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Adaptivity

Guide

A few years ago, while studying Learning &amp; Development, I was assigned a case with an organisation: advise on the best way to design a training for working with new software. During my first intake session, all seemed well. That was until I asked about the starting levels of the target audience. My client went silent for a moment and gave me the one answer I hoped not to hear: “I didn’t think about that. The starting levels are as far apart as can be”.As an inexperienced student, this filled me with slight dread, and my client wasn’t exaggerating! Some people already had years of experience working with the software, then there were others who had such a hard time working with digital software in any form, so they tried to get away with doing as little as possible. And then there was every level in between.In the end I wrote an advice report about different ways to approach the training process, based on the varying target audiences, starting levels and required knowledge. It took a lot of time and effort but provided a solid foundation for the learning design. Today, online learning offers better solutions than I was able to provide at the time. More and more platforms have integrated adaptivity and personalised learning options. And for good reason, because it makes learning design so much more effective!

Different target audiences

<h2>Working with different target audiences</h2>A lot of the learning journeys you’ll design will have to train a varying group of learners (heterogeneous group). This will bring some challenges to the design table. The first step is always to gain insight into the target audiences you&#039;re working with:<ul><li>What actually is their starting point?</li><li>How much experience do they have with the subject?</li><li>Is it completely new?</li><li>Do they have any relevant or transferable experience/skills that can make it easier for them to learn about the subject?</li></ul>Once you’ve researched your target audience, you’ll be aware of the different groups and their starting levels. However, the challenge isn’t yet completed!The next step is the hardest one - figuring out how to tailor to their learning needs. Some groups might need extra lessons to gather and understand the basic information, while others might prefer to skip past these sections, since they already know the basics. For some learners, your learning journey is merely a refresher, while other learners have to learn how to apply the new knowledge in their work. Some learners might follow the learning journey out of personal interest, while others follow it because it’s mandatory. All these different scenarios call for different approaches rather than a ‘one-size-fits-all&#039; design!

<h2>Adaptive learning is the way to go</h2>A great way of tackling this issue is to <a target="_blank" href="/learning-concepts/adaptive-learning">implement adaptivity</a>. Adaptivity is a necessity if you want to create impactful learning journeys for heterogeneous groups. The baseline of the learning journey is the same for everyone, usually (part of) the end goal too, but the way to get there is tailored to the needs of the individual learner.Let’s look at adaptivity in classroom training first. A trainer/teacher will figure out the pre-knowledge of the learners and adapt to their needs. That person may change up the learning activities, try out different ways to explain subjects, focus more (or less) on practising and maybe even pair up learners who are more advanced with learners who are newer to the subject, so they can work together and learn from each other.Adaptivity in online learning activities has advanced a lot in the past years. It will probably advance even more with the rise of artificial intelligence, vastly increasing opportunities to implement adaptivity in online learning. However, on the backend of learning platforms, adaptivity can still be a little difficult.It requires you to really think about your learning objectives and when those objectives are achieved. It usually takes a bit more time to set up an adaptive learning journey than a traditional one, too. But don’t fret, the advantages gained from all this work, will absolutely be worth it!<a href="/articles/adaptive-learning-reduce-study-time">Here’s an example</a> of how adaptive learning can reduce time spent to complete a learning journey (33% on average), without the loss of effectivity, self-efficacy and learner experience.

Adaptive learning: Reduce study time by more than 30%

Adaptivity in practice

<h2>Adaptivity in practice</h2>Let’s have a look at the case I started with: teaching a heterogeneous group how to use certain software:I run into the first problem when I realise that the different target audiences need to use the software for different things. I solve this by splitting the learning journey into a few smaller learning journeys, focused on different roles in the software.Now, let’s focus on one specific group. Within this group, there’s still some slight differences in what people need to learn about the software. To make sure the learners stay focused on what is most important for them, I create different target learning profiles. This means that some people can accomplish a learning objective by only answering a few questions correctly, while others (for example, key users of the software) need to get more questions right.Lastly, within this group the starting levels also differ. Some of the learners have worked with the software before and approach the learning journey as a refresher. Others have never worked with this software at all. Because I created learning objectives in the platform and used target learning profiles to decide when a learning objective is accomplished, I only have to set the right conditions in the template to make sure the learners can focus on what they need and skip what they already know! One learner will be guided through the entire learning journey, while another only needs to complete a percentage of it.

Now, every learner is able to take the time they need to properly work with the software (or save the time they don’t need for more important things!). The issue of starting levels has been tackled by adaptivity. Talk about impactful learning journeys!

