Skip to main content
SpringerLink
Log in
Book cover

The Learning Ideas Conference

TLIC 2021: Innovations in Learning and Technology for the Workplace and Higher Education pp 352–363Cite as

Adaptivity in the Wild: Individualizing Reading Supports in Open Learning Scenarios

  • Conference paper
  • First Online:

  • 1289 Accesses

Part of the book series: Lecture Notes in Networks and Systems ((LNNS,volume 349))

Abstract

Adaptive learning solutions generally assume curricular, instructional, content, and/or learning models to be known in advance. This paper describes an ongoing research project being conducted by the Center for Inclusive Software for Learning (CISL), funded by the U.S. Department of Education, that is developing a suite of open-source tools designed for diverse learners by making digital educational materials—including open educational resources (OER)—accessible, flexible, and engaging. The Clusive Reader at the heart of CISL leverages Universal Design for Learning (UDL) principles and includes a number of adaptive features designed to operate without prior knowledge of how the materials support learning goals. These adaptive features include content complexity leveling, inclusion of summaries and highlighted main ideas, dictionary and glossary tools, and just-in-time tips and suggestions regarding preference setting and use of learning tools. Information to support adaptivity heuristics comes from user interactions, an onboarding skills discovery process, and embedded affective, comprehension, and learning goal prompts and game-like vocabulary challenges. Per UDL, adaptivity in Clusive is designed to support not only immediate learning goals, but also the building of “expert learners” who independently choose the most effective content, contexts, and supports. As such, adaptivity has been designed as a learning scaffold, with the intention of gradual reduction over time, in two ways. First, adaptivity operates transparently, providing students with insights as to why choices and recommendations are made. Second, students are allowed to override system decisions to promote self-agency. Evaluation of student impressions and efficacy are being conducted as part of the CISL project. This paper provides the research foundations and philosophical approach taken for this effort, describes the current adaptive learning features being designed, and concludes with remarks on next steps and challenges being faced.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   189.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   249.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  1. Azevedo, R., Johnson, A., Chauncey, A., Burkett, C.: Self-regulated learning with MetaTutor: advancing the science of learning with metacognitive tools. In: New Science of Learning, pp. 225–247. Springer, New York (2010). https://doi.org/10.1007/978-1-4419-5716-0_11

  2. Basham, J.D., Stahl, S., Zhang, L., Blackorby, J.: Universal design for learning because students are (the) variable. In: Handbook of Research on K-12 Online and Blending Learning Second, pp. 477–508. Carnegie Mellon University: ETC Press (2018)

    Google Scholar 

  3. Bloom, B.S.: Learning for mastery. Eval. Comment 1(2), 1–12 (1968)

    Google Scholar 

  4. Capuano, N., Mangione, G.R., Pierri, A., Salerno, S.: Learning goals recommendation for self regulated learning. Int. J. Eng. Educ. 28(6), 1373–1379 (2012)

    Google Scholar 

  5. Capuano, N., Mangione, G.R., Pierri, A., Salerno, S.: Personalization and contextualization of learning experiences based on semantics. Int. J. Emerg. Technol. Learn. 9(7), 5–14 (2014)

    Article  Google Scholar 

  6. Chen, C.J., Keong, M.W.Y., Teh, C.S., Chuah, K.M.: Learners with dyslexia: exploring their experiences with different online reading affordances. Themes Sci. Technol. Educ. 8(1), 63–79 (2015)

    Google Scholar 

  7. Cognition & Technology Group at Vanderbilt: Anchored instruction and situated cognition revisited. Educ. Technol. 33(3), 52–70 (1993)

    Google Scholar 

  8. Collins, A., Brown, J.S., Newman, S.: Cognitive apprenticeship: teaching the craft of reading, writing, and mathematics. In: Resnick, L. (ed.) Knowing, learning and instruction: Essays in honor of Robert Glaser, pp. 453–494. Erlbaum (1989)

    Google Scholar 

  9. Dolan, R.P., Hall, T.E., Banerjee, M., Chun, E., Strangman, N.: Applying principles of universal design to test delivery: the effect of computer-based read-aloud on test performance of high school students with learning disabilities. J. Technol. Learn. Assess. 3(7), 1–32 (2005)

