1.
UTS,
Jurgen Schulte
1NSW
Learning
Analytics
Working
Group
3
February
2016
.
.
.
NSW
Learning
Analytics
Working
Group
Experiences
with
an
Adaptive
Learning
Product
adaptive
testing
confidence
and
proficiency
analytics
Jurgen Schulte
SciMERIT
School
of
Mathematical
and
Physical
Sciences
University
of
Technology
Sydney

2.
UTS,
Jurgen Schulte
2NSW
Learning
Analytics
Working
Group
3
February
2016
Computerise Adaptive
Testing
Presentation
of
educational
material
according
to
students'
learning
needs
Adaptive Learning
AI 1970s (SCHOLAR,
adaptive
&
intelligent
learning
systems)
1980s (Intelligent
Tutoring
Systems)
1990s (Adaptive
Learning
Technology)
2000s (AutoTutor,
passed
Turing
test)

3.
UTS,
Jurgen Schulte
3NSW
Learning
Analytics
Working
Group
3
February
2016
www.wileyplus.com
B
Engineering
Honours
BE
DipEngPrac
BEngSci LLB
BE
(Hons)
BA
Int St
BE
(Hons)
BMedSc
BE
(Hons)
BSci
BEng
(Hons)
DipProfEngPrac
BEng
(Hons)
DipProfEngPrac
BEng
(Hons)
BBus
BEng
(Hons)
BCIInn
Study
Abroad
Undergraduate
…
various
sub-­‐majors
Adaptive Learning

4.
UTS,
Jurgen Schulte
4NSW
Learning
Analytics
Working
Group
3
February
2016
www.wileyplus.com
Adaptive Learning – Student’s View

5.
UTS,
Jurgen Schulte
5NSW
Learning
Analytics
Working
Group
3
February
2016
quantitative
problem
skills
required
to
solve
problem
no
multiple
guess
choice
confidence
level
time
to
solve
proficiency,
not
performance
level
of
challenge
track
record
on
this
topic
disciplinary
skill
Next round
of
problems
depends
on
how
this
round
of
10
problems
has
been
completed
Adaptive Learning – Student’s View

6.
UTS,
Jurgen Schulte
6NSW
Learning
Analytics
Working
Group
3
February
2016
www.wileyplus.com
Adaptive Learning – Student’s View

7.
UTS,
Jurgen Schulte
7NSW
Learning
Analytics
Working
Group
3
February
2016
Week
3 Week
8 Week
12
Adaptive Learning – Manager View

8.
UTS,
Jurgen Schulte
8NSW
Learning
Analytics
Working
Group
3
February
2016
Adaptive
Learning
2D
Knowledge
maturity,
personal
timeline
d-­‐analysis motion forces statics momentum energy thermal electricity fluids waves optics
Adaptive Learning

9.
UTS,
Jurgen Schulte
9NSW
Learning
Analytics
Working
Group
3
February
2016
Approach
(adaptive
learning)
flexible
low
to
high
level
entry
24/7
access,
all
semester
long
continuous
incremental
work
start
and
work
on
preferred
topics
continue
any
time
where
left
off
last
‘Adaptive
Learning’
(2D)
Adaptive
to
…
• learning
ability
• learning
load
• personal
circumstances
• personal
interest
• building
up
skills
Adaptive Learning

10.
UTS,
Jurgen Schulte
10NSW
Learning
Analytics
Working
Group
3
February
2016
Data
extraction,
preparation,
analytics
…
…
feed
into
weekly
Personal
Support
Actions
Adaptive Learning Analytics

11.
UTS,
Jurgen Schulte
11NSW
Learning
Analytics
Working
Group
3
February
2016
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10
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16
17
18
19
21
22
24
26
27
33
34
0
2000
4000
6000
8000
10000
12000
2 3 4 5 6 7 8 9 10 11 12 13 14 15
ChapterNo.5Students
Week
Cumulative5Questions5 Correct5Weekly5(Friday)
Adaptive Learning Analytics

