How do we get students to think critically, think deeper, make connections and have meaningful…
Today, leadership teams of educational organisations are under increasing pressure to make well-informed choices about their institution’s digital strategy. In their search for tools that will support them in achieving their core mission, CIOs face a seemingly ever-changing list of software vendors and a steadily growing number of education-related technologies. In order for them to identify and execute the right digital solution, it is crucial to stay up-to-date with the developments in the education technology domain. For that, CIOs constantly need to watch interesting technologies and emerging software companies, thereby having to separate the hype from reality and to determine which investment will be most strategic in positioning their institutions for long-term success.
Over the next few months, this blog introduces some of the emerging trends and new technologies that are worth keeping track of when devising an institutional strategy of IT investment priorities for the future.
Adaptive Learning Platforms are predicted to have a “transformational” effect on the education domain within the next two to five years.
One technology predicted in Gartner’s latest “Hype Cycle for Education, 2016” report to have a “transformational” effect on the education domain within the next two to five years are Adaptive Learning Platforms (ALP). Such platforms intelligently adjust the instructional and learning content presented to students in response to their capabilities and interests. The ultimate aim of adaptive learning in education is to improve the learning experience of students, which should result in tangible results such as lower dropout rates, faster progression and higher student retention. However, a precondition for an effective functioning of ALPs is the longitudinal collection and analysis of students’ learning data, proven learning theories underlying the adaptive algorithm and the algorithm itself.
This is the reason why CingleVue invests heavily in research activities, both internally and in collaboration with leading Australian universities, and has developed strong partnerships with our customers. This allows us to undertake collaborative research activities that lead to significant and mutually beneficial research outcomes, and which inform the development of features within our Virtuoso Enterprise Learning and Instructional Support (ELIS) platform.
Our research is concerned with developing awareness and understanding of students at an individual level, supporting differentiated instruction, facilitating data-driven decision making throughout the educational lifecycle, and intelligently leveraging the affordances of information and communication technologies to streamline and automate administrative procedures to enable teachers to spend more time with students in the classroom.
To this end, some of our current research activities concentrate on the development of a psychometric assessment instrument that measures student cognitive function, disposition towards school, and preferences for learning, the design of an direct observation protocol that collects data on student behaviours indicative of engagement with or alienation from learning, and the creation of an interactive feedback system based on student performance, engagement, emotional well-being, and interpersonal skills. In this way, CingleVue utilises research to continually enhance the capabilities of our products in light of on-going advances in research, technological innovations, and updated approaches to educational practice.
To learn more about adaptive learning you can read a previous blog post by Michael Garrett titled Adaptive eLearning systems. If you would like to find out more about our ongoing research projects and stay informed about important technologies in education you can contact us or follow us on Linkedin, Facebook, and Twitter.
More reading and references
- Gartner. (2016). Hype Cycle for Education, 2016. Gartner Inc. https://www.gartner.com/en/documents/3364119