Personalized adaptive learning

When buying hats, socks or other various items of clothing we are led to believe that “one size fits all.” The traditional approach in the classic classroom setting functions very much the same way: one syllabus, one textbook, and one educational strategy are supposed to accommodate the learning needs of a diverse body of students without taking into consideration their individual learning styles or special needs. (Cope and Kalantzis evoke the idea of “institutionalized sameness” in this context.) Anyone who has ever stepped into a classroom quickly recognizes that the reality is quite different and that students learn differently. Students learn at different speeds and through different tools and approaches; “the general ability to learn a topic is strongly related to the individual’s learning aptitude” (Cheung, 52). This is where the idea of personalized adaptive learning comes into play. In order for students to learn in a meaningful and effective way, the educational journey should be personalized and adapted to the students’ individual needs and their different learning strategies. As Cope and Kalantzis say, we need to create “individual learning experiences.” “By considering the differences in the learning preferences, attitude and aptitude of each learner, this improves the quality of the learning experience for every student, which can lead to learner achievement and continuous performance improvement.” (Cheung, 52). This is easier said than done in a traditional classroom setting. It would be almost impossible for a teacher to find the time to explain the material multiple times depending on the student’s needs. However, new technologies open up new doors, and adaptive learning strategies can be successfully integrated into online learning environments and learning platforms.

Example: Language learning modules online

I work for a language learning institute and we have tried to use adaptive learning strategies in our online and hybrid classes, but it’s not as easy as it might sound. Let’s take a grammar refresher module. Students start out with a number of grammar exercises based on the level of their language course, for example intermediate Spanish. If they successfully complete a certain set of exercises, the grammar questions and exercises will gradually become more advanced and difficult. On the other hand, if a student fails a certain number of exercises, the system will direct the student towards an easier set of exercises or ask the student to repeat some exercises. Ideally, the system will also offer relevant feedback and direct the student toward short tutorials and explanations (video, audio, and text) and possibly an online tutor. In order to do so, each question and exercise needs to be associated (“tagged”) with the appropriate level and specific grammar issue within the online learning system. (We work with moodle and use a so-called “tag” system.) Developing a learning module like this (different levels, tutorials, and detailed tags) and “redesigning lessons” (Cope and Kalantzis) quickly becomes a rather hefty and time-consuming task. The sheer amount of exercises, questions, and tutorials that are necessary to fully develop a module can therefore be rather overwhelming. And at this point we are only yet addressing questions of knowledge and comprehension (memorization) without having touched “higher cognitive processes” (see Aiguelera et al. and their criticism that adapted learning online often focuses solely on “rote learning … and drilling activities”).

Let me give one more example. French spelling is notoriously difficult, even for French native speakers. After repeated complaints from faculty about basic spelling issues in their undergraduate classes, several universities in France now ask their students to complete an online spelling refresher course during their freshman year. A number of offers are available online, the most widely used online application is called Projet Voltaire. Students start with a placement test and are then oriented towards lessons and modules that correspond to their level or possible problematic issues. Students then work through the material at their own pace and according to their personal level and needs. Projet Voltaire now works in cooperation with several universities but also a large number of private companies in France and offers a certificate upon completion. (A similar project is Orthodidacte which started only a couple of years ago.)

• https://www.projet-voltaire.fr/
• https://www.orthodidacte.com/

In his TED talk “Bring on the learning revolution” Sir Ken Robinson suggests that in order for us to reform the traditional education approach, we need to step away from linearity and conformity and instead allow for an organic learning environment and an appreciation for the diversity of talent. And at its best that is what personalized adaptive learning can be.

Bibliography:

• Cheung, Ronnie et al. “An ontology-based framework for personalized adaptive learning.” Advances in Web-based learning. Heidelberg, 2010. p. 52-61.
• Aguilera, Nestor et al. “Addressing different cognitive levels for online learning” Auckland Proceedings, 2002. (https://web.archive.org/web/20100918130455/http://ascilite.org.au/conferences/auckland02/proceedings/papers/216.pdf)
• Robinson, Ken. “Bring on the learning revolution” (TED talk). 2010.