VIEWS & OPINION How effective is adaptive learning?
What are the results? Comment by DR. IOANA GHERGULESCU, Head of Research at Adaptemy
From a “technology of the future” to large-scale implementation, adaptive learning is more important than ever. While educational leaders examine the efficacy of adaptive learning, publishers strive to find the best solutions.
How effective is adaptive learning? As we move into the 5th generation of solutions, adaptive learning business must bring the following if they want their technologies to be successful: • a strong understanding of classroom dynamics.
• an awareness of the science of learning. • knowledge of AI algorithms that facilitate true adaptation.
• rigorous evaluation of the learning effectiveness and system accuracy
With implementation and impact at the core of
edtech, evidence of effectiveness can be found in the pass rate, engagement, grade improvement and enjoyment.
Pass rates In 2016, tests conducted through our adaptive learning solutions produced a 67% pass rate. Research and refinement over the subsequent 12 months saw this rise to 82%, above the e- learning course range of 60-70%. The content hasn’t been simplified. Rather, its presentation is now better understood by students, increasing
their ability to grasp concepts and embed learning.
Engagement Learning takes place when you’re working. The goal of an edtech solution is to engage more students, so that they are ‘in flow’ more often. Experts estimate ‘flow’ accounts for around 20- 30% of learning time. Using Csikszentmihalyi’s flow model, a study assessed learning flow in maths classes in an Irish secondary school. Each learning experience was categorised by
anxiety and boredom rates, based on the students’ ability and the content’s difficulty. The study found that 88%of students worked within the flow channel (zone of maximum engagement) using this model. A substantial leap.
Grade improvements Adaptive learning reduces the gap between low and high performers and pushes students towards mastery. Educational data mining and learning analytics were used in a large-scales tudy presented at the AACE EdMedia 2016 conference to understand how adaptive systems can reduce gaps between students. Data was gathered over six months, when the
Adaptemy system powered adaptive and personalised learning experiences. The results have shown that students’ maths ability improved on average by 8.3% per concept for 5 minutes. In
2017, this improvement increased to 12.4% on average per concept. When revising or practising a concept, the
students received similar questions, produced at runtime to enable practice and minimise the possibility of students gaming the system. This enhanced the personalisation of the student experience. Despite failed first attempts, Adaptemy observed that students worked through and persisted until they passed the concept, resulting in a 26.6% improvement for that group.
Enjoyment We know that enjoyment is essential to the learning experience and we consider this aspect when personalising the journey. Another Adaptemy study found that 97% of teachers believe that students enjoy using Adaptemy. We are constantly researching and trialling new
teaching ideas and technologies as well as evaluating current technology. In-depth research is the backbone of our work.
Through our involvement in the pioneering Horizon 2020 programme in projects such as NEWTON and other collaborations with research centres such as Learnovate, PEL, CeADAR, we are making major technological advancements as we continue to bring the best AI technologies to education.
How can we increase health literacy in school children? Comment by DR SELWYN HODGE HonFRSPH, HonMAPHA. Co-Chair of the Self Care Forum
The country’s health statistics are depressing: a third of 12 – 15-year olds are overweight or obese, 1 in 20 people will have diabetes by 2045, and, the World Health Organisation reports that we have the third highest cancer rates in Europe. These figures are made more harrowing
because they are largely the results of people’s unhealthy lifestyles and therefore, avoidable. The outcomes of statistics such as these are
wide reaching; affecting individuals, families, society as well as our NHS, which is in crisis as demand for services escalates.
It is essential
individuals do more to help themselves live a healthier life, but many people don’t know how. Today’s parents often cannot, for whatever
reason, pass on health information to their children and are therefore poor role models in relation to healthy lifestyles. Which is why this type of essential
knowledge must be taught in schools, and from an early age. Government’s recent introduction of Sex and
Relationships Education (SRE) into schools is encouraging, although we are missing a trick because sadly, it’s not fully compulsory. It’s disappointing that Government is not obligated to include statutory health education, inspected by OFSTED, in the National Curriculum. There is also a need for extra resources and teaching materials for training teachers in this specialism. As it stands now, schools will be allowed to determine for themselves the SRE content, which means we still won’t have comprehensive high-quality health education being taught across the country. With the right approach, SRE could be a
potential model for developing self-care strategies with young people, but for this to happen successfully, far more compulsion, planning and resources are required. The DfE must produce definitive guidance for
schools, not just about SRE, but also to promote self-care among young people. This would mitigate threats such as the obesity crisis and high diabetes levels and counter the increasing dominance of phones and
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www.education-today.co.uk
computers with their associated negative effects on mental wellbeing and active lifestyles! As a nation, we seem to be sleepwalking
towards a future of poorer health and even poorer health literacy, which will escalate all the tensions around current heath provision. Critically, we risk leaving the door open to the reintroduction of medical conditions that were once considered defeated; something we are observing in other countries. Self Care Week (12 – 18 November) is an
awareness week organised by the Self Care Forum to help people help themselves. Schools are being encouraged to participate by using it to help children become self-care aware, teaching them how to stay well throughout all their life and about the workings of the NHS and to understand how and when to access the Service. Collaborating with local agencies such as GPs, pharmacies, councils and clinical commissioning groups could also be helpful.
uFor more information contact
selfcare@selfcareforum.org
October 2018
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