I’m starting a job in an “adaptive learning” startup soon, and many of the points you make here remind me of the things this company does or plans to do. The basic idea of the company is that it collects data about the student as he or she interacts with an electronic course, then uses this to personalize the course and make recommendations for the student’s education path. This isn’t quite the same as what you’re suggesting, where a student independently finds educational content and then gets certified in those areas. However, there are several similarities.
The tree of learning definitely exists. In your idea, the students find their own paths through this tree, but the adaptive learning way is to recommend paths to each student based on their performance in previous courses.
Both ideas allow each student to have some type of profile that showcases exactly what knowledge they have obtained. Adaptive learning could also add to this profile things that are specific to how the student learns (e.g. is it better to introduce this person this math concept by offering a rigorous proof or by explaining several revealing examples). Something like that could be helpful for the “intellectual OK!Cupid.”
You envision a scheme wherein the student acquires access to real or virtual libraries of educational content, with varying degrees of completely independent learning and institutional guided learning. Right now, the company where I will work partners with education content companies (which seem to be mostly textbook publishers), and is only able to offer adaptive learning to students learning through the specific classes created around these textbooks. However, I believe there are plans to make the platform more open, so any course could be built with it.
The main disadvantage of adaptive learning, which your system does better with, is the problem where the teaching and grading is mostly done by the same entity. This seems to be a necessary aspect of adaptive learning, because the data collected about the student as they are taking a test, quiz, or exam is used to learn more about how the student thinks and learns. Still, there is the possibility that an adaptive course can use a test or quiz as a personalized teaching tool, and not only as a way to evaluate performance.
That is absolutely brilliant. Well, I guess the “Nothing New Under The Sun” effect strikes again; It’s really hard to come up with something that is both very original and very good. Still, I’m glad to know that other people are doing something similar, and that a practical, empirical groundwork is being laid: this might be more than a pipe dream after all.
I’m starting a job in an “adaptive learning” startup soon, and many of the points you make here remind me of the things this company does or plans to do. The basic idea of the company is that it collects data about the student as he or she interacts with an electronic course, then uses this to personalize the course and make recommendations for the student’s education path. This isn’t quite the same as what you’re suggesting, where a student independently finds educational content and then gets certified in those areas. However, there are several similarities.
The tree of learning definitely exists. In your idea, the students find their own paths through this tree, but the adaptive learning way is to recommend paths to each student based on their performance in previous courses.
Both ideas allow each student to have some type of profile that showcases exactly what knowledge they have obtained. Adaptive learning could also add to this profile things that are specific to how the student learns (e.g. is it better to introduce this person this math concept by offering a rigorous proof or by explaining several revealing examples). Something like that could be helpful for the “intellectual OK!Cupid.”
You envision a scheme wherein the student acquires access to real or virtual libraries of educational content, with varying degrees of completely independent learning and institutional guided learning. Right now, the company where I will work partners with education content companies (which seem to be mostly textbook publishers), and is only able to offer adaptive learning to students learning through the specific classes created around these textbooks. However, I believe there are plans to make the platform more open, so any course could be built with it.
The main disadvantage of adaptive learning, which your system does better with, is the problem where the teaching and grading is mostly done by the same entity. This seems to be a necessary aspect of adaptive learning, because the data collected about the student as they are taking a test, quiz, or exam is used to learn more about how the student thinks and learns. Still, there is the possibility that an adaptive course can use a test or quiz as a personalized teaching tool, and not only as a way to evaluate performance.
That is absolutely brilliant. Well, I guess the “Nothing New Under The Sun” effect strikes again; It’s really hard to come up with something that is both very original and very good. Still, I’m glad to know that other people are doing something similar, and that a practical, empirical groundwork is being laid: this might be more than a pipe dream after all.