{"id":7269,"date":"2023-08-21T08:00:28","date_gmt":"2023-08-21T13:00:28","guid":{"rendered":"https:\/\/www.everylearnereverywhere.org\/?p=7269"},"modified":"2023-08-21T10:14:31","modified_gmt":"2023-08-21T15:14:31","slug":"8-practical-ways-to-sustain-momentum-for-a-successful-adaptive-learning-courseware-initiative","status":"publish","type":"post","link":"https:\/\/www.everylearnereverywhere.org\/es\/blog\/8-practical-ways-to-sustain-momentum-for-a-successful-adaptive-learning-courseware-initiative\/","title":{"rendered":"8 Practical Ways To Sustain Momentum for a Successful Adaptive Learning Courseware Initiative"},"content":{"rendered":"

A successful adaptive learning courseware initiative sustains momentum by responding with creativity to the challenges that emerge even with careful planning. That flexibility is illustrated in a group of six recently published case studies<\/a> of institutions that were part of the Adaptive Courseware for Early Success (ACES)<\/a> cohort through the Association of Public & Land-grant Universities (APLU) in partnership with Every Learner Everywhere\u00ae.<\/p>\n

ACES supported course redesign activities to improve student success outcomes and reduce equity gaps for minoritized, poverty-affected, and first-generation students. Each case study discusses the institution\u2019s adaptive courseware implementation, challenges, data collection, student impact, key takeaways, and future plans. The ACES cohort targeted gateway courses with high enrollment and high DFW rates<\/a>.<\/p>\n

Many of the lessons recorded in the case studies were learned during the most challenging parts of the COVID-19 pandemic but are still relevant outside the context of emergency remote learning. For example, one common theme across the case studies was the critical importance of faculty development, whether for learning to use a new product, learning how to support student learning in that particular context, or learning to use the data it provides.<\/p>\n

Woven into the case studies are numerous inspiring examples of adjusting to challenges during a course redesign and technology implementation to keep the adaptive learning initiative moving forward.<\/p>\n

Sustain a pipeline of engaged faculty<\/h2>\n

The adaptive initiatives at the University of Toledo and Florida International University were both challenged by midstream changes of leadership. In both cases, a faculty member experienced with the initiative was able to step into the project leadership role. As those case studies note, adaptive learning initiatives are sustained when knowledge and capacity are built across teams, with support woven into the design and implementation of projects.<\/p>\n