Designing Adaptive Learning and Assessment in HarvardX: Collaborative Project by Harvard University and TutorGen
There is an indisputable need for evidence-based instructional designs that create the optimal conditions for learners with different knowledge, skills and motivations to succeed in MOOCs. Harvard University partnered with TutorGen to explore the feasibility of adaptive learning and assessment technology implications of adaptive functionality to course (re)design in HarvardX, and examine the effects on learning outcomes, engagement and course drop-out rates. This blog provides an overview of the study in HarvardX. You are welcome to read the additional blogs in this series from the project team with a deep dive into course design, technology, research methods deployed in HarvardX’s Super-Earths and Life in 2016-2017.