Jurgen Schulte - Experiences with an Adaptive Learning Product

1. UTS, Jurgen Schulte 1NSW Learning Analytics Working Group 3 February 2016 . . . NSW Learning Analytics Working Group Experiences with an Adaptive Learning Product adaptive testing confidence and proficiency analytics Jurgen Schulte SciMERIT School of Mathematical and Physical Sciences University of Technology Sydney

2. UTS, Jurgen Schulte 2NSW Learning Analytics Working Group 3 February 2016 Computerise Adaptive Testing Presentation of educational material according to students' learning needs Adaptive Learning AI 1970s (SCHOLAR, adaptive & intelligent learning systems) 1980s (Intelligent Tutoring Systems) 1990s (Adaptive Learning Technology) 2000s (AutoTutor, passed Turing test)

3. UTS, Jurgen Schulte 3NSW Learning Analytics Working Group 3 February 2016 www.wileyplus.com B Engineering Honours BE DipEngPrac BEngSci LLB BE (Hons) BA Int St BE (Hons) BMedSc BE (Hons) BSci BEng (Hons) DipProfEngPrac BEng (Hons) DipProfEngPrac BEng (Hons) BBus BEng (Hons) BCIInn Study Abroad Undergraduate … various sub-‐majors Adaptive Learning

4. UTS, Jurgen Schulte 4NSW Learning Analytics Working Group 3 February 2016 www.wileyplus.com Adaptive Learning – Student’s View

5. UTS, Jurgen Schulte 5NSW Learning Analytics Working Group 3 February 2016 quantitative problem skills required to solve problem no multiple guess choice confidence level time to solve proficiency, not performance level of challenge track record on this topic disciplinary skill Next round of problems depends on how this round of 10 problems has been completed Adaptive Learning – Student’s View

6. UTS, Jurgen Schulte 6NSW Learning Analytics Working Group 3 February 2016 www.wileyplus.com Adaptive Learning – Student’s View

7. UTS, Jurgen Schulte 7NSW Learning Analytics Working Group 3 February 2016 Week 3 Week 8 Week 12 Adaptive Learning – Manager View

8. UTS, Jurgen Schulte 8NSW Learning Analytics Working Group 3 February 2016 Adaptive Learning 2D Knowledge maturity, personal timeline d-‐analysis motion forces statics momentum energy thermal electricity fluids waves optics Adaptive Learning

9. UTS, Jurgen Schulte 9NSW Learning Analytics Working Group 3 February 2016 Approach (adaptive learning) flexible low to high level entry 24/7 access, all semester long continuous incremental work start and work on preferred topics continue any time where left off last ‘Adaptive Learning’ (2D) Adaptive to … • learning ability • learning load • personal circumstances • personal interest • building up skills Adaptive Learning

10. UTS, Jurgen Schulte 10NSW Learning Analytics Working Group 3 February 2016 Data extraction, preparation, analytics … … feed into weekly Personal Support Actions Adaptive Learning Analytics

11. UTS, Jurgen Schulte 11NSW Learning Analytics Working Group 3 February 2016 1 2 3 4 5 6 7 8 9 10 11 12 14 15 16 17 18 19 21 22 24 26 27 33 34 0 2000 4000 6000 8000 10000 12000 2 3 4 5 6 7 8 9 10 11 12 13 14 15 ChapterNo.5Students Week Cumulative5Questions5 Correct5Weekly5(Friday) Adaptive Learning Analytics