    Google Scholar 

  10. Djamasbi, S., Rochford, J., DaBoll-Lavoie, A., Greff, T., Lally, J., McAvoy, K.: Text simplification and user experience. In: Schmorrow, D., Fidopiastis, C. (eds.) Foundations of Augmented Cognition: Neuroergonomics and Operational Neuroscience. AC 2016. Lecture Notes in Computer Science, vol 9744. Springer, Cham (2016). https://doi.org/10.1007/978-3-319-39952-2_28

  11. Dziemianko, A.: Dictionary form in decoding, encoding and retention: further insights. ReCALL 29(3), 335–356 (2017)

    Article  Google Scholar 

  12. Fowler, R.L., Barker, A.S.: Effectiveness of highlighting for retention of text material. J. Appl. Psychol. 59(3), 358–364 (1974)

    Article  Google Scholar 

  13. Gradisar, M., Humar, I., Turk, T.: The legibility of colored web page texts. In: 29th International Conference on Information Technology Interfaces, pp. 233–238 (2007)

    Google Scholar 

  14. Hall, T.E., Cohen, N., Vue, G., Ganley, P.: Addressing learning disabilities with UDL and technology: strategic reader. Learn. Disabil. Q. 38(2), 72–83 (2015)

    Article  Google Scholar 

  15. Hall, T.E., Vue, G., Strangman, N., Meyer, A.: Differentiated Instruction and Implications for UDL Implementation. National Center on Accessing the General Curriculum (2003)

    Google Scholar 

  16. Hussar, B., et al.: The Condition of Education 2020 (NCES 2020-144). U.S. Department of Education, National Center for Education Statistics (2020)

    Google Scholar 

  17. Hwang, W.-Y., Wang, C.-Y., Sharples, M.: A study of multimedia annotation of web-based materials. Comput. Educ. 48(4), 680–699 (2007)

    Article  Google Scholar 

  18. Izzo, M.V., Yurick, A., McArrell, B.: Supported eText: effects of text-to-speech on access and achievement for high school students with disabilities. J. Spec. Educ. Technol. 24(3), 9–20 (2009)

    Article  Google Scholar 

  19. Keelor, J., Creaghead, N., Silbert, N., Breit-Smith, A., Horowitz-Kraus, T.: Language, reading, and executive function measures as predictors of comprehension using text-to-speech. Read. Writ. Q. 34(5), 436–450 (2018)

    Article  Google Scholar 

  20. Korat, O., Shamir, A.: Direct and indirect teaching: using e-Books for supporting vocabulary, word reading, and story comprehension for young children. J. Educ. Comput. Res. 46(2), 135–152 (2012)

    Article  Google Scholar 

  21. Luria, A.R.: The Working Brain. Penguin Books (1973)

    Google Scholar 

  22. Martelli, M., Di Filippo, G., Spinelli, D., Zoccolotti, P.: Crowding, reading, and developmental dyslexia. J. Vis. 9(14), 1–18 (2009)

    Article  Google Scholar 

  23. Meyer, A., Rose, D.H.: Learning to Read in the Computer Age. Brookline Press (1998)

    Google Scholar 

  24. Palincsar, A.S.: Metacognitive strategy instruction. Except. Child. 53, 118–124 (1986)

    Article  Google Scholar 

  25. Piaget, J., Cook, M.: The Origins of Intelligence in Children, vol. 8, no. 5, p. 18. International Universities Press (1952)

    Google Scholar 

  26. Pintrich, P.R.: The role of metacognitive knowledge in learning, teaching, and assessing. Theory Pract. 41(4), 219–225 (2002)

    Article  Google Scholar 

  27. Rello, L., Kanvinde, G., Baeza-Yates, R.: Layout guidelines for web text and a web service to improve accessibility for dyslexics. In: Proceedings of the International Cross-Disciplinary Conference on Web Accessibility, pp. 1–9 (2012)

