{"id":1480,"date":"2020-11-02T10:30:00","date_gmt":"2020-11-02T16:30:00","guid":{"rendered":"https:\/\/ele.local\/?p=1480"},"modified":"2022-08-02T13:15:03","modified_gmt":"2022-08-02T18:15:03","slug":"championing-adaptive-learning-courseware-one-department-chairs-story","status":"publish","type":"post","link":"https:\/\/www.everylearnereverywhere.org\/es\/blog\/championing-adaptive-learning-courseware-one-department-chairs-story\/","title":{"rendered":"Championing Adaptive Learning Courseware: One Department Chair\u2019s Story"},"content":{"rendered":"

When Indian River State College (IRSC) announced a project to pilot adaptive learning courseware in 2019, Dr. Heather Michaels, Chair of the Physical Sciences Department, knew just the course to try it with \u2014 Introductory Chemistry.<\/p>\n

But some other faculty in her department were less certain. When Michaels first proposed joining the pilot, \u201cThere was a bit of a learning curve and a need to get buy-in,\u201d she says, particularly around the need for a new technology.<\/p>\n

But after using the adaptive learning courseware herself over the summer, Michaels was optimistic it would help students. Her enthusiasm \u2014 along with preparation, training, and support \u2014 helped engage her Chemistry colleagues.<\/p>\n

And since the technology presented an opportunity to reach more students, \u201cthey were willing to try anything I asked them to.\u201d<\/p>\n

Lessons from the initial adaptive courseware pilot<\/h2>\n

Indian River State College<\/a> is an associate and baccalaureate degree granting institution in Fort Pierce, Florida. In addition to the Introductory Chemistry course, the adaptive learning project, supported by Every Learner Everywhere\u00ae, eventually also involved courses in Intermediate Algebra and Quantitative Reasoning.<\/p>\n

Related reading: <\/i>First-Year Report on Every Learner Everywhere\u00ae\u2019s Lighthouse Institutions<\/i><\/a><\/p>\n

Michaels learned about the opportunity during the Spring 2019 term and set about evaluating and selecting adaptive courseware that suited the chemistry course.<\/p>\n

She tested the courseware in the Summer 2019 term, with a long-term goal of bringing in all five full-time faculty who teach the Introductory Chemistry course.<\/p>\n

Michaels admits that the first term on her own was pretty rough. She was learning how to use the new program herself, while also learning how to teach students to use it.<\/p>\n

\u201cGetting students to learn the technology and put the time in to do it was shocking, actually,\u201d she says. \u201cI ended up with tons more emails than I\u2019ve ever had because I ended up being tech support.\u201d<\/p>\n

For example, the first few times using the software, a student might have trouble because their own computer used an incompatible web browser, was set to block pop ups, or had other software that needed to be updated. Michaels was fielding questions about this from students.<\/p>\n

Learn more:<\/i> A Team-Based Approach to Redesigning and Aligning a Gateway Course<\/i><\/a><\/p>\n

Training faculty colleagues on adaptive courseware<\/h2>\n

Michaels\u2019 informal tech support role didn\u2019t stop there. Each semester since that initial run, she brought a new faculty member into the program. In each case, she sat down with her colleague for a few hours to train them \u2014 for example on how to connect the adaptive learning software to their course section in IRSC\u2019s learning management system.<\/p>\n

Meanwhile, Michaels was documenting the issues she was troubleshooting with students. With that list of issues in hand, she was able to prepare colleagues to assist their own students.<\/p>\n

The technology issues have been decreasing each semester, Michaels says. \u201cWe\u2019re getting better at communicating the information in multiple different ways. Eventually the students get it.\u201d<\/p>\n

Learn more:<\/i> Models for Effective Faculty Development While Implementing Adaptive Learning<\/i><\/a><\/p>\n

Supporting uncertain faculty<\/h2>\n

While the Chemistry faculty were willing to try something new, not all felt confident with the adaptive courseware. For one anxious faculty member in particular, Michaels was able to find a peer tutor resource to help. (At IRSC, peer tutors are students who did well in a course in the past and who are available to work with current students.) The peer tutor embedded in this classroom was able to answer many tech questions for students. That faculty member went on to continue using the adaptive courseware in Spring 2020.<\/p>\n

Related reading: <\/i>Learn how Cuyahoga Community College structured their faculty learning community to support their adaptive learning implementation<\/i><\/a>.<\/i><\/p>\n

A positive outlook on the future<\/h2>\n

Faculty may question the use of digital learning technologies, but Michaels believes finding the right blend of enthusiasm and support helps faculty consider and ultimately succeed with new tools.<\/p>\n

\u201cAssigning a textbook and having students do traditional learning isn\u2019t working,\u201d she says. \u201cReplacing it with something that could work seems a lot better than continuing to do something that doesn\u2019t.\u201d<\/p>\n

She notes that the most time-consuming part of implementing adaptive courseware in the Introductory Chemistry course was\u00a0finding a software that ticked all the right boxes<\/a>. Once she found that, the implementation wasn\u2019t difficult. She recommends taking advantage of the publisher\u2019s resources for training in order to make the implementation even more smooth.<\/p>\n

While it\u2019s still too early to refer to definitive results, so far, the adaptive courseware looks promising. Michaels notes that Introductory Chemistry faculty are seeing improvements in participation across the Chemistry department, in part because about 15 percent of the student\u2019s grade now comes from participation in the courseware.<\/p>\n

\u201cMy intuition is that they\u2019re learning better,\u201d she says.<\/p>\n

Get the newly released\u00a0<\/i>Adaptive Courseware Implementation Guide<\/i><\/a>.<\/i><\/p>","protected":false},"excerpt":{"rendered":"

When Indian River State College (IRSC) announced a project to pilot adaptive learning courseware in 2019, Dr. Heather Michaels, Chair of the Physical Sciences Department, knew just the course to …<\/a><\/p>","protected":false},"author":10,"featured_media":1489,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-1480","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"acf":[],"yoast_head":"\nChampioning Adaptive Learning Courseware: One Department Chair\u2019s Story<\/title>\n<meta name=\"description\" content=\"Finding the right blend of enthusiasm and support helps faculty consider and ultimately succeed with adaptive learning courseware.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" 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