Use Cases

Adaptive Learning Use Cases

Adaptive Learning Tools

Adaptive Learning Tools

Decoupling Navigation from Course Structure

• 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

Content Tagging

• edX Adaptive WG (2016)

  • Flexibility - Abstracting out the taxonomy concept as a separate authorable entity in the platform

    • Common Core high school algebra
    • Khan’s Knowledge Map
    • Metacademy
  • 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