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Adaptive Learning: What is it and how does it differ from Differentiated and Personalized?

By Dana Bjornson on January 12, 2018

Undoubtedly, you have a “feel” for what Differentiated and Personalized Learning are, as these are concepts that have been around for decades. Relatively speaking, there is now a “new kid on the block”! When looking at 2018 educational technology trend predictions, Adaptive Learning is appearing on most lists.  So what are the differences between Adaptive Learning, Personalized Learning and Differentiated Learning?

Differentiated Learning (DL)

  • Academic goals of all students are the same
  • Teacher fits approaches and resources to individuals needs, based on what has worked historically, with similar students.
  • Responds to various learning styles
  • Different pathways to learning outcomes are provided
  • Appropriate levels of challenge are provided to all students
  • DL technology can determine a unique pathway that navigates the student, however it does not necessarily adapt the path, as the learner moves forward.

Personalized Learning (PL)

  • Student’s interests guide the learning
  • Pace is set such that it is unique to the learner
  • Academic goals for each student may vary throughout the learning environment
  • Relies on students taking ownership of their own learning
  • Teacher adopt the role of Guide-on-the-Side
  • PL technology will maintain a personal profile for each learner, which facilitates a personalized experience, every step of the way. The program acts as the instructor and tutor. Learning progresses typically in a linear manner.

Adaptive Learning (AL)

  • Similar to how Facebook uses analytics to fill our Newsfeeds with cat videos over dog videos, AL responds to the student’s strengths, weaknesses and learning goals, also using analytics.
  • Student interests and results drive the analytics, in real-time
  • AL technology tailors the pathway to the learners’ objective, such that they spend the most effective and efficient amount of time to demonstrate proficiency
  • AL technology takes prior learning into account, differentiates the pace for individuals, and accommodates different curriculum sequences. Learning is not necessarily completed in a linear manner.
  • AL technology provides instruction and tutoring support, and interacts with the student throughout the learning process. As students respond with errors, the programs can alter the teaching strategy, in real-time. This, in turn, perpetually keeps learners within their Zones of Proximal Development.
  • AL technology can incorporate pre-made resources, user made resources, and all of the affordances that digital learning can provide (gamification, badges, AR, etc.)

Future Prospects for AL

Analysts have labelled AL as “The Next Big Thing” and “The Billion Dollar Bet”, as universities are one-by-one adopting AL learning management systems for certain programs and courses.  AL companies, such as Realizeit, are gaining traction, as student satisfaction and success rates gain percentage points.  Emerging markets in K – 12 are also becoming ubiquitous, as demonstrated with McGraw Hill’s ALEKS, mathematics-based platform.

As artificial intelligence technology improves, presumably Adaptive Learning will, as well. Further, it will behoove educators and learning changemakers to acknowledge that in this world of Personalized Learning, that not all learners will thrive in this entirely digital platform.  Regardless of one’s platform preference, however, Adaptive “Learningfeeds” may be alongside one’s Newsfeed, sooner rather than later!

Resources:

What is adaptive learning?

The Difference between Personalized Learning and Adaptive Learning and Differentiated Instruction

The Knowledge Blog: Personalized vs Adaptive Learning

Personalized vs. differentiated vs. individualized learning

Prediction Sources:

Educause Review: An Adaptive Learning Partnership

10 Amazing E-learning Trends in 2018 You Don’t Want to Miss Out On

EdTech trends 2018: AR, VR and adaptive learning to influence education sector

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14 Jan Posted on Adaptive Learning: What is it and how does it differ from Differentiated and Personalized?

In my experience, differentiated instruction and personalized learning have become fundamental elements of the public school K-12 curriculum. Case in point, the “new” British Columbia curriculum, which is in the process of being implemented, emphasizes that personalized learning and differentiated instruction are some of its foundational principles along with the explicit acknowledgement that “...not all students learn successfully at the same rate, in the same learning environment, and in the same ways.” (BC Ministry of Education, 2017). However, there are impediments to the effective implementation of both differentiated and personalized learning, in particular the perceived additional time and effort to customize the content materials, learning experiences and assessment methods for classrooms of highly individualized students (Hollowell, n.d.). Adaptive learning appears to be the logical extension of the differentiated/ personalized learning trend, but with the added benefit of analytics and AI based technologies to reduce the workload of classroom teachers and better enable the individualized learning experience that many educators are trying to facilitate. From a venture perspective, adaptive learning appears to have a ready market in both K-12 and post-secondary education, where there can be some variation in learning outcomes and students have years in order to complete their studies. However, I do wonder if this market is in truth somewhat limited. Despite institutional and government encouragement to adopt student-centered learning styles, many educators still adhere to more traditional, teacher-centered, didactic classroom methodologies (Pennington, 2009). As indicated previously, some of this is due to the perceived workload, but for others there remains questions about the efficacy of personalized learning. As well as there is the shear inertia of the traditional teaching styles in which many teachers and parents were educated and expect their own children to be educated in. With this in mind, adaptive learning may not appeal to those who have already dismissed other individualized learning methodologies. That being said, for those educators who have already accepted and adopted various iterations of differentiated and personalized learning, adaptive learning ventures would be incredibly intriguing, potentially offering a decreased workload in the individual preparation, adaptation and assessment required by each student. Further, while this would imply that technology would be taking on a greater role in educating students, teachers would have more time for the often non-quantifiable elements of the teaching profession, such as focusing on the personal, social and emotional development of students as they grow and learn. As someone who believes strongly in personalized learning yet who struggles to effectively manage it, this is a potential venture that I will continue to follow and refer others to. BC Ministry of Education. (2017). BC’s New Curriculum - Curriculum Overview. Retrieved from: https://curriculum.gov.bc.ca/curriculum/overview Hollowell, Karen. (n.d.). What Are the Problems With Differentiated Instruction? Synonym. Retrieved from http://classroom.synonym.com/problems-differentiated-instruction-5066080.html Pennington, Mark. (2009). 12 Reasons Why Teachers Resist Differentiated Instruction. Retrieved from: http://blog.penningtonpublishing.com/reading/10-reasons-why-teachers-resist-differentiated-instruction/