Adaptivity in aNewSpring

<h2>Adaptivity in aNewSpring</h2>Well, all that being said: How does adaptivity actually work in aNewSpring’s platform? In aNewSpring, adaptivity is based on learning objectives that you set. Learning objectives, in this context, are most likely subjects. Once you’ve decided upon your overall learning goals, you can start to write down the specific learning objectives that you’ll need your learners to know.In aNewSpring, the level of mastery on a learning objective is tested by questions. A learner needs to answer a number of questions correctly to show he or she has mastered the learning objective. You can either start by creating questions for every learning objective and decide how many a learner should answer correctly, or do it the other way around.Once this process is done, you can build your learning journey like you normally would. Then you can add learning objectives and make your learning journey adaptive.You can find a great tutorial on adaptive learning in aNewSpring <a target="_blank" href="https://support.anewspring.com/en/articles/32237-tutorial-een-adaptief-leerpad-maken-voor-deelnemers">right here</a>!

<h2>Dive deeper into adaptivity</h2>Has adaptivity piqued your interest? All of our customers have access to the aNewSpring Academy, which contains <a target="_blank" href="https://www.google.com/url?q=https://academy.anewspring.com/do?action%3DviewProduct%26id%3D23&amp;sa=D&amp;source=docs&amp;ust=1696241940320583&amp;usg=AOvVaw0OeH61RX36CuKX-YWSZrm8">a great (and totally free!) course about adaptivity</a>!My colleagues have also written some great articles about adaptive learning shared in the articles below.

Is excited to help people learn and will use her head and heart to do it in the best way.

Why adaptive learning matters: a personal story

BSL on the importance of personalised learning research

Go deeper on adaptive learning

Learn how adaptivity can improve your training

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Let me help you with adaptivity

Article

How to use adaptivity to tackle different starting levels

adaptive learning

Noticing more and more empty seats in your classrooms? You&#039;re not alone. Many training providers who&#039;ve been around for a while and offer primarily classroom training deal with this at some point. So what could be the culprit? And how do you find out?As we always like to say: better training starts with a focus on your learners. Start by listening to them and your customers. What do they need? What would help them learn? Does the way you train still meet their needs?

The story of Amelior & Arboth

Amelior’s blended breakthrough: partnering with Arboth

Belgian training provider Amelior faced the same challenge. Their customers wanted more flexible training that respected their employees’ time, while the younger generation preferred learning online and at their own pace. It became clear that classroom-only training just wasn’t enough anymore. So, it was time for a change. They transitioned from traditional classroom training to a blended learning approach.We spoke with Karin Bastiaannet, Category Manager Quality at Amelior and Karen Philips, Consultant Learning &amp; Development at Arboth during a live Q&amp;A.

Watch the Better Training Today Live Q&A (in Dutch)

Amelior started with the question: “How can we use the latest learning technologies to build a learning experience that resonates with today’s learners? That inspires our learners and drives lasting change in their behaviour?”Recognising that different learners have different needs, they realised it made sense to go for something interactive and self-paced. This approach would also respect the busy schedules of their learners. The solution? Combining the best of both worlds, by creating a blended training.This was easier said than done though. They never did anything like this before, going blended was completely new to them. So, where do you start? What do you need?The Amelior team realised that they needed expert help to turn their classroom training into just the right mix of online and offline activities. They got in touch with the Belgian blended and e-learning consultancy Arboth for advice on how to transform their courses.

Why go blended

Why go blended?

A blended approach has many advantages over a classroom-only setup, here&#039;s a couple of them Amelior has experienced since taking the leap:<ul><li>More flexibility through time- and place-independent learning</li><li>Promoting autonomy and self-directed learning (allowing learners to learn at their own pace and at different levels)</li><li>Greater satisfaction among teachers and learners</li><li>More room for interaction between teachers and learners, and among learners themselves during classroom training</li><li>Better insight in individual learner progress</li><li>Better learning outcomes (as <a target="_blank" href="https://www.anewspring.com/articles/science-research-blended-learning">scientifically proven</a>)</li></ul>

Challenges

<h3>Challenges</h3>Transforming a classroom training into a powerful blended learning journey is not a walk in the park. It&#039;s not just about picking up new technologies and diving right in – it takes time, effort, and lots of perseverance.Getting the SMEs on boardOne of the big challenges is convincing Subject Matter Experts (SMEs), especially those with years of experience, to transition from traditional classroom-only training to a blended format. For Amelior, this was a major hurdle. Experienced teachers weren&#039;t always eager to make the switch because it meant not just a change in format but also a significant shift in the content itself. Naturally, there was some resistance; it&#039;s a big deal to transfer your knowledge and experience into a system.Amelior found success by involving SMEs from the very beginning and as much as possible. Together with them, they took a close look at the training and the content to determine what could be better served online. It really showed them the benefits of going blended and that it&#039;s an opportunity to increase their value.