    Google Scholar 

  28. Richardson, R.T., Drexler, T.L., Delparte, D.M.: Color and contrast in e-learning design: a review of the literature and recommendations for instructional designers and web developers. J. Online Learn. Teach. 10(4), 657–670 (2014)

    Google Scholar 

  29. Ritter, S., Yudelson, M.V., Fancsali, S.E., Berman, S.R.: How mastery learning works at scale. In: Aleven, V., Kay, J., Haywood, J., Roll, I. (eds.) Proceedings of the 3rd Annual ACM Conference on Learning at Scale (Learning@Scale 2016), pp. 71–79. ACM (2016)

    Google Scholar 

  30. Rose, D.H., Meyer, A.: Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD Press (2002)

    Google Scholar 

  31. Saggion, H.: Automatic text simplification. Synth. Lect. Hum. Lang. Technol. 10(1), 1–137 (2017)

    Article  Google Scholar 

  32. Siddharthan, A.: A survey of research on text simplification. Int. J. Appl. Linguist. 165(2), 259–298 (2014)

    Article  Google Scholar 

  33. Simpson, M.L., Nist, S.L.: Textbook annotation: an effective and efficient study strategy for college students. J. Read. 34(2), 122–129 (1990)

    Google Scholar 

  34. U.S. Department of Education—Office of Educational Technology: Learning Technology Effectiveness. U.S. Department of Education (2014)

    Google Scholar 

  35. U.S. Department of Education—Office of Educational Technology: Reimagining the Role of Technology in Education: 2017 National Education Technology Plan update. U.S. Department of Education (2017)

    Google Scholar 

  36. Vygotsky, L.S.: Mind in Society: The Development of Higher Psychological Processes. Harvard University Press (1978)

    Google Scholar 

  37. Web Content Accessibility Guidelines Working Group (WCAG-WG): Web Content Accessibility Guidelines 2.2 (2020)

    Google Scholar 

  38. Wood, D.J., Bruner, J.S., Ross, G.: The role of tutoring in problem solving. J. Child Psychiatry Psychol. 17, 89–100 (1976)

    Article  Google Scholar 

  39. Yue, C.L., Storm, B.C., Kornell, N., Bjotk, E.: Highlighting and its relation to distributed study and students’ metacognitive beliefs. Educ. Psychol. Rev. 27(1), 69–78 (2015)

    Article  Google Scholar 

  40. Zimmerman, B.J.: Becoming a self-regulated learner: an overview. Theory Pract. 41(2), 64–70 (2002)

    Article  Google Scholar 

  41. Zorzia, M., Barbierob, C., Facoetti, A., et al.: Extra-large letter spacing improves reading in dyslexia. Proc. Natl. Acad. Sci. 109(28), 11455–11459 (2012)

    Article  Google Scholar 

Download references

Acknowledgments

This work is being supported under a grant from the U.S. Department of Education, #H327A170002. This manuscript doesn’t necessarily represent the policy of the U.S. Department of Education, and endorsement by the Federal Government shouldn’t be assumed.

Author information

Authors and Affiliations

  1. CAST Inc, Wakefield, MA, 01880, USA

    Robert P. Dolan & Kim Ducharme

Authors
  1. Robert P. Dolan
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Kim Ducharme
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Robert P. Dolan .

Editor information

Editors and Affiliations

  1. Kaleidoscope Learning, International E-Learning Association, New York, NY, USA

    David Guralnick

  2. Carinthia University of Applied Sciences, St. Magdalen, Austria

    Michael E. Auer

  3. Università degli Studi di Modena e Reggio Emilia, Rome, Italy

    Antonella Poce

Rights and permissions

Reprints and permissions

Copyright information

© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Dolan, R.P., Ducharme, K. (2022). Adaptivity in the Wild: Individualizing Reading Supports in Open Learning Scenarios. In: Guralnick, D., Auer, M.E., Poce, A. (eds) Innovations in Learning and Technology for the Workplace and Higher Education. TLIC 2021. Lecture Notes in Networks and Systems, vol 349. Springer, Cham. https://doi.org/10.1007/978-3-030-90677-1_34

Download citation

Publish with us

Policies and ethics

Search

Navigation