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Make it personal!

Make it personal!. Strategies to guide your students’ learning and make your teaching more effective. At the end of this session, participants will: Understand how adaptive release can support learning Be able to decide when adaptive release is appropriate

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Make it personal!

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  1. Make it personal! Strategies to guide your students’ learning and make your teaching more effective

  2. At the end of this session, participants will: • Understand how adaptive release can support learning • Be able to decide when adaptive release is appropriate • Understand how to use adaptive release in Interact2 Learning Outcomes

  3. Context – Analytics and Adaptive Release • Adaptive Release – a closer look • What can I do as a Sessional? Agenda

  4. 1. SOME CONTEXT… https://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=0ahUKEwj0wpDMhfzOAhWJKZQKHTcTDjUQjRwIBw&url=http%3A%2F%2Fcatholicaboriginaleducationnsw.weebly.com%2Fwhat-are-personalised-learning-plans.html&psig=AFQjCNHD2YBFgH_ffslnllXHJug10zoSiQ&ust=1473296040989419&cad=rjt

  5. Personalised learning in the modern online context may be facilitated by the use of learning analytics and adaptive learning technologies to provide a tailored learning experience for students (Siemens & Long, 2011). • Learning analytics enable personalised support from teachers which recognises students as individuals and ensures that problems encountered are headed off quickly. • Adaptive Release using technologies that allow students to progress through a course at their own pace with quizzes and other online assessment techniques providing feedback and guidance to allow them to skip over material they have already mastered or engage more deeply with components where they need additional help (Irwin, Hepplestone, Holden, Parkin, & Thorpe, 2013). Personalised Learning = Learning Analytics + Adaptive Release

  6. Learning Analytics From: https://interact2.csu.edu.au/bbcswebdav/pid-744035-dt-content-rid-1665720_1/orgs/O-I2ACoP/Shared%20Resources/Analytics_contrib_SubjectDesign.pdf

  7. Five dimensions captured in Interact2 analytics Accesses (logins to site, accesses to Assessment, Content, Tool areas) Interactions (counting clicks – open a folder, download a document) Submissions (using an Interact2 tool: blog entry, forum post or reply, test response, journal entry) Minutes (timed until log out or access another subject site; calculated even when user has moved to another browser tab/window, gone away from the computer; after 3 hours of inactivity, user is logged out and minutes recorded is based on the time of the last interaction) Grades (as recorded in Grade Centre) Dimensions of analytics WANT MORE?? Visit the i2 Analytics Community of Practice Organisation site

  8. “Flexible learning designs - Personalised learning journeys can be provided through flexible or adaptive lessons and resources that provide individualised pathways through content based on student knowledge, behaviours and special needs. Alternatively flexible and adaptive course designs can allow students to proceed at their own pace through differentiated or individualised pathways based on their demonstration of knowledge and competency”.

  9. 2. Adaptive Release – a closer look…. http://cdn1.bigcommerce.com/server4300/t2ovrxk/products/87/images/731/1__95905.1370756217.1280.1280.jpg?c=2

  10. ‘Adaptive Release controls the release of content to users based on a set of rules you create’. From Blackboard Help: https://en-us.help.blackboard.com/Learn/9.1_Older_Versions/9.1_SP_14/Instructor/090_Course_Content/030_Release_Content What is Adaptive Release?

  11. ADAPTIVE RELEASE is the release of learning materials/activities based on Constructivism and Adaptive Release -WHAT • Action (e.g. access a Resource) • Achievement (e.g. must achieve 60%+ on a task) • Teacher – controlled (e.g. pace the release of content based on date) Fisher, Gardner, Brinthaupts & Raffo (2014)

  12. Fisher, Gardner, Brinthaupts & Raffo (2014) note that adaptive (conditional) release activities can help teachers to: Constructivism and Adaptive Release -WHY • Manage how students proceed through a course • Provide flexible delivery of course content • Facilitate scaffolding efforts to support students

  13. Where do my students fit? https://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjAqvPvsPzOAhUBRZQKHRBvDV4QjRwIBw&url=http%3A%2F%2Fsource.colostate.edu%2Flargest-most-diverse-freshman-class-in-csu-history-continues-upward-trend-of-nearly-a-decade-of-growth%2F&psig=AFQjCNGfD0jVjKrCa2AqEUtrV8443g3eNg&ust=1473307653580462

  14. TEACHER CONTROL STUDENT CONTROL Student-centred, student driven, self paced Scaffolding Flexible delivery, student has some control Constructivist/ PL continuum Scaffolded Learners Strategic Learners Autonomous Learners Keppel’s model Teacher driven release of materials Guided instruction Student agency/personalised learning First year COURSE PROGRESSION Final year Adaptive release in i2 Omission of Adaptive Release Basic Adaptive release Advanced Adaptive release Student self-directed, self selects learning activities and assessments Teacher dictates what/when/where e.g. Release materials by DATE - Weekly Topics Release materials on completion of tasks/activity to individual students or groups, paced activities that scaffold student learning, may accommodate individual/group learner needs Examples

