{"id":316,"date":"2020-05-27T20:38:22","date_gmt":"2020-05-28T01:38:22","guid":{"rendered":"http:\/\/everylearnlive.wpengine.com\/?p=316"},"modified":"2021-08-25T09:01:25","modified_gmt":"2021-08-25T14:01:25","slug":"adaptive-learning-initiative-team","status":"publish","type":"post","link":"https:\/\/www.everylearnereverywhere.org\/es\/blog\/adaptive-learning-initiative-team\/","title":{"rendered":"Building Your Adaptive Learning Initiative Dream Team"},"content":{"rendered":"

Every college or university launching or extending an adaptive learning initiative has unique needs. But an engaged cross-functional team committed to using digital learning technologies to close equity gaps is essential.<\/span><\/p>\n

As <\/span>Associate Director of Teaching and Learning at Achieving the Dream, Dr. Ruanda Garth-McCullough<\/span><\/a> has worked on adaptive learning initiatives with community colleges across the U.S. She provided consultation and training as part of <\/span>Every Learner Everywhere\u00ae\u2019s pilot year with Lighthouse Institutions<\/span><\/a> (the first colleges and universities served by the network that are producing insight and data about implementing digital technologies).<\/span><\/p>\n

When Garth-McCullough and her colleagues begin work with a college, they first help them to organize a cross-functional team that will develop and execute an action plan. Every team is different, because every project and institution is different.<\/span><\/p>\n

\u201cThis work isn\u2019t achievable unless it takes into account the different campus contexts and cultures,\u201d says Garth-McCullough.<\/span><\/p>\n

Garth-McCullough was also one of the reviewers of <\/span>Adaptive Courseware Implementation Guide<\/span><\/a>, published by Every Learner Everywhere\u00ae, Intentional Futures, the Association of Public and Land-grant Universities, and Achieving the Dream. Garth-McCullough recommends these three foundational principles for institutions creating their own cross-functional teams to support an adaptive learning initiative.<\/span><\/p>\n

1. Understand how adaptive learning is already being used<\/span><\/h2>\n

On every site visit, Garth-McCullough expects to find \u201crandom acts of adaptive.\u201d<\/span><\/p>\n

For example, at one college that she was helping to \u201cstart\u201d an adaptive learning initiative in math classes, an art history teacher was already using adaptive courseware. Getting that instructor involved with the new project inspired administrators to consider other use cases beyond their original plan.<\/span><\/p>\n

At another college, Garth-McCullough had been told the math department had been using adaptive courseware for years, only to find that even though the faculty used the software, they didn\u2019t use its adaptive features.<\/span><\/p>\n

Who you need to invite to your implementation team depends on whether your initiative will be campus wide, interdisciplinary, or focused on a single department or course. Naturally, each of those approaches will involve different faculty, but also different academic advisors and academic support programs.<\/span><\/p>\n

Surveying faculty to understand <\/span>ways faculty are already using adaptive in the classroom<\/span><\/a> helps ensure you get the full depth of experience people might bring to the table. \u201cThe range of disciplines using adaptive courseware that a college isn\u2019t aware of can be a surprise,\u201d says Garth-McCullough.<\/span><\/p>\n

\u200dProfile \u2014 <\/span><\/i>How This Committee of Math Faculty Revised Course Content Using Data from Adaptive Learning<\/span><\/i><\/a><\/p>\n

2. Consider every place students go for support<\/span><\/h2>\n

Along with inviting participating faculty and department deans and chairs to your implementation team, Garth-McCullough recommends drawing broadly from administration, faculty developers, instructional designers, institutional research representatives, and student services professionals.<\/span><\/p>\n

Colleges often don\u2019t think to include student services, says Garth-McCullough. But they are a critical touchpoint along a student\u2019s learning journey, and it\u2019s important they understand the software students are using. \u201cIt\u2019s really beneficial for students to have continuity across their supports,\u201d she says.<\/span><\/p>\n

For example, one college Garth-McCullough worked with invited their tutoring service staff to be part of the implementation team. That way, the administrators were able to get feedback on how students were actually using the software from the staff members the students were reaching out to for help.<\/span><\/p>\n

Adjunct faculty are another important group that needs to be invited to the table. Garth-McCullough notes that \u201cbecause adjunct faculty teach over 50 percent of community college courses, they are essential to student success.\u201d Their participation creates a lot of potential for an institution to roll out adaptive courseware in an effective way.<\/span><\/p>\n

\u200dMore on this topic \u2014 <\/span><\/i>Effectively Adding Adjunct Faculty to Your Adaptive Learning Implementation<\/span><\/i><\/a><\/p>\n

3. Invite interest rather than mandating participation<\/span><\/h2>\n

One challenge of an adaptive learning initiative that many colleges and universities face is getting buy-in from faculty, who often have busy schedules. Originally, Garth-McCullough\u2019s team at Achieving the Dream thought the best way to implement adaptive learning was to start with the course that needed it most, judging by things like the biggest equity gaps or the highest enrollment.<\/span><\/p>\n

Experience now tells Garth-McCullough, however, that targeting courses with equity gaps and the largest enrollment is not enough. To be effective, you also have to find the faculty who are most interested or possibly already using adaptive courseware in their own classrooms. \u201cYou have to develop some wins and gain traction,\u201d she says.<\/span><\/p>\n

Another example of a \u201crandom act of adaptive\u201d Garth-McCullough encountered was when consulting with a college that discovered part-way through the launch of their initiative that a faculty member had been using adaptive courseware for almost five years in her microeconomics course. She had deep experience analyzing data from the courseware and redesigning her course.<\/span><\/p>\n

Once they brought that economics instructor to the table, the work changed tone. It went from \u201cmust do\u201d to \u201cget to do,\u201d because she inspired other faculty to see the ways adaptive can be used to achieve learning goals.<\/span><\/p>\n

\u201cIt\u2019s easier for faculty to develop interest when they see a peer is doing something, versus a mandate,\u201d says Garth-McCullough. That\u2019s one of the best ways to help get buy-in from faculty who may seem skeptical at first.<\/span><\/p>\n

\u200dProfile \u2014 <\/span><\/i>A Team-Based Approach to Redesigning and Aligning a Gateway Course<\/span><\/i><\/a><\/p>\n

Adaptive learning initiatives are a team effort<\/span><\/h2>\n

As you build the cross-functional team, remember that every step of a <\/span>successful adaptive learning implementation<\/span><\/a> to improve learning outcomes for minoritized and poverty-affected students should be a team effort, from choosing the courseware and designing the courses to learning how to use it in the classroom.<\/span><\/p>\n

\u201cIf each faculty member is doing this individually, they\u2019re reinventing the wheel when they come up against the same issues,\u201d says Garth-McCullough. \u201cA team-based approach will help faculty navigate it.”<\/span><\/p>\n

Download the Adaptive Courseware Implementation Guide<\/a><\/p>\n

\u200d<\/span>Originally published May 2020. Updated August 2021 with additional information and references.<\/span><\/i><\/p>","protected":false},"excerpt":{"rendered":"

Every college or university launching or extending an adaptive learning initiative has unique needs. 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