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Adaptive Learning In Higher Education: A Reality Check

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					         Adaptive Learning In Higher Education: A Reality Check
 Education Growth Advisors Report Makes Case for Accelerating Adaptive Learning in Higher
                                      Education

Stamford, CT, March 13, 2013 — Today, the higher education marketplace is thick with companies
and organizations claiming to have “personalized learning” or “adaptive learning” capabilities.
Companies are using this language in their sales and marketing efforts, creating confusion for
institutions as they grapple with determining an approach to personalized learning that matches
their students’ and instructors’ needs. But if one cuts through the clutter, adaptive learning may
be one key capable of actually unshackling higher education from the “Iron Triangle” of cost,
access and quality, according to a white paper by Education Growth Advisors. The white paper,
entitled “Learning to Adapt: A Case for Accelerating Adaptive Learning in Higher Education”,
funded by the Bill & Melinda Gates Foundation, explores the current adoption, opportunities,
barriers, advancements, solutions and case studies of adaptive learning in higher education.

“In the era of MOOC mania, newfangled competency-based credentials, and complicated policy
debates about how best to increase access to higher education while simultaneously reducing
costs and maintaining quality, adaptive learning may play out to be a significant ingredient to
alleviating the escalating pressures on higher education,” said Adam Newman, co-founder of
Education Growth Advisors. “With broader adoption and evaluation, the market can determine if
adaptive learning can realize its potential of delivering learning to more learners, more effectively
and more efficiently than ever before.”

The white paper, a precursor to the full report expected to be published later in March, is designed
to simplify the discussion by providing analysis of the adaptive learning landscape, including
benefits and drawbacks of current products and tools, and case studies from select universities.
The paper explores:

* A uniform definition of personalized versus adaptive learning;

* A discussion of varying approaches to adaptive learning from linear to complex algorithmic
pathways;

* A review of solutions providers from Platform to Publishers;

* Examples of adaptive learning adoption and evaluation on campuses around the globe;

* The internal and external risks and barriers of adaptive learning adoption by colleges,
universities and faculty; and

* The critical questions institutional leaders must address before proceeding with an adaptive
learning initiative.
For more information, download a copy of “Learning to Adapt: A Case for Accelerating Adaptive
Learning in Higher Education” or request a copy of the soon to be released full report, which will
provide institutions with more tools for evaluation of providers and the rapidly evolving landscape,
please visit Education Growth Advisors at http://edgrowthadvisors.com/research/ or call (203)
658-8100.

About Education Growth Advisors
Founded in 2010 by longtime education and investment industry veterans Adam Newman and
Christopher Curran, Education Growth Advisors (“EGA”) is a strategic advisory and consulting firm
working across the K-12, postsecondary, corporate and lifelong learning sectors. EGA delivers
business expertise that marries rigorous, research-based market analysis, hands-on education-
industry experience and extensive transactional and capital markets experience. EGA’s unique
position at the heart of the education industry ensures that its clients have the partner they need
to make the right decisions in today’s complex and rapidly evolving education marketplace. For
more information about Education

Growth Advisors, visit www.edgrowthadvisors.com.

Contact:
Kavitha Thimmaiah
Communications Strategy Group
3225 East 2nd Avenue
Denver, CO 80206
303-433-7020
kthimmaiah@csg-pr.com
http://www.csg-pr.com

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Description: Education Growth Advisors Report Makes Case for Accelerating Adaptive Learning in Higher Education