American InterContinental University shares how an in-depth training program built around empowering faculty is the key to optimizing adaptive learning technology for students’ benefit.
The promise of adaptive technology is a great one. But it’s only fulfilled if the role of faculty is redesigned.
With the widespread adoption of adaptive learning technology—a way of learning that allows students to focus on what they don’t already know so they can instead spend their effort on topics they have yet to master—many universities have re-evaluated curriculum models, classroom structure, and student support services. They’ve also starting experimenting with adaptive learning as a supplement to the traditional classroom approach.
But it’s faculty that hold the key to optimizing adaptive learning.
American InterContinental University (AIU), which offers a wide range of online undergraduate and graduate degrees in programs such as business, IT, criminal justice and education, uses a proprietary adaptive learning platform called intellipath®. Designed to provide faculty detailed information about their students’ progress and areas for development, intellipath® assesses student knowledge every few minutes.
This wealth of detailed information about students puts faculty in a unique position: teaching without having to wonder what students know and don’t know. Imagine lifting the veil in this way—moving from ignorance to knowledge—and you will begin to glimpse the true potential of adaptive learning as a new approach not only to what students learn, but how faculty can be empowered to be more effective teachers.
That’s why at AIU adaptive learning is approached through both a thorough audit of classroom instructional practices and a rethinking of the role faculty play both in teaching and learning.
(Next page: The new faculty role)