12. UTS, Jurgen Schulte 12NSW Learning Analytics Working Group 3 February 2016 0.0 2.0 4.0 6.0 8.0 10.0 12.0 28/07/2015 29/07/2015 30/07/2015 31/07/2015 1/08/2015 2/08/2015 3/08/2015 4/08/2015 5/08/2015 6/08/2015 7/08/2015 8/08/2015 9/08/2015 10/08/2015 11/08/2015 12/08/2015 13/08/2015 14/08/2015 15/08/2015 16/08/2015 17/08/2015 18/08/2015 19/08/2015 20/08/2015 21/08/2015 22/08/2015 23/08/2015 24/08/2015 25/08/2015 26/08/2015 27/08/2015 28/08/2015 29/08/2015 30/08/2015 31/08/2015 1/09/2015 2/09/2015 3/09/2015 4/09/2015 5/09/2015 6/09/2015 7/09/2015 8/09/2015 9/09/2015 10/09/2015 11/09/2015 12/09/2015 13/09/2015 14/09/2015 15/09/2015 16/09/2015 17/09/2015 18/09/2015 19/09/2015 20/09/2015 21/09/2015 22/09/2015 23/09/2015 24/09/2015 25/09/2015 26/09/2015 27/09/2015 28/09/2015 29/09/2015 30/09/2015 1/10/2015 2/10/2015 3/10/2015 4/10/2015 5/10/2015 6/10/2015 7/10/2015 8/10/2015 9/10/2015 10/10/2015 11/10/2015 12/10/2015 13/10/2015 14/10/2015 15/10/2015 16/10/2015 17/10/2015 18/10/2015 19/10/2015 20/10/2015 21/10/2015 22/10/2015 23/10/2015 24/10/2015 25/10/2015 26/10/2015 27/10/2015 28/10/2015 29/10/2015 30/10/2015 31/10/2015 1/11/2015 2/11/2015 3/11/2015 4/11/2015 5/11/2015 6/11/2015 7/11/2015 S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Total5Time5Spent5(Days,5equvilant5to524hrs) Date,/,Week Time5Students5Spent5on5Orion5throughout5the5Semester5(Daily) Adaptive Learning Analytics

13. UTS, Jurgen Schulte 13NSW Learning Analytics Working Group 3 February 2016 Analytics triggered PSA P. S. A. • Weekly personalised emails • Status report • Expectations • Encouragement / Caution • Progress support • Early warning flags

14. UTS, Jurgen Schulte 14NSW Learning Analytics Working Group 3 February 2016 Adaptive Learning Analytics Pros • informative dash boards • links with WileyPLUS gradebook • proficiency, confidence, diagnostic • extends WileyPLUS problem set • local technical support • free of charge add-‐on ORION Cons • separate development team • long time for support to response • limited access to visible data • data format non-‐standard • external product • more a trial than a solid product

15. UTS, Jurgen Schulte 15NSW Learning Analytics Working Group 3 February 2016 What did you value most about the assessment structure in this subject (50% Orion, 30% prac, 20% exam)? “Worked well for me. Engaging.” “I think Orion is a fantastic tool but I would have used it more if the punishment for answering incorrectly was not so bad.” “I liked that I could start where I had left off.” “Made it easier to let me do it at my own pace. Since it was online I could do more of it from home.” “Get marked on questions you do at home [opposed] to other subjects [where] you get marked mostly on test and assignments.” “If something was due in another subject I could focus on that then come back to Orion knowing it’s not due yet.” “It worked very well for me because I tend to stress when a final exam has a huge percentage weight.” Adaptive Learning

16. UTS, Jurgen Schulte 16NSW Learning Analytics Working Group 3 February 2016 In your own opinion and from experience you may have had in other subjects, do you believe you had deeper learning experience this way [adaptive] compared to an exam-‐based assessment ? Other subject you won’t do many questions for each chapter but for this subject I was able to do many questions on all chapters which gave me a good depth of knowledge. It was different because I was able to see improvements on a weekly basis. I didn’t do physics at school. So this assessment task really helped me because I was able to do heaps of questions and track my progress. Also, having a big focus on [problem solving] practise skills is much more valuable for overall learning. I found I was much more involved with this style of assessment. Were there any other skills you developed throughout the process of this homework assessment task? Time management Solve problems quicker Confidence when problem solving Visualise and solve problems quicker Adaptive Learning

17. UTS, Jurgen Schulte 17NSW Learning Analytics Working Group 3 February 2016 Individualised just-‐in-‐time feedback “I liked that Dr Jurgen was able to send weekly progress reports to not only give us the proficiency scores but where we are sitting in the subject in order to get a pass. It was a source of motivation !!” P S A

18. UTS, Jurgen Schulte 18NSW Learning Analytics Working Group 3 February 2016 Q & A

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