Abstract:

This case explores the applications and implications of adaptive learning in grades 10-12 environments. In 2007, Dreambox Learning —an adaptive learning platform provider—launches a partnership with Rocketship Education, a non-profit elementary school network. Over the course of five years, Rocketship and Dreambox track the impact of the intelligent adaptive learning platform on students and educators. The partnership is considered both a success and a failure, with some educators feeling disempowered and marginalized as a result of the collaboration.  In June, 2013, Knewton Adaptive Learning partners with Houghton Mifflin Harcourt to create an intelligent adaptive learning product for grades K-12. Following the reported success of Knewton’s collaborations at the higher education levels, as evidenced by the Arizona State University use case, it remains to be seen whether Knewton can be as impactful at the K-12 level.

Students can explore the case from a variety of viewpoints, including that of students, educators, administrators, and instructional designers. For the instructional designer, what affordances might an adaptive learning platform require in order to be not only student but also instructor-friendly? For the administrator, do the potential benefits of adaptive learning – individualized learning that bolsters student performance, engagement, and retention – outweigh the potential costs, both monetary and in terms of educator resistance? For the educator, how does your instructional philosophy and approach change to accommodate an adaptive learning platform? For the student, do adaptive learning platforms appeal to you? Why or why not?

This case study can be used in courses on instructional design or educational technology.

Credits:

The contents of this blog were created by Joshua Ballem, Rupinder Banga, Maya Castle, and Benjamin Ferrel.