6. 05/12/2017
1930s: Pressey’s Self-testing
machine
Image copyright OSU photo archives
“There must be an ‘industrial revolution’ in
education, in which educational science and
the ingenuity of educational technology
combine to modernize the grossly inefficient
and clumsy procedures of conventional
education. Work in the schools of the future
will be marvelously though simply organized,
so as to adjust almost automatically to
individual differences and the characteristics
of the learning process. There will be many
laborsaving schemes and devices, and even
machines – not at all for the mechanizing of
education, but for the freeing of teacher and
pupil from educational drudgery and
incompetence.”
Sidney Pressey (1933) Psychology and the New Education
7. Based on theories from cybernetics
(adaptive systems, feedback
control)
Student is presented with multiple
choice response
Feedback depends on the
student’s response
1950s: Adaptive teaching
machines
Adaptive teaching machine
8. Tutor: Do you think the Amazon
jungle has a heavy rainfall or a
light rainfall?
Student: Heavy rainfall
Tutor: Why does the Amazon have
a heavy rainfall?
Student: Because it’s near the
Atlantic
Tutor: Yes, the Amazon jungle is
near the equatorial Atlantic. How
does that affect the rainfall in the
Amazon jungle?
Student: The water in the current is
warm
Joseph Psotka, Sharon A. Mutter (1988). Intelligent Tutoring
Systems: Lessons Learned. Lawrence Erlbaum Associates.
Structured teaching
content
Student model
Teaching
administrator
Natural language
interface
O'Shea, T, Bornat, R, du Boulay, B, Eisenstadt, M and Page, I, 1984, "Tools for
creating intelligent computer tutors" In: Elithorn, A and Banerji, R, eds., Artificial
and Human Intelligence, Elsevier Science Publishers.
1970s: Intelligent Tutoring
Systems
9. Structured sequence of curriculum
materials
Present students with small chunks
of instruction
Test at each step
Provide immediate feedback
Adjust content based on student
performance
Can include mastery learning (re-
teach until the student demonstrates
understanding)
1990s: Integrated Learning
Systems
10. Learner profiles
Personal learning paths
Competency-based
progression
Flexible learning
environments
Career readiness
2010s: Personalized Learning
11. 1930s Self-teaching
machines
Too early
1950s Adaptive teaching
machines
Too expensive
1970s Intelligent tutors Too difficult to
author
1990s Integrated
learning systems
Not integrated
2010s Personalized
learning
???
13. Mastery learning: requires a student to
demonstrate understanding of educational
content before progressing
Adaptive teaching: matches educational content
to the learner’s previous actions or inferred
knowledge
Personalized learning: provides students with
learning experiences that meet their personal
needs and interests
Definitions
14. Mastery learning works
Kulik et al. meta-analysis, effect size 0.52
Hattie (2015) effect size 0.58
Feedback works
Hattie & Timperley (2007) meta-analysis of computer-assisted
feedback, effect size 0.52
Computer-assisted instruction works a little
Tamin et al. study of 25 meta-analyses, effect size 0.26
Intelligent tutoring works better
Kulik & Fletcher meta-analysis of intelligent tutoring systems, effect
size 0.66
Studies of Effectiveness
15. Wood et al. (1999). ‘Integrated Learning Systems in the classroom’:
• Study 1, significant positive results
• Study 2, positive and negative results
• Study 3, negative results for achievement
RAND (2013) study of Algebra Cognitive Tutor® in 73 high school and 74
middle schools:
• High schools: No effect in first year. Small effect (0.2) in second year
• Middle schools: No significant effect
What Works Clearinghouse (2016) systematic review of Cognitive Tutor®
in secondary schools:
• Algebra1: mixed effects on algebra and no discernible effects on general
mathematics for secondary students
• Geometry: potentially negative effects for secondary students
Effectiveness in classrooms
16. • Employed more rigorous evaluations – studies with
appropriate control and measures
• Need for teacher development
• Finding suitable educational content
• External pressure to move students on, whether they
had mastered the material or not
• Integration with other forms of learning
Why lower effectiveness with
large-scale classroom
evaluations?
17. “Three personalized learning elements —
Student grouping,
Learning space supports personalized learning, and
Students discuss data
— had the greatest ability to isolate the success cases from the other
schools. All of these elements were being implemented in the most
successful schools.”
RAND (2015). Continued Progress: Promising Evidence on Personalized Learning.
http://k12education.gatesfoundation.org/resource/continued-progress-promising-evidence-on-personalized-learning-2/
Successful personalized
learning
18. New personalized learning
1990s 2010s
Computer control Learner & teacher control
Focus on content Focus on strategy
Hidden paths Open paths
Individual learning Group learning
Computer lab Flexible learning space
Lab research studies School studies
Separated from other learning Blended with other learning
is flexible, social and blended
20. Karataev, E., & Zadorozhny, V. (2017). Adaptive social learning based on
crowdsourcing. IEEE Transactions on Learning Technologies, 10(2), 128-139.
