MEF UNIVERSITY CELT
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Written by Güler, Topal & Özdemir (2023)
Below are the standards for using Adaptive Learning Platforms, informed by current research. These standards emphasize effective, personalized learning strategies, aiming to optimize student progress through adaptive technologies.
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Scoring Key
4️⃣
Meets Standard
The course fully meets the set standards and expected requirements.
3️⃣
Approaching Standard
The course is close to meeting the standard but requires minor to moderate improvements.
2️⃣
Partially Standard
The course demonstrates some aspects of the standards but has considerable areas that need enhancement.
1️⃣
Significantly Below Standard
The course falls significantly short of the standard and requires extensive modification or complete redesign.
Analysis
Adaptive Functions
I understand how the ALP works, including how the adaptive functionalities work and grades are calculated.
Prerequisite Practice
If students were struggling with the prerequisites of the course, I investigated whether foundational materials were available in the ALP and guided my students in need towards it.
Design
Adapting Instructional Design to Adaptive Teaching
I have reevaluated my instructional design before and during the semester to successfully transition to adaptive teaching and learning, including reconsidering the harmony of classroom and ALP instruction and reorganizing necessary class activities around the adaptive practices.
Syllabus - Overview
In my course syllabus, I provided a rough overview of how the ALP will be used, including which assignments are designated as ALP pre-class work and how they relate to in-class active learning tasks.
Syllabus - Grading
In my course syllabus, I clearly outlined the plausible ALP grading policies, including assignment expectations and grading schemes.
Incentive
If necessary, to provide appropriate motivation, I incorporated a total of at least 10% of the student's grade into ALP activities, thereby motivating students to complete them.
Objective-Based Teaching
I utilized the objective-based structure ALP by employing objective-based learning bits, which broke down comprehensive course materials into manageable, targeted chunks with sufficient opportunity for practice.
Multimodal Learning
When available on the platform, I utilized various course resources, such as exercises, visual presentations or animations, quizzes, SmartBooks, etc., to provide multimodal learning opportunities both in and outside class.
Development
Technical Support Information
Information for students on where and how to find technical support if they have problems with their system were provided.
Student Ease of Use
My use, organization, and management of the ALP promoted ease of use for my learners and reduced their cognitive stress.
Gradebook
I used the ALP gradebook and made it possible for my students to track their ALP grades and for me to track their learning analytics.
Learning Analytics - Monitoring
I utilized the available learning analytics in the ALP both at the course level (to identify the concepts which the class is struggling with) and at the student level (to pinpoint individual students who are struggling).
Learning Analytics - Adapting Online ALP Activities
Based on available learning analytics, I guided my class, particularly struggling students who need to focus on certain areas, towards extra ALP practice materials.
Learning Analytics - Adapting In-Class
Based on available learning analytics, I adopted a flexible teaching method by adjusting my approach during live classes to target challenging concepts and address weaknesses and questions. (For example, instructors can prepare in-class mini-lectures, targeting activities, etc. to provide additional support).
Implementation
Orientation
At the beginning of the course, students were oriented to the technology (this could be done through an online tutorial video or by providing hands-on training on adaptive learning usage, underlining the skills and competencies its usage requires).
Value of Adaptive Learning
At the beginning of the course, I provided a rationale for using the platform, including frequent assessments, and explained the value of ALP, including opportunities for and benefits of self and personalized learning.
Consistency
I utilized the mastery learning opportunities in ALP by employing frequent formative assessments, weekly or biweekly assignments, to teach and assess my students' learning of specific objectives.
Flipped Learning
I employed the formative assessments as pre-class assessments enabling active learning in class.
Communication
I often made announcements to remind my students about their ALP activities to guide their self-regulation and motivation.
Feedback
I provided my students with prompt feedback (either automatic or manual) on their ALP assignments.
Promoting Active Engagement
As a routine practice, I reminded my students about the ALP during in-class sessions to keep them engaged with the platform.
Check-Ins
I regularly checked in with students exhibiting abnormally slow learning rates to prevent procrastination and monitored fast learning rates to detect potential cheating or gaming practices.
Evaluation
Evaluation
I gathered feedback from students on their satisfaction with the platform and coupled it with the result of their formative and summative course assessments to evaluate my effective use of the platform.
MEF UNIVERSITY
CENTER FOR RESEARCH AND BEST PRACTICES IN LEARNING AND TEACHING
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