“It is similar to what Google and Netflix and other web applications are using, where they measure activity that user is doing and bringing back the data … based upon actions that you’ve taken,” says David Liu, Knewton’s chief operating officer. “Not only do we data mine all [your] activities as a student, but we also begin to understand some of the tendencies you have and compare you to cohorts that we have using the system.”Technology-supported tailored instruction has been in the news elsewhere this week; in her coverage of this week’s annual meeting of the American Council on Education, EdWeek reporter Caralee Adams lifts up how such innovations can save scarce faculty and space resources. DEI colleges are showing how this can be done: Housatonic Community College’s “Open Entry/Open Exit” program allows students to move through material at their own pace and allows fewer faculty members to serve a greater number of students. El Paso Community College is expanding its “Math Emporium” model, which allows students to work only on the concepts and skills in which they are deficient, completing courses in less time.
But tailoring takes serious coordination. Yesterday on this blog, Kathleen Cleary of Sinclair Community College called for “technology to help us organize the sheer logistics of more individualized instruction.” Are these adaptive programs the way to get there? Cleary notes that there isn’t a one-size-fits-all tailor, so colleges must “take advantage of peer and social learning” to find methods that work for all students. Models like the School of One are one way to incorporate technology and face-to-face instruction. How does your college integrate tech-time with face-time?
Abby Parcell is MDC's Program Manager for the Developmental Education Initiative.
Many students at Zane State College must overcome a significant technology gap. Several students appear on campus having limited to no experience with computers. While they may know Facebook, the concept of double spacing an English paper is completely foreign. Moreover, many of them don't have the software at home-- namely Microsoft Word as opposed to WordPad or Microsoft Works-- that enables them to do the work most college instructors expect.
ReplyDeleteI try to help them overcome this obstacle by bringing in small computers called netbooks. These are great because students can practice some basic computing skills(double spacing, editing, internet searches, etc.) without feeling isolated. We work on things together in class so that students can assist one another. Those who are more proficient in technology help those who are more nervous. And, the netbooks are small enough to allow teachers to see students' faces. This helps me troubleshoot because I can see when a student doubts his or her abilities.
For our students, that personal connection and the face-to-face time is vital. I do believe that technological literacy is an essential skill, but our students tend to learn it best when in a supportive face-to-face environment.