Crowdsourced adaptive learning
Each mini-lesson has:
Name
Explanation
Example
Test
Correct answer
Mini-lessons (‘lesslets’) contributed by students and teachers
21. OSMOSIS
Explanation
The process by which molecules pass through a
semipermeable membrane from a less
concentrated solution into a more concentrated
one. This equalizes the concentrations on each
side of the membrane.
Example
Cucumber slices in distilled water gain weight.
Cucumber slices in salt water lose weight.
Because cucumber cells are semi-permeable
membranes, so cucumber in salt loses water to
equalize concentration.
Test
What is osmosis?
1. When a fluid passes through a semi-permeable membrane into a more
concentrated solution.
2. When a fluid passes through a semi-permeable membrane into a less concentrated
solution.
3. When fluids have similar concentrations each side of a semi-permeable membrane.
Answer: 1
22. Karataev, E., & Zadorozhny, V. (2017). Adaptive social learning based on
crowdsourcing. IEEE Transactions on Learning Technologies, 10(2), 128-139.
Crowdsourced adaptive learning
Mini-lessons (‘lesslets’) contributed by students and teachers
Create personal learning pathways
Based on answers to tests
Osmosis A
Osmosis B
23. Karataev, E., & Zadorozhny, V. (2017). Adaptive social learning based on
crowdsourcing. IEEE Transactions on Learning Technologies, 10(2), 128-139.
Crowdsourced adaptive learning
Mini-lessons (‘lesslets’) contributed by students and teachers
Create personal learning pathways
Based on answers to tests
Osmosis A
Osmosis B
Isotonic A
24. Karataev, E., & Zadorozhny, V. (2017). Adaptive social learning based on
crowdsourcing. IEEE Transactions on Learning Technologies, 10(2), 128-139.
Crowdsourced adaptive learning
Mini-lessons (‘lesslets’) contributed by students and teachers
Create personal learning pathways
Based on answers to tests
Osmosis A
Osmosis B
Correct ✓
Wrong ✗
Isotonic A
25. Karataev, E., & Zadorozhny, V. (2017). Adaptive social learning based on
crowdsourcing. IEEE Transactions on Learning Technologies, 10(2), 128-139.
Crowdsourced adaptive learning
Create personal learning pathways based on
answers to tests
Osmosis A
Osmosis B Correct ✓
Correct ✓
Adapt to learners’ abilities
Crowdsource new lessons to fill gaps
Mini-lessons (‘lesslets’) contributed by students and teachers
Isotonic A
27. Personal inquiry learning
Making learning through inquiry personal, meaningful, visible, sharable
‘Is my diet healthy?’
‘How can I measure how fit I am?’
‘Are birds scared away from cities by noise?’
28. 1. Teacher introduces topic Curriculum-based instruction
2. Students propose personal
inquiry questions
Personally meaningful,
achievable
3. In classroom groups, students
plan investigation
Collaborative learning
4. Individually, students work
outside the classroom to collect
evidence
Personal inquiry
5. In classroom groups, students
analyze and share results
Collaborative analysis
Guided improvisation
6. In classroom groups, students
respond to the inquiry question
Collaborative reflective learning
7. In groups or individually,
students present results
Shared presentation
8. Individually, students reflect
and report on their progress
Personalized reflective learning
29. Healthy eating study:
attainment
0
10
20
30
40
50
60
70
80
Personal Inquiry Control
Pre-test
Post-test
Intervention n=14
Control n=13
Anastopoulou, A., Sharples, M., Ainsworth, S., Crook, C., O’Malley, C. & Wright, M. (2012) Creating personal meaning
through technology-supported science learning across formal and informal settings. International Journal of Science
Education, 34,2, 251–273.
30. Healthy eating study:
enjoyment of science lessons
22
23
24
25
26
27
28
29
Pre-test Post-test
PI Control
Intervention n=21
Control n=15
F(1,34) = 6.06, p < 0.02
Anastopoulou, A., Sharples, M., Ainsworth, S., Crook, C., O’Malley, C. & Wright, M. (2012) Creating personal meaning
through technology-supported science learning across formal and informal settings. International Journal of Science
Education, 34,2, 251–273.
34. Each learner
experiences ancient
Rome
Learner explores an
interactive digital
model of the city
Educators ask
questions to prompt
exploration
Learners discuss their
personal experiences
35.
36.
37. Bringing it all together
New personalized learning is
flexible, social, blended
How can we:
Combine individual study with group learning?
Create new spaces (physical and online) that
support personalized study?
Support students to view and discuss their
progress?
38. Bringing it all together
New personalized learning is
flexible, social, blended
Crowdsourced adaptive
teaching
Personal inquiry
learning
Personalized social
learning
Editor's Notes
Multiple choice – recorded answer. The great idea was to fix the machine so that it would not move on until the student chose the right answer. Then it was easy to show that this second arrangement taught the students which were the right answers.