Adaptive Learning
Adaptive Learning is a methodology meant to build up a learning experience, unique to each learner, by means of a computer as interactive teaching device. AL does not consider a group of learners “homogenous” but each one is seen as characterised by a unique amount of meta-data, abilities, preferences, prerequisites. All of those elements are indeed taken into account to tailor and carry out a tech-based personalisation of the course by using an adaptive algorithm.
Adaptive Learning is a methodology meant to build up a learning experience, unique to each learner, by means of a computer as interactive teaching device. AL does not consider a group of learners “homogenous” but each one is seen as characterised by a unique amount of meta-data, abilities, preferences, prerequisites. All of those elements are indeed taken into account to tailor and carry out a tech-based personalisation of the course by using an adaptive algorithm.
As a consequence, in terms of content, the more dynamic and interactive, the more beneficial and effective a course would be. For instance, there are today some online test providers offering “adaptive” versions of tests of English proficiency levels, by increasing or decreasing the difficulty of the questions according to the appropriateness of the answers provided by the test taker. This may happen because not only the content is repurposed thus becoming no longer linear, but also because an AL platform monitors the way a learner is responding and interacting with the material in order to adapt items and activities accordingly.
As a consequence, in terms of content, the more dynamic and interactive, the more beneficial and effective a course would be. For instance, there are today some online test providers offering “adaptive” versions of tests of English proficiency levels, by increasing or decreasing the difficulty of the questions according to the appropriateness of the answers provided by the test taker. This may happen because not only the content is repurposed thus becoming no longer linear, but also because an AL platform monitors the way a learner is responding and interacting with the material in order to adapt items and activities accordingly.
It is worth underlining that the approach of AL is different from personalised learning because the former is more sophisticated and tech- based. It indeed requires the processing of data generated during the learners’ active engagement to adapt the flow and level of the activities .
It is worth underlining that the approach of AL is different from personalised learning because the former is more sophisticated and tech- based. It indeed requires the processing of data generated during the learners’ active engagement to adapt the flow and level of the activities .
In terms of impact on teaching and learning, AL could shape both the course structure and the learner’s experience. Namely, it would become possible to see where a what type of mistakes occur to integrate further content and opportunities for improvement.
In terms of impact on teaching and learning, AL could shape both the course structure and the learner’s experience. Namely, it would become possible to see where a what type of mistakes occur to integrate further content and opportunities for improvement.
I could implement my signature assignment by introducing:
I could implement my signature assignment by introducing:
· an open cloze activity where the students will write the discourse markers and commonly used phrases in the sample argumentative essay provided. The better they react, the more the gaps would be with increasing level of “formality” of register;
· an open cloze activity where the students will write the discourse markers and commonly used phrases in the sample argumentative essay provided. The better they react, the more the gaps would be with increasing level of “formality” of register;
· a “make it formal” activity where the more formal and appropriate the learner’s response is, the more informal, namely more difficult to turn into formal, the following item would be.
· a “make it formal” activity where the more formal and appropriate the learner’s response is, the more informal, namely more difficult to turn into formal, the following item would be.