessary learning outcomes for students. Educators and policy makers need to consider how adaptive learning can be brought into the post-pandemic educational world. This can help achieve better learning outcomes by encouraging self-directed learning.
Adaptive learning systems promote self-directed learning
Educational technology becomes a real enabler when students take control of their journey, be it in terms of pace, format, or other specific needs. Since every student learns differently, they need a flexible system that takes their individuality into account. Without such a system, learning outcomes will differ for different students regardless of whether they are exposed to the same learning experiences.
Adaptive learning systems dynamically adapt to student interactions and performance levels. Content is provided in their preferred format, in an appropriate order, and at specific points in the learning curve so that students can make optimal progress.
One of the great advantages is the role of predictive analytics. AI-based learning systems can collect large amounts of student data, such as: Such as time spent completing each assignment, response latency, device usage, preferred content type, etc. to provide key insights for teachers. Based on this, educators can develop personalized learning pathways, provide assistance when needed, and even recommend content formats that would help.
However, with the sudden pandemic transition to online learning and the pace of innovation in EdTech tools, educators and policymakers may be confused about where to start and what kind of technology they need for adaptive learning.
Here’s a look at some of the basic things educational institutions need to get the most out of adaptive learning systems.
Roadmap for setting up adaptive learning systems
A consistent digital learning platform
Educational institutions need to move beyond the basic LMS to a full digital learning solution. If a cloud-based platform is chosen for this purpose, the transition to the system is made easier. First, the platform could easily be integrated with the school’s existing LMS or digital ecosystem, so staff and faculty would require minimal training to use the new platform. Since the institutions are cloud-based, they do not have to invest in expensive hardware and software to use the EdTech tools. The same platform could also help school districts monitor various aspects without requiring additional efforts from individual schools.
Enabling Offline Solutions to Promote Equity in Education
In 2020, online platforms were used extensively by policy makers (83% of countries) to deliver remote education while schools remained closed. However, only a quarter of school children worldwide had access to this facility. Over 31% of school children worldwide do not have access to distance learning. While EdTech can promote equity in learning, policy makers need to consider the lack of internet or personal device availability in lower-income households. While schools can seek out organizations that offer refurbished equipment at little or no cost, a digital learning platform that allows offline access to content can improve inclusivity in education. When the platform supports multiple languages, inclusivity is further encouraged, especially among the different ethnic groups in a school.
Detailed curriculum assignment and content development
Regardless of whether policymakers adapt or build a system from scratch, adaptive learning systems must support the learning objectives through detailed curriculum creation and content development. However, the effectiveness of the system also depends on the skills of the educators. In particular, they need training in how to properly use the technology to support student development. Even if governments decide to outsource the assignment of curricula, they need to involve teachers in the process. In this context, platforms that offer intuitive tools for creating content are helpful.
Data protection and privacy measures for students
Given the large amount of student data that will be available online, platforms need to be compliant and ensure data protection. Aside from strong encryption algorithms, preference should be given to platforms that comply with FERPA, COPPA, GDPR, etc. depending on where the educational institution is located.
The pandemic has highlighted the effectiveness of adaptive learning systems and the future of education. It is becoming a key differentiator for educational institutions. Such systems offer the possibility of promoting personalized, accessible, inclusive, engaging and effective learning. In view of the complexity of the provision of these systems, however, the institutes must create the conditions so that the technology can be used to its full extent at low cost.