Arboth's aXles model

Knowing how to do it Like we said, creating learning journeys that really improve the learning outcomes is not easy, especially if you lack the expertise and if you&#039;ve never done anything like it before. Sometimes you just need a little extra help. Amelior realised that too and partnered up with Arboth. So, don&#039;t be afraid to reach out.

What if your experts lack time to train classrooms and you lack the expertise to go blended? AvW called on our Training Improvement Engineer Puck to come to the rescue.

AvW's blended challenge

A blended learning journey in action

<h3>See Amelior&#039;s learning journey in action</h3>Sometimes it helps to just see the end result, so you get an idea of what a blended learning journey could look like for your learners. Karin Bastiaannet showed us a great example of what Amelior&#039;s blended training looks like, during the Better Training Today Live webinar. With this learning journey they won the aNewSpring Training Improvement Award in 2023.

Watch how Amelior takes you through their blended learning journey

Amelior's Learning Journey

Conclusion

<h3>Embrace blended learning for more effective learning</h3>In conclusion, if you’re noticing empty seats in your classrooms, it may be time to <a target="_blank" href="https://www.anewspring.com/learning-concepts/blended-learning">explore a blended learning approach</a>. Amelior’s successful transition from traditional training to a blended format highlights how combining online and offline elements can refresh your training program and better address your learners&#039; needs. Utilising a structured framework, like Arboth’s aXles model, can provide clear guidance on how to integrate new technologies and content effectively. Don’t hesitate to seek expert assistance to facilitate this transition (like Amelior did with Arboth). You don&#039;t have to fly solo; use your co-pilot.By listening to your learners &amp; customers, leveraging proven frameworks, and continuously refining your approach, you can create a engaging and adaptable training products that meet today’s demands.

Authors

Julia Ooms

What science says about blended learning

Get the best of both worlds with blended learning

Amelior: How blended learning cut classroom training days by 30%

Academy for Legislation: The ideal blend of online and offline learning

Learn more about going blended

Want to improve your training?

We spoke to Amelior on how they overcame the limits of classroom training by going blended

How to overcome the limits of classroom-only training

How to overcome the limits of classroom training

blended learning

Learning design

Many instructional designers are familiar with the name Bloom. His taxonomy (1956) has been used by professionals for setting learning objectives since its development in 1956 and its revision in 2002. Credit where credit’s due, these learning objectives are often quite fine. However, these solutions are often not as effective as hoped. Why is that?Learning (when done well) solves a problem. Someone does not yet have the knowledge or skills to do what is desired, so they need to learn (more). But different problems require different types of solutions.The goals you set are essential for the success of your learning solution. They motivate the learner by providing direction for what needs to be learned. They can serve as a clear check to see if the learning solution is actually going to solve your problem. However, these goals don&#039;t become effective on their own. Effective goals require not only that you clearly understand the level of the content you are dealing with, but also the type of content you are dealing with.

Types of knowledge

<h2>What types of knowledge can someone possess?</h2>In his <a target="_blank" href="https://tips.uark.edu/using-blooms-taxonomy/">original taxonomy</a>, Bloom described 6 levels of objectives: remembering, understanding, applying, analyzing, evaluating, and creating. This categorization had a single dimension: from lower to higher levels. The 2002 revision by Krathwohl added a new knowledge dimension: 4 domains that describe types of knowledge.The domains:Factual knowledgeThis is the foundational knowledge you need to understand larger concepts and solve problems. Think, for example, of a list of vocabulary words when learning a new language. Before you can start constructing sentences, you first need to know the individual building blocks.Conceptual knowledgeThis includes how the basic elements relate to each other within a larger structure. Principles, classifications, models, and structures all fall within this domain.In our example of learning a new language, this refers to grammar and sentence structures. Think back to high school math classes. First, you need to learn what roots and exponents are (factual knowledge). Only then can you understand the order of operations and more complex formulas (conceptual knowledge).

Procedural knowledgeSimply put: how you do things. This involves applying your knowledge: filling in and using a model, performing actions...When learning a new language, this is when you form sentences, whether it&#039;s writing or speaking them correctly. In math lessons, this would be when you start solving word problems.Metacognitive knowledgeThe most abstract of the four domains, this pertains to knowledge about knowledge. This includes understanding which contexts are best for applying different theories, strategies for approaching problems, and awareness of one’s own strengths and limitations.For example, a learner might recognize that speaking another language is still challenging, but writing comes much easier. As a result, they might choose to seek out more opportunities for conversation practice to improve their speaking skills.

