Adaptive technologies focus on personalized learning to improve student and program outcomes. Students benefit from engaging, individualized lessons and activities that address their unique strengths and weaknesses. Educators can use the rich data provided by adaptive tools for continuous program improvement and more timely interventions for struggling students.
Each student has a unique way of navigating and managing his or her world. To truly help individual students understand classroom material, educators need to facilitate a personal learning environment (PLE). This goal of developing a PLE philosophy is to create learning experiences that not only promote success in the students’ individual learning style/preference but also in areas in which they are not comfortable. This mirrors what they’ll see in practice where they’ll not only be faced with complex client needs, but complex and everchanging communication and information management structures.
Research supports the flipped classroom model as a best practice in nursing education; using digital products is supported in the flipped classroom model, however, a key point is that technology alone does not drive better outcomes. Megan Ubben, MSN, RN, CPN, has compiled her top tips for using adaptive quizzing based on her experience helping educators promote active learning through digital products in the classroom.
To help you navigate the number of personalized educational tools, ideas, and strategies, leading expert educators have created the Adaptive Learning Guide. This complimentary download introduces you to adaptive learning technology and demonstrates how it can be used to measure student learning and aptitude, improve retention, boost program outcomes, and enhance overall instruction.
Adaptive education is the equivalent of taking students’ vitals. It helps you gauge the pulse of the class and figure out how to make improvements. In this engaging, comprehensive webinar, Dr. Tim Bristol outlines how adaptive learning allows you to take students’ academic vital signs to create customized learning experiences.
When a student is struggling with a particular topic, it’s up to faculty members to help them learn to prioritize their studies based on weaknesses. Dr. Tim Bristol discusses how to help students identify where they are weak and work on ways to understand the material.
Learning involves committing knowledge to long-term memory. This knowledge is represented within the brain as a network of associations among concepts. Developing this network involves acquiring, storing, and retaining knowledge, and then later retrieving the knowledge as memories. Dr. Susan Sportsman discusses how faculty can help students learn to retrieve these long-term memories in order to apply them to specific situations.
To build clinical reasoning, students need to develop habits of processing that originate with deeper learning. Habits are formed when one is motivated to continue to pursue new discoveries and reinforce previous learning. Nurse Tim discusses how to kep students motivated towards deeper learning.
Adaptive learning systems are designed to help students with a variety of learning needs to succeed in academic endeavors. Integrating these systems into a nursing or health professions curriculum can level the playing field for students with different aptitudes and learning styles, enhancing the likelihood that students will be successful in developing critical professional competencies. Dr. Susan Sportsman shares some best practices for integrating Sherpath into your curriculum.
Nursing and health professions faculty often observe student behaviors in class, lab, and clinical that provide clues as to how well (or how poorly) they will perform at the end of the course. Unfortunately, because of a lack of “real-time” data, these faculty predictions may be wrong — or, at the very least, incomplete. Dr. Susan Sportsman discusses how “real-time” data can change the course of the educational experience for both students and faculty.
Collaborating within a team is a core competency for nurses. Dr. Susan Sportsman discusses the importance not only for educators to provide opportunities for students to learn team work but also for educators to model this behavior by working in various teams as part of their faculty responsibilities.
Nurse Tim discusses how personalized learning is changing higher education.
Continuous testing is equivalent to taking vitals often. A nurse would not let a patient go for long periods of time without knowing their status (e.g., vital signs). In education, a similar requirement is present. Faculty need to frequently "take vitals" — Where is the student today? What does she understand? Where is the cohort today? What do they understand? Nurse Tim discusses how continuous testing brings efficacy and efficiency to the teaching and learning process.
Recently, education leaders in Rhode Island began a $2 million public-private initiative to measure how personalized learning increases performance in grades K-12. As this type of learning becomes the norm, these students will be accustomed to personalized education. Download “A Perspective on Adaptive Education: Harnessing the power of technology to improve teaching and learning” to learn more about moving beyond the one-size-fits all education model
This article from our partners at Knewton explores the mystery of student engagement and how adaptive learning can help students retain knowledge through emphasizing the meaning of the material.
New adaptive learning technologies allow programs to move away from a one-size-fits-all learning approach. Learn adaptive learning’s top ten benefits and discover why adaptive learning is a great option for any program.
When it comes to determining how your students are learning and applying the concepts they discover in class and via their homework and texts, educators have traditionally leaned on the final exam. But today, there may be a better way.
With formative, perpetual assessment, and the powerful advantage that adaptive technology gives instructors, it might not only be possible, but a world without final exams might be preferable.
We live in the age of instability, which escalates change across many environments. The potential for change raises a variety of responses. Dr. Susan Sportsman discusses how faculty must think of change in a different way
Students should be empowered to take ownership in their learning starting from day one of nursing school. Dr. Tim Bristol provides specific strategies to promote responsible learners.
Students and faculty alike hold grievances about classroom resources. Many students do not get their money's worth due to lack of knowledge about what's available to them. Dr. Tim Bristol discusses how faculty can combat this issue to help students get the most out of their books, online tools and other resources by using them in various environments on a regular basis.
Dr. Tim Bristol discusses how to balance graded assignments versus ungraded assignments and strategies for guiding students to prioritize their studies based on what's most important.