Adaptive Courseware

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Grounded in Principles Derived From Learning Science Research 

Acrobatiq course design methodology is proven to successfully help students be more successful learners.

Acrobatiq Biology ContentsBased on decades of cognitive and learning science research at Carnegie Mellon and other institutions, Acrobatiq courseware is developed from research-based principles of learning including:

  • Students learn best by doing. Acrobatiq courseware includes hundreds, and in some cases well over a thousand discrete opportunities to practice skills and learn new concepts.
  • Goal directed practice and targeted feedback are critical to learning.  Every Acrobatiq courseware formative activity includes instructional scaffolding such as multiple levels of hints, and targeted, timely feedback.
  • The way students organize knowledge determines how they use it.  Acrobatiq courseware begins each Unit with “The Big Picture” that summarizes the organization of the material in the course, showing students visually how the pieces of the course fit together.
  • Mastery involves developing component skills and knowledge, and synthesizing and applying them appropriately.  Acrobatiq courseware includes synthesis activities to assess students’ abilities to apply knowledge from multiple learning objectives using real-world scenarios.
  • Self-directed learning requires that students monitor, evaluate and adjust their approaches to learning.  Every Acrobatiq courseware includes “Before You Continue” self-assessments that require students to reflect on their own learning.

 Acrobatiq Courseware Is Designed To Optimize Student Learning

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Authoritative Content Aligned to Clear Learning Objectives

Acrobatiq courseware includes authoritative content developed by a team of subject matter experts, instructional designers, and Acrobatiq Learning Engineers

All expository text, multimedia, assignments and assessments combine to provide an engaging, rigorous, and interactive online experience for students.  Acrobatiq courseware content and assessments are organized in a logical and easily customizable order, enabling faculty to quickly customize the content to meet instructional or pedagogical goals.

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Proven Course Design

Evidence-based approach to learning and course design

The Course Design Triangle – The foundation of Acrobatiq’s data-driven adaptive courseware is our course design triangle. Three elements − clear, measurable learning objectives, content & activities, and assessments − work closely together to support improved student outcomes.

The design triangle ensures that there is no wasted time or effort. And no surprises. From day one, you and your students can keep track of what they will know, and be able to do, at the end of the course.

Cognitive Taxonomy – Our courseware draws from established cognitive taxonomies (including Bloom’s Taxonomy) to create a framework for students to develop critical thinking.

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Course Architecture

Acrobatiq courseware starts with Learning objectives or student-centered, measurable statements of what is being learned and assessed

Each LO requires the synthesis of discrete skills. Acrobatiq skill graphs capture the relationships between learning objectives and component skills, and between component skills, course content, and activities ensuring that no skill is “orphaned” and students have ample practice opportunity to master component skills and learning objectives.

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Dynamic Learning Analytic Dashboards

Enable faculty, students, and other stakeholders to visualize and act on student learning performance

The idea of using learning analytics may sound complicated, but it’s easy with The Learning Dashboard™  - the single place where you can monitor student progress in learning outcomes in real-time, anytime.

The Learning Dashboard™ collects, stores, and analyzes learning data generated when a student undertakes learning activities in our courseware.  We tie those activities to specific learning objectives, and to the component skills required to master those learning objectives.  This enables us to utilize a learning model developed at Carnegie Mellon University to analyze the data, and provide highly visual, actionable insights.

You’ll know, for example:

  • Which objectives or component skills were not learned across a particular class. 
  • Which students are learning at a comparatively lower level for a given objective.
  • Which students have not engaged in enough practice.
  • Which students are working hard, but not mastering key learning objectives and are therefore becoming “at risk.”

Armed with these learning data insights (and many more),  you can intervene where students need help the most, provide targeted feedback, and make timely course adjustments − actions proven to strengthen learning outcomes.

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Learn by Doing with Targeted Feedback

Fosters learning and knowledge retention
Research shows that students learn best through problem-based activities, and by receiving targeted feedback based on their own individual performance. Acrobatiq courses boast hundreds of embedded activities that enable a learn by doing approach, and targeted hints and feedback scaffold the student experience.

Activities include:

  • Learn By Doing -  These exercises introduce students to a new concept or skill through experiments and other activities that require action, such as drawing a diagram, troubleshooting a problem, or solving a multi-step problem.   There are hundreds of these throughout each course.
  • Did I Get This? – These follow Learn By Doing, and serve as checkpoints for students to self-assess and gauge their understanding and mastery of a concept, skill or task before moving on to the next topic. Extra practice is frequently provided to students who need it.
  • Checkpoints and Quizzes –  These assessments provide an opportunity to determine whether or not a portion of a course was understood. Checkpoints and quizzes generally appear at the end of a section (generally called a “module”). In both assessments, students will answers several questions, submit their answers, and then receive a score.  Students may or may not receive feedback on their answers based on instructor preference.

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Adaptive Practice

Practice questions are chosen for individual learners based on dynamically modeled student learning states (forthcoming)

Research has clearly shown that goal-directed practice, coupled with targeted, timely, and personalized feedback improves students’ ability to learn, often at a faster pace. Acrobatiq courseware customizes and personalizes practice questions for individual learners based on dynamically modeled student learning states. Students with low estimated mastery are given more opportunities to practice, while students with high levels of learning mastery are given less, enabling faster progression through the activities.

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Synthesis Activities

Students apply new knowledge to real world problems, and self-assess personal understanding of core concepts
Online labs, simulations, case studies, and other interactive exercises engage students in the process of inquiry and active learning. Your students will have many opportunities to dive deeper into topics by conducting experiments, collecting and analyzing data, and evaluating their hypotheses and predictions. These practice opportunities allow students to integrate information from across multiple learning objectives and apply their knowledge to real-world situations.

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Mobility, Accessibility and Interoperability

Students can access their content on mobile devices, including smartphones and tablets

Mobility -  Modern web design and responsive templates empower students to learn on most leading mobile devices including smartphones and tablets.

Accessibility – Acrobatiq is committed to making products that are accessible to as many learners as possible. We design our technology using best practices from Universal Design for Learning (UDL) to meet Web Content Accessibility Guidelines (WCAG) 2.0 and American Disabilities Act (ADA) Section 508 guidelines for web site content accessibility. Our courseware includes Alt Tags for every image