How to apply?

<h2>What can you do with this?</h2>It’s completely understandable that this question arises now; you’ve only gathered the knowledge so far. And, in fact, that’s part of the answer to the question.You’ve now covered factual and conceptual knowledge: you understand what the different domains entail and how they follow each other. What you were likely searching for when you clicked on this blog was procedural knowledge: How can I improve my learning objectives for better training outcomes? The next step would be to address that goal, translating it into actionable steps.This is often where things go wrong. Learners attend excellent trainings on very useful topics, but if you don’t set goals that are truly focused on applying that knowledge, the problem won’t be solved.Take note! Factual and conceptual knowledge are very important! They build on each other for a reason. If you don’t know the words, you’ll never be able to construct a proper sentence (source: my final grade in French).

Get into action

<h3>Alright, but how do you do this?</h3>Krathwohl describes these domains as a new dimension to the taxonomy. We have a handy grid that you can use for this!

Download the grid

When you place all your learning objectives here, you get an indication of which areas are receiving attention and which are not. Ask yourself the following questions:1. Am I achieving the goal I have set?If you want someone to learn how to drive a car, objectives solely focused on factual knowledge will not be sufficient. Instead, you need to set objectives that at least reach the level of applying procedural knowledge.2. Do I have sufficient foundation to achieve that goal?Setting goals at higher levels is perfectly fine, but it requires a foundation. With every learning objective, you should ask yourself whether this solution also includes the previous levels or if that knowledge is already present in the target audience. You can&#039;t expect someone to analyze a complex theory if they don&#039;t even know what that theory is about. And in the case of driving a car: If you don&#039;t know which pedals are the clutch, brake, and accelerator (factual knowledge), you won&#039;t drive very far (applying).

Tim Koot

Or could you use some help with your learning objectives?

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Many instructional designers are familiar with Bloom. His taxonomy is used by professionals to set learning objectives, but these solutions often aren't as effective as hoped. Why is that?

Level up your understanding of learning levels

training improvement

Release

Welcome! In this edition, we&#039;ll discuss all changes to the aNewSpring platform in Release 105. Take a seat and let’s dive in.Are you short on time? Read through the titles and the bold marked text to get the quick update.

Messages in app

Messages and announcements in the app

Learners who want to use every available moment to learn, can do more in the app from now on. Why? Because messages and notifications have been added. This makes it possible to ask instructors questions on the go and to stay up to date at any time.<ul><li>Messages and announcements are added to the notification overview, which will be named  &#039;communication centre&#039; from now on.</li><li>Incoming messages and announcements can be seen in one overview, with a clear difference between read and unread items.</li><li>Learners can send new messages or respond to received messages. Besides that, they will be able to search through announcements and messages, and send questions to instructors about a question or piece of content from the activity player.</li><li>Newly received messages and announcements send push notifications to the learner’s phone. Learners can turn this off in &#039;settings&#039;. If the learner has previously disabled the main setting &#039;receive push notifications&#039;, it must be enabled again in order to receive them.</li></ul>

Tagging files

Authors who are used to tagging content libraries and content can now apply the same way of organising to files. Files can be tagged on the files overview page within a content library.

When you are creating questions or pieces of content and looking for a file to add, tags can be used to filter and quickly find what you’re looking for.<ul><li>File filtering is an addition that will go live later, in June 2024.</li><li>Images added by a designer, reseller or tenant, like course and product images, cannot be tagged.</li></ul>

Free products with direct access

Easier starting of free products (with direct access)

Learners who add products with &#039;free, direct access&#039; as a payment method will no longer end up on an unnecessary order page. Instead, they are immediately redirected to the course. If the product contains multiple courses, they will end up on the homepage. The learners will no longer receive order emails for these types of products.

Pre-recorded videos

Submitting pre-recorded videos

Learners who learn at home or at work via a desktop computer don’t always have access to a webcam. This made it difficult to complete a video hand-in assignment. The option to upload pre-recorded videos will now be available for learners who learn on the desktop computer. This also gives them a chance to edit their work and to submit more creative videos!

