Use Cases

Adaptive Learning Tools

Decoupling Navigation requirements
- MicroModules
  - tags: discipline, skill or difficulty
  - timescale: recommending no more than 20-30 minutes of material
  - content: summary, video, practical work, self-corrected exercises, guidance, discussion forums, etc.
  - quiz: should always end with an automatically corrected quiz
- Additional content
  - added along with MicroModules
  - assessments to assess and adapt: chapters, notes, exams, milestones, etc
  - skill recognition and rewards: certificates, badges, percentage of completion, etc.
- Pathways
  - composition: assembly of MicroModules + Additional content
  - skills matrix: skills metrics associated with each MicroModule
  - milestones: continual evaluation of learner's progress via self-contained evaluations (within MicroModules) or individual assessments (as additional content)
- MicroModule repository and catalog
Knewton's base-level Decoupling Navigation requirements
- Personalized Next button
- User identity could be "a data profile that spans multiple adaptive providers, aggregating proficiency, geographical location, profession, and modality preferences"
- Content identifier should be globally unique
- Versioning content depending on nature of change

edX Adaptive WG (2016)
- Flexibility - Abstracting out the taxonomy concept as a separate authorable entity in the platform
- Versioning - taxonomies change over time
- Multi-alignment - multiple taxonomies associated with a single course/library
- Portability - transport across MOOC instances
Content Tagging (2017)
- Product memo with incremental needs based on Credo's work
Open Learning Initiative @ Stanford Semantic Tagging requirements (2014)
- Learning objective = what student will be able to do by the end of the module
- Learning objective contains skills (sub-objectives)
- Skill = discrete concept or knowledge component, actionable for instructors
- OLI courses have 30-50 learning objectives and 100-1,000 skills
Resource Tagging (2014) for Open Learning Initiative
- Tags to associate with course resources in a many-to-many relationship
- Categories of tags
- Tags and categories have names and descriptions
- Tags not in tracking events, but sent with course exports
Content Tagging (2014)
- Use cases
  - OLI's learning objectives and skills
  - MIT's Backstage with learning objective graph and relationships
  - Content library filtering
  - Adaptive
- xBlock Asides proposed in contrast to Stanford's generic framework