Dale Johnson, Director of Adaptive Initiatives at the Arizona State University (USA), tells Lectera Magazine what adaptive learning is, how it differs from classical learning, and how it can be applied.
We had a very specific need. Our students were struggling with math and we wanted to help them succeed. Math is one of the toughest subjects for the university students and we were losing over 40 per cent of our first-year student because they couldn't successfully finish a math class. So, we took that, and we translated that into a system that is helping our students succeed at a much higher rate.
40 percent of our student used to fail. Now it's only 20 percent. So, we've reduced the failure rate significantly. Our goal ultimately is less than 10 percent with fail. So, we are going to save all of those students and help them succeed by giving them good math education using an adaptive system.
Oh, that's a trend. Yeah, we found that we started with math and then moved to biology, chemistry, physics, economics, psychology and now we are doing philosophy. So, we've gone from science all the way through liberal arts. And it's working well in every discipline. So, we believe it is the future of education. And we are trying to do now is that we are trying to change the culture of our faculty, so that they understand the value of the technology.
When I look at it there is something called a productivity paradox. If you look at history when we put technology on the top of an old process it ends up lowering productivity. So, think about 1990s, everybody was getting computers, but we were working harder without getting any more value. 1990s we started to change the processes, what we do with the computer. With the world wide web exploding, we started to gain way more value from computers. The same is now with education. Right now, we are just adding technology on the top of the teacher and it's crushing our teachers. They are unable to successfully teach anymore because they're so worried about the technology. So, we are going to think about is what we need to remove from the teaching load. And one of the things we focus on is the lecture. The lecture has always been a corner stone of education, but we don't think it's necessary anymore because we can digitize everything. We put on a video, we have it available for the student any time and anywhere. So, that kind of transformation needs to be the part of the conversation. We cannot just add technology, it won't succeed. You have to take away some of the other work.
Speaking at the graduation ceremony at the Georgia Institute of Technology (Georgia Tech), graduate and well-known entrepreneur Christopher Klaus promised to cover the costs of registering a startup for every university graduate who decided to start his own company.
Starting from the next academic year, the largest university in Britain will stop informing students of their exam rankings.
In July, the country's first unified center for training humanoid robots developed by various IT companies will open.
Researchers from Malaysia analyzed more than twenty scientific papers devoted to the method of mutual learning (or peer-to-peer) and its impact on students' progress.
The EdWeek Research Center conducted a survey of over 400 math teachers in the U.S. The results revealed that about 70% of them have not received training on using AI in their professional work and do not plan to do so in the near future.
Are you sure you want to sign out? You can’t undo this action.
Georgia Tech graduate promised to pay for startup registration for each graduate
How Attitude Toward One’s Appearance Affects Self-Esteem and Why It’s Important to Accept Ourselves as We Are
Cambridge Fights Student Overwork Culture
Test: What Dessert Are You?
Test. What Skill Are You Missing for a Career Breakthrough?
Quiz. Which Ancient Greek Deity Are You?
English
Русский
Deutsch