Screen reader accessibility

Further steps have been taken in our ongoing project to make the aNewSpring platform fully accessible for all your learners. This time, we’ve added the possibility to add text alternatives to non-text content.Non-text content, such as images, videos and sound clips, can be provided with text alternatives. They can be read by screen readers, so non-text content becomes accessible to everyone. Text alternatives can now be added by:<ul><li>authors using files in questions and content pieces</li><li>designers using images in the template</li><li>resellers who use images for products</li><li>tenants who use files in the look &amp; feel</li></ul>

Dive into the detailsSome of these features are available for aNewSpring for Trainers and all of them for aNewSpring for Organisations:<ul><li><a target="_blank" href="https://portal.anewspring.com/en/support/discussions/topics/3000181864">Release Notes for Organisations</a></li></ul><ul><li><a target="_blank" href="https://portal-trainer.anewspring.com/en/support/discussions/topics/3000181865">Release Notes for Trainers</a></li></ul>If you have any questions regarding the release, do not hesitate to contact our <a target="_blank" href="mailto:support@anewspring.com">Support Heroes</a>!

Janna de Valk

Release 104

Release 103

Release 102

Read other editions

Welcome! In this edition, we'll discuss all changes to the aNewSpring platform in Release 105. Take a seat and let’s dive in.

Release 105: Messages in the app, tagging for files and more!

Podcast

In the world of designing learning journeys, a solid foundation has been established over the years; professional designers now know how to collaboratively craft powerful and effective designs. However, there is always room for learning, also for learning designers. Therefore, Kessels &amp; Smit introduced &quot;Het Tweede Ontwerpboek” (The Second Design Book).&quot;Over the past decade, we have discovered alternative design methods, leveraging new techniques and technologies,&quot; explain the authors. With these advancements in mind, it was time for an innovative sequel to the first edition of the book.&quot;The design process is above all an interesting learning process.&quot;Important noteThe book and podcast are both in Dutch so in this article we will give you some tips and highlights in English. But reading the book and listening to the podcast would be a good exercise if you are willing to give learning Dutch a try of course.

Order Het Tweede Ontwerpboek

<h3>The authors</h3> <a target="_blank" href="https://www.linkedin.com/in/erik-deen-7023625/">Erik Deen</a>, <a target="_blank" href="https://www.linkedin.com/in/jeroen-hellings-96897b87/">Jeroen Hellings</a>, <a target="_blank" href="https://www.linkedin.com/in/nynkedejongworks/">Nynke de Jong</a>, <a target="_blank" href="https://www.linkedin.com/in/mariel-rondeel-2179076/">Mariël Rondeel</a> and <a target="_blank" href="https://www.linkedin.com/in/josiannesavonije/">Josianne Savonije</a> are five L&amp;D professionals who share a passion for designing learning and development journeys. Therefore, they joined forces to write the book. From that passion, they support individuals, organisations and communities around the world in designing meaningful learning journeys. They believe that the development of any organisation or group goes hand in hand with personal growth and powerful collaboration.

The podcast

The Evolving Designer

aNewSpring&#039;s Learning Innovator Roy and Training Improvement Engineer Puck joined Jeroen, Nynke, Mariël, and Josianne for a three-part podcast diving deeper into the developments surrounding the design of learning journeys. They discuss flexible and personalised learning, new learning interventions, and their future expectations. The podcast &quot;De Ontwerper in ontwikkeling&quot; (The Evolving Designer) is available on Spotify.

Part 1: Flexibility and personalised learning

<h3>Part 1: Flexibility and personalised learning</h3>In the first part of the podcast, Roy and Puck, along with the guests, delve into the hot topic of &quot;flexibility and personalised learning.&quot; According to Jeroen Hellings, these two concepts are inseparable: &quot;Personalised learning is about learning where and when you want and having the choice in how and what. Which steps you want to take in your own development. Flexible learning is more about the offering, so you need to find a solution to ensure that people can learn in that way and have freedom of choice.&quot;Flexible learning also requires trusting each other. Mariël Rondeel says, &quot;If you want to learn, you want to achieve something. If people want to achieve something, for example, in their work, they are willing to do something for it. You can&#039;t force people to learn.&quot;

Professional designers now know how to collaboratively craft powerful and effective designs. However, there is always room for learning, also for learning designers.

Articles

How to use adaptivity to tackle different starting levels

Read, watch and learn

How to overcome the limits of classroom-only training

Level up your understanding of learning levels

Release 105: Messages in the app, tagging for files and more!

Podcast: The evolving designer

Release 104: Five updates and improvements

5 tips to glow up your learning journey

Going blended: 3 key success factors for training providers

Balancing content: the sweet spot between fun and education

Release 103: A festive release filled with gifts

Visualise growth pathways within a learning platform

Roy's Recappuccino #2: AI insights and tips from the Training Improvement Café

How to use adaptivity to tackle different starting levels

Release 102: Focusing on flexibility, compliance and accessibility

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