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Personalized Learning: The need for Adaptive Learning strategies


I believe it is impossible to have a realistic conversation about personalized and adaptive learning without acknowledging the link and relationship they dependently share. As a school leader, “personalized learning” has fallen into the traps of over generalized educational jargon, where teachers and school leaders alike, substitute the phrase for concepts like differentiated instruction, student welfare and individual student plans/learning.
Howton (2017) defined personalized learning as a strategy “…which tailors instruction, expression of learning and assessment to each student’s unique needs and preferences.” This clear and concise definition details an outcome which educators have championed and sought for a number of years. Many theories, strategies and initiatives have attempted to accomplish these outcomes, or at least parts of them. It is only in recent years, where technology advancements have occurred, that these outcomes have a new and realistic chance of occurring.
This is where Adaptive Learning enters the educational scene and remains linked to personalized learning. Adaptive learning is a data-driven approach to learning that strives to provide efficient and customized learning plans, tailored to individual students. In as such, it is a specific strategy that can be used to accomplish personalized learning (Lemke, 2013).
Adaptive Learning (AL) is being employed in many ways, in various settings. Due to the data-driven nature and use of technology, algorithms and varieties of software, AL skeptics have risen to challenge its use and effects on education. Tomlinson (2017) shares these concerns when asking questions about teacher retooling, staff support, budget implications and the ability to personalize for all students. These considerations are all relevant and need proper thought and research going forward.
However, I believe that with all new advancements, the ability of the teacher to facilitate the learning will be key to its success. In saying this, I also believe that we should not be threatened by the new use of data, analytics and machine learning. We should embrace it to allow teachers access to a potential student personalization not previously thought of as conceivable. In all models of adaptive learning, human facilitation, guidance and expertise are still used as part of the process. We cannot confuse past teaching pedagogy, where teachers were sources of fact, as being substituted by Adapted Learning. In fact, Adapted Learning, with support of trained and qualified teachers can make learning more personalized than ever.
            The following graphics from Lemke (2013) make two points we cannot ignore: (1) a true individualized learning experience is far more effective than large group learning and (2) the Adaptive Learning model can exist alongside our current system of classroom education environments.


          The current wealth of learning resources, strategies and technologies can be applied by data driven systems which are capable of adapting to the learning needs of students in a manner which humans could never replicate. This should be embraced. Lemke (2013) also reminds us that we also need to vet these systems, using specific criteria that consider pedagogy, developmental appropriateness and the alignment to standards. If we continue to consider these issues, we will not lose the need of teachers to automation.            
          If I were a policy maker with the power to allocate budgets and shift priorities for a school(s), I would not hesitate towards embracing an Adaptive Learning model. While current research is still lacking as to outcomes, and various models are being employed, the impact of its application appears harder and harder to deny.

Do you think cost/budget concerns will make Adaptive Learning accessible to only those who are privileged enough to afford it?
Would your school currently consider the value of having a Data Scientist on staff?

References   

Howton, R. (2017). Turn your classroom into a personalized learning environment. Retrieved from https://www.iste.org/explore/Personalized-learning/Turn-your-classroom-into-a-personalized-learning-environment

Lemke, C. (2013). Intelligent adaptive learning: An essential element of 21st century teaching and learning. Dreambox Learning, 1-29.

Tomlinson, C.A. (2017). Let’s celebrate personalization: But not too fast. Educational Leadership 74(6), 10-15.




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