|Published online: March 31, 2015||$US5.00|
While the phrase Adaptive Learning (AL) is somewhat amorphous, the definitions of thereof are usually based on a single characteristic of adaptivity. We suggest that AL design must be developed prior to the implementation of the tool or technology for delivery; AL design is not a single “either/or” mode of delivery; Adaptivity represents a range of possibilities across the spectrum of instructional strategies – from rationalist to constructivist learning and assessment approaches; Adaptive design can be illustrated through a “Seven Model Approach” wherein the delivery of content and sequencing of content reflects a degree of adaptivity based upon whether the components must meet defined parameters; The range and degree of adaptivity can be modified based on the granularity of the learning elements; and adaptivity is not exclusively a course-based phenomenon but can be done at the level of the component, the course, and the curriculum.
|Keywords:||Adaptive Learning, Rationalism, Constructivism|
The International Journal of Assessment and Evaluation, Volume 22, Issue 2, June 2015, pp.13-22. Article: Print (Spiral Bound). Published online: March 31, 2015 (Article: Electronic (PDF File; 871.375KB)).
Founding Dean, GCU New York, Glasgow Caledonian University, New York, NY, USA
Managing Partner, Integrative Knowledge Management and Assessment, New York, New York, USA