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Different By Design: Building Adaptive Learning Experiences

Different By Design: Building Adaptive Learning Experiences

Matthew's presentation from the RAU T&L conference exploring adaptive learning.

Matthew Draycott

July 14, 2022
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  1. 2 This Morning… ► Discuss what I mean by adaptive

    learning experiences ► Explore why I think adaptive learning experiences should be a key part of curriculum design ► Show an example of how I create adaptive learning experiences
  2. Adaptive Learning Design ► Learner centred model of delivery ►

    Flexible but robust learning structures ► Promoting engagement and achievement
  3. Causes: ► Mental Health Conditions ► Cognitive Impairments ► SpLD’s

    ► Developmental Differences (ASD) ► Health and Wellbeing ► Background ► Home Life ► Friends ► Relationships ► Past Experiences ….
  4. Case Study: Dyslexia Dyspraxia Autism Social Anxiety Previous Mental ill

    Health Lost Stepfather and Grandmother Full-time Job Family
  5. Case Study: Dyslexia Dyspraxia Autism Social Anxiety Previous Mental ill

    Health Lost Stepfather and Grandmother Full-time Job Family
  6. (Adaptive) Constructive Alignment Learning Outcomes Assessment & Feedback Teaching &

    Learning Activities Graduate Attributes & Abilities Learning Outcomes Assessment & Feedback Graduate Attributes Teaching & Learning Activities LEARNER
  7. (Adaptive) Constructive Alignment Learning Outcomes Assessment & Feedback Teaching &

    Learning Activities Graduate Attributes & Abilities Programme Module Class Independent Study Learning Outcomes Assessment & Feedback Graduate Attributes Teaching & Learning Activities LEARNER
  8. Adaptive Design Programme Module Class Independent Study ► Multi Format

    ► Multi Sensory ► Formative ► Scaffolded ► Iterative ► Individualisable ► Playful ► Relevant ► Respectful
  9. Adaptivity In Practice: Product • Present multiple formative opportunities for

    students to test, try, fail (possibly) and feed forwards. • Link formative and summative experiences. • Provide unambiguous criteria and explain their application. Content • Give students a range of information, ideas and tasks in different formats through which they can realise the learning outcomes. • Repeat these in different contexts to maximise impact. Process • Set clear expectations and outcomes, and reinforce these regularly. • Use flexible scaffolding and user centric design to make curricula easily navigable (See Tel Tip 27.05.22). • Constantly communicate relevance and mapping. • Support students to explore this in their own way, and tolerate that! Environment • Create an environment in which everyone feels respected and able to learn. • Map the environment • Use different environments where possible.
  10. Case Study: 4408 MBA Module ► Deliverable in a Range

    of Modalities ► Flexibly Scaffolded ► Relevance Central to Communications ► Iterative Topic Development in Bi-Weekly Loops ► Multiple Ideas and Tasks in a Range of Formats ► Regular Formative Tasks Linked to Summative Assessments ► Feed-Forward Summative Feedback from Lecturer & Peers ► 2 Assignments: Group Pitch and Individual Reflective Essay
  11. Feedback “Also noteworthy is the fact that he was open

    and able to accommodate all of the students´ learning requests in a systematic manner” 2021 Student