Realizeit Blog

Let’s be clear: Educators in search of new digital learning tools and platforms have no shortage of questions.

With the latest wave of digital education initiatives from Every Learner Everywhere to the APLU’s guidelines for implementing adaptive courseware, 2019 is likely to find even more institutions seeking to increase student success through adaptive learning. What better way to forge a path forward than to follow in the footsteps of those who’ve paved the way?

Four of the 13 institutions recently honored with the Online Learning Consortium’s 2018 Digital Learning Innovation Awards used Realizeit’s intelligent adaptive learning platform to power their winning projects.

On the first day of a typical class, students are like a room full of black boxes for faculty: what’s inside is a mystery. There’s no way to know how much or little each one knows about the course subject.

Research and data are two of the primary vehicles that propel Realizeit, and Dr. Colm Howlin is the driver. In his role as Realizeit’s principal researcher, Colm’s work helps drive the evolution and direction of Realizeit’s intelligent learning engine and system. He also spearheads the collaborative research partnerships that help provide a broader understanding of the impact and opportunities of digital learning with Realizeit.

Bill and Melinda Gates have long shined the spotlight on technology’s potential to improve student outcomes. During a recent visit to the University of Central Florida, a pioneer in digital learning transformation, Melinda Gates took the opportunity to learn from the driving force behind one of the university’s most intriguing success stories: Dr. Tammy Muhs and her College Algebra course.

It’s safe to say most students in Rachel Webb’s Statistics class at Portland State University (PSU) aren’t there for a love of mathematical data. The course is a core requirement for business students, and for many, it’s a difficult one.

How do students approach learning when they’re granted a high degree of agency over when and how they progress through a course? What do they do when they have the freedom to complete as few or as many activities as they need – and spend as much or as little time as they need – to master the course’s learning objectives?

A recent report from the Massachusetts Institute of Technology (MIT) recognizes Charles Sturt University (CSU) among the top four emerging leaders in engineering education.

Too often, advocates present technology-enabled teaching solutions – adaptive learning among them – as a silver bullet for educators. Yet when too much focus is placed on individual attributes such as adaptivity, other key functions and features that can positively impact student success are overlooked.