12.
UTS,
Jurgen Schulte
12NSW
Learning
Analytics
Working
Group
3
February
2016
0.0
2.0
4.0
6.0
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10.0
12.0
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S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S
2 3 4 5 6 7 8 9 10 11 12 13 14 15
Total5Time5Spent5(Days,5equvilant5to524hrs)
Date,/,Week
Time5Students5Spent5on5Orion5throughout5the5Semester5(Daily)
Adaptive Learning Analytics

13.
UTS,
Jurgen Schulte
13NSW
Learning
Analytics
Working
Group
3
February
2016
Analytics
triggered
PSA
P. S. A.
• Weekly
personalised emails
• Status
report
• Expectations
• Encouragement
/
Caution
• Progress
support
• Early
warning
flags

14.
UTS,
Jurgen Schulte
14NSW
Learning
Analytics
Working
Group
3
February
2016
Adaptive Learning Analytics
Pros
• informative
dash
boards
• links
with
WileyPLUS gradebook
• proficiency,
confidence,
diagnostic
• extends
WileyPLUS problem
set
• local
technical
support
• free
of
charge
add-­‐on
ORION
Cons
• separate
development
team
• long
time
for
support
to
response
• limited
access
to
visible
data
• data
format
non-­‐standard
• external
product
• more
a
trial
than
a
solid
product

15.
UTS,
Jurgen Schulte
15NSW
Learning
Analytics
Working
Group
3
February
2016
What
did
you
value
most
about
the
assessment
structure
in
this
subject
(50%
Orion,
30%
prac,
20%
exam)?
“Worked
well
for
me.
Engaging.”
“I
think
Orion
is
a
fantastic
tool
but
I
would
have
used
it
more
if
the
punishment
for
answering
incorrectly
was
not
so
bad.”
“I
liked
that
I
could start
where
I
had
left
off.”
“Made
it
easier
to
let
me
do
it
at
my
own
pace.
Since
it
was
online
I
could
do
more
of
it
from
home.”
“Get
marked on
questions
you
do
at
home
[opposed]
to
other
subjects
[where]
you
get
marked
mostly
on
test
and
assignments.”
“If
something
was
due
in
another
subject
I
could
focus
on
that
then
come
back
to
Orion
knowing
it’s
not
due
yet.”
“It
worked
very
well
for
me
because
I
tend
to
stress
when
a
final
exam
has
a
huge
percentage
weight.”
Adaptive Learning

16.
UTS,
Jurgen Schulte
16NSW
Learning
Analytics
Working
Group
3
February
2016
In
your
own
opinion
and
from
experience
you
may
have
had
in
other
subjects,
do
you
believe
you
had
deeper
learning
experience
this
way
[adaptive]
compared
to
an
exam-­‐based
assessment
?
Other
subject
you
won’t
do
many
questions
for
each
chapter
but
for
this
subject
I
was
able
to
do
many
questions
on
all
chapters
which
gave
me
a
good
depth
of
knowledge.
It
was
different
because
I
was
able
to
see
improvements
on
a
weekly
basis.
I
didn’t
do
physics
at
school.
So
this
assessment
task
really
helped
me
because
I
was
able
to
do
heaps
of
questions
and
track
my
progress.
Also,
having
a
big
focus
on
[problem
solving]
practise skills
is
much
more
valuable
for
overall
learning.
I
found
I
was
much
more
involved
with
this
style
of
assessment.
Were
there
any
other
skills
you
developed
throughout
the
process
of
this
homework
assessment
task?
Time
management
Solve
problems
quicker
Confidence
when
problem
solving
Visualise and
solve
problems
quicker
Adaptive Learning

17.
UTS,
Jurgen Schulte
17NSW
Learning
Analytics
Working
Group
3
February
2016
Individualised just-­‐in-­‐time
feedback
“I
liked
that
Dr Jurgen
was
able
to
send
weekly
progress
reports
to
not
only
give
us
the
proficiency
scores
but
where
we
are
sitting
in
the
subject
in
order
to
get
a
pass.
It
was
a
source
of
motivation
!!”
P S A

18.
UTS,
Jurgen Schulte
18NSW
Learning
Analytics
Working
Group
3
February
2016
Q
&
A