14 Jan
1 Thumbs Up!
Jonathan Nilson @nilsonj

In my experience, differentiated instruction and personalized learning have become fundamental elements of the public school K-12 curriculum. Case in point, the “new” British Columbia curriculum, which is in the process of being implemented, emphasizes that personalized learning and differentiated instruction are some of its foundational principles along with the explicit acknowledgement that “...not all students learn successfully at the same rate, in the same learning environment, and in the same ways.” (BC Ministry of Education, 2017). However, there are impediments to the effective implementation of both differentiated and personalized learning, in particular the perceived additional time and effort to customize the content materials, learning experiences and assessment methods for classrooms of highly individualized students (Hollowell, n.d.). Adaptive learning appears to be the logical extension of the differentiated/ personalized learning trend, but with the added benefit of analytics and AI based technologies to reduce the workload of classroom teachers and better enable the individualized learning experience that many educators are trying to facilitate. From a venture perspective, adaptive learning appears to have a ready market in both K-12 and post-secondary education, where there can be some variation in learning outcomes and students have years in order to complete their studies. However, I do wonder if this market is in truth somewhat limited. Despite institutional and government encouragement to adopt student-centered learning styles, many educators still adhere to more traditional, teacher-centered, didactic classroom methodologies (Pennington, 2009). As indicated previously, some of this is due to the perceived workload, but for others there remains questions about the efficacy of personalized learning. As well as there is the shear inertia of the traditional teaching styles in which many teachers and parents were educated and expect their own children to be educated in. With this in mind, adaptive learning may not appeal to those who have already dismissed other individualized learning methodologies. That being said, for those educators who have already accepted and adopted various iterations of differentiated and personalized learning, adaptive learning ventures would be incredibly intriguing, potentially offering a decreased workload in the individual preparation, adaptation and assessment required by each student. Further, while this would imply that technology would be taking on a greater role in educating students, teachers would have more time for the often non-quantifiable elements of the teaching profession, such as focusing on the personal, social and emotional development of students as they grow and learn. As someone who believes strongly in personalized learning yet who struggles to effectively manage it, this is a potential venture that I will continue to follow and refer others to. BC Ministry of Education. (2017). BC’s New Curriculum - Curriculum Overview. Retrieved from: https://curriculum.gov.bc.ca/curriculum/overview Hollowell, Karen. (n.d.). What Are the Problems With Differentiated Instruction? Synonym. Retrieved from http://classroom.synonym.com/problems-differentiated-instruction-5066080.html Pennington, Mark. (2009). 12 Reasons Why Teachers Resist Differentiated Instruction. Retrieved from: http://blog.penningtonpublishing.com/reading/10-reasons-why-teachers-resist-differentiated-instruction/

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14 Jan Posted on Adaptive Learning: What is it and how does it differ from Differentiated and Personalized?

The descriptions for differences/similarities between DL and PL and AL are very helpful and provide great context for the further insights provided in Future Prospects. I'm curious after reading this what percentage of classrooms currently incorporate some/all of DL/PL/AL and if there is a general trend regarding bundling of all or shifting from one to another. Also, curious what the market revenue projections are in each of these segments and if one over another is deemed a hot market darling. You've outlined nicely how a teacher can incorporate into a classroom, and also, showcased that while any or all of these solutions might be good for the majority of students, there are still risks and concerns for some students who cannot or will not thrive in a completely digital learning environment.

14 Jan
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Cassy Weber @cassyw

The descriptions for differences/similarities between DL and PL and AL are very helpful and provide great context for the further insights provided in Future Prospects. I'm curious after reading this what percentage of classrooms currently incorporate some/all of DL/PL/AL and if there is a general trend regarding bundling of all or shifting from one to another. Also, curious what the market revenue projections are in each of these segments and if one over another is deemed a hot market darling. You've outlined nicely how a teacher can incorporate into a classroom, and also, showcased that while any or all of these solutions might be good for the majority of students, there are still risks and concerns for some students who cannot or will not thrive in a completely digital learning environment.

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