Different By Design: Building Adaptive Learning Experiences

Matthew's presentation from the RAU T&L conference exploring adaptive learning.

Transcript

1. Different By Design: Building Adaptive Learning Experiences
2. 2 This Morning… ► Discuss what I mean by adaptive learning experiences ► Explore why I think adaptive learning experiences should be a key part of curriculum design ► Show an example of how I create adaptive learning experiences
3. Adaptive Learning Design ► Learner centred model of delivery ► Flexible but robust learning structures ► Promoting engagement and achievement
4. Historic Notion of Curricula Learning Outcome(s) Curriculum
5. Historic Notion of Curricula Learning Outcome(s) Curriculum Achievement…
6. Frameworked Curricula Learning Outcome(s) Curriculum
7. Frameworked Curricula Curriculum Achievement Learning Outcome(s) Robust Structure
8. Frameworked Curricula Curriculum Learning Outcome(s) Achievement Robust Structure
9. Causes:
10. Causes: ► Mental Health Conditions ► Cognitive Impairments ► SpLD’s ► Developmental Differences (ASD) ► Health and Wellbeing ► Background ► Home Life ► Friends ► Relationships ► Past Experiences ….
12. Case Study: Dyslexia Dyspraxia Autism Social Anxiety Previous Mental ill Health Lost Stepfather and Grandmother Full-time Job Family
13. Case Study: Dyslexia Dyspraxia Autism Social Anxiety Previous Mental ill Health Lost Stepfather and Grandmother Full-time Job Family
14. 14 OK, But… ► Excellent teaching learning. ► Ensures continuity of experience; and ► Legal duty.
15. Adaptivity…
16. 16 Models!?!
17. (Adaptive) Constructive Alignment Learning Outcomes Assessment & Feedback Teaching & Learning Activities Graduate Attributes & Abilities Learning Outcomes Assessment & Feedback Graduate Attributes Teaching & Learning Activities LEARNER
18. (Adaptive) Constructive Alignment Learning Outcomes Assessment & Feedback Teaching & Learning Activities Graduate Attributes & Abilities Programme Module Class Independent Study Learning Outcomes Assessment & Feedback Graduate Attributes Teaching & Learning Activities LEARNER
19. Adaptive Design Programme Module Class Independent Study ► Multi Format ► Multi Sensory ► Formative ► Scaffolded ► Iterative ► Individualisable ► Playful ► Relevant ► Respectful
20. Adaptivity In Practice: Product • Present multiple formative opportunities for students to test, try, fail (possibly) and feed forwards. • Link formative and summative experiences. • Provide unambiguous criteria and explain their application. Content • Give students a range of information, ideas and tasks in different formats through which they can realise the learning outcomes. • Repeat these in different contexts to maximise impact. Process • Set clear expectations and outcomes, and reinforce these regularly. • Use flexible scaffolding and user centric design to make curricula easily navigable (See Tel Tip 27.05.22). • Constantly communicate relevance and mapping. • Support students to explore this in their own way, and tolerate that! Environment • Create an environment in which everyone feels respected and able to learn. • Map the environment • Use different environments where possible.
21. Iterative
22. An Adaptive Model Learner Environment Process Content Product
23. An Adaptive Model
24. Case Study: 4408 MBA Module ► Deliverable in a Range of Modalities ► Flexibly Scaffolded ► Relevance Central to Communications ► Iterative Topic Development in Bi-Weekly Loops ► Multiple Ideas and Tasks in a Range of Formats ► Regular Formative Tasks Linked to Summative Assessments ► Feed-Forward Summative Feedback from Lecturer & Peers ► 2 Assignments: Group Pitch and Individual Reflective Essay
25. Feedback “Also noteworthy is the fact that he was open and able to accommodate all of the students´ learning requests in a systematic manner” 2021 Student
26. Thanks for Listening, Any Questions?