  15. Where does my Subject fit? AR is most suited to subjects that: ‘…have a linear progression in which new content builds upon previous content. These kinds of courses allow the teacher to require an acceptable level of masterybefore moving to the next content (Fisher, Gardner, Brinthaupts & Raffo, 2014, p. 229) Have clear ‘benchmarks’ or KPIs that need to be achieved before the next Learning Activity (e.g. student has to practice X amount of times on how to take bloods on a dummy, before they can do it on a real person, education student has to submit their lesson plans before being allowed to go on placement etc) Has clear chronological progression and/or framework (e.g. cover fundamental concepts first before moving on)

  16. Two types of Adaptive Release: • Basic Adaptive Releases (one rule) • Advanced Adaptive Release (more than one rule) Types of Adaptive Release

  17. Adaptive Release criteria Criteria are the parts that define an Adaptive Release rule. You can apply one or more criteria to each rule. For example, one rule may make content available after a specific date, while another rule, with multiple criteria, may make content available to a Course Group after a specific date. The following table describes available criteria:

  18. AN EXAMPLE of how you can map/plan it out… So what does it look like?

  19. Planning for Adaptive Release TOPIC 4A Released: to GROUP TOPIC 2 Released: on COMPLETION TOPIC 3 Released: by DATE GROUP A TOPIC 1 GROUP LEARNING ACTIVITY Released by: DATE Group presentation on Topics covered TOPIC 4 RELEASE: completion of Group presentations TOPIC 4B Released: to GROUP GROUP B LEARNING ACTIVITY Post in Topic 1 Discussion Board GROUP C TOPIC 4C Released: to GROUP GROUP D TOPIC 4D Released: to GROUP TOPIC 5 RELEASE: following completion of Quiz AND access to problem Topic areas LEARNING ACTIVITY Quick Quiz – review of Topics 1-4 FEEDBACK Students directed to review relevant topic if question(s) answered incorrectly Action based CONTENT INDIVIDUAL LEARNING ACTIVITY GROUP LEARNING ACTIVITY Achievement based Teacher controlled

  20. ANALYTICS: Monitor student activity and adapt teaching • SIMPLE ADAPTIVE RELEASE: • Release by date – Announcements / Topics / Items ‘Set and Forget’, plan ahead! • Provide additional resources/feedback • For more advanced approaches, work with an ED and consider the following tips… 3. What can I do as a Sessional?

  21. Have a clear goal - What are you trying to achieve with AR? • Determine whether AR is actually the ‘right’ tool – consider some of the issues we have discussed today • Allow plenty of lead time and Storyboard activities • Work closely with the Study Schedule • To avoid confusion, use ‘Weeks’ rather than ‘Topics’ • Set release time to be 8.30am weekday so if there are any problems, assistance is available • Start small - Pilot the AR in small cohort to iron out any unforeseen issues • Start simple Setting up for success

  22. Inform students of what you are doing and why – especially Online students – there may be some confusion as to why Topics are not visible • Consider nature of the CONTENT • Consider WHO your learners are; level of Learning autonomy, commitments outside of Uni, preferred learning style etc. Preparing students for success

  23. Work with an Educational Designer/Educational Support Coordinator TOP TIP http://bit.ly/srs-dsl

  24. Adaptive Release of Content (Interact2 site) https://interact2.csu.edu.au/webapps/blackboard/execute/displayLearningUnit?course_id=_10897_1&content_id=_454716_1 • Flexible and Adaptive Learning (Online Learning Model) http://uimagine.edu.au/csulx/model/flexible-adaptive.html • Interact 2 Analytics Community of Practice site https://interact2.csu.edu.au/webapps/blackboard/execute/content/blankPage?cmd=view&content_id=_352305_1&course_id=_9731_1 • Adaptive Release in Interact2 (PDF) http://www.csu.edu.au/__data/assets/pdf_file/0020/1232093/Adaptive-Release-of-Content.pdf • Monitoring student activity in Interact2 (PDF) http://www.csu.edu.au/__data/assets/pdf_file/0006/1151556/Monitoring-student-activity.pdf Resources

  25. References Fisher, Gardner, Brinthaupts & Raffo (2014) Conditional Release of Course Materials: Assessing Best Practice Recommendations, MERLOT Journal of Online Learning and Teaching, 10(2), June, p. 229. Ireland, T. (2007). Situating connectivism. Retrieved from http://etec.ctlt.ubc.ca/510wiki/Situating_Connectivism Irwin, B., Hepplestone, S., Holden, G., Parkin, H. J., & Thorpe, L. (2013). Engaging students with feedback through adaptive release. Innovations in Education & Teaching International., 50(1), 51-61. Keppell, M. Personalised Learning Strategies for Higher Education – Slideshare – Swinburne University, http://www.slideshare.net/mkeppell/persoanalised-learning-strategies-for-higher-education?related=1 Sharples, M., Adams, A., Alozie, N., Ferguson, R., FitzGerald, E., Gaved, M., McAndrew, P., Means, B., Remold, J., Rienties, B., Roschelle, J., Vogt, K., Whitelock, D. & Yarnall, L. (2015). Innovating Pedagogy 2015: Open University Innovation Report 4. Milton Keynes: The Open University Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.87.3793&rep=rep1&type=pdf

  26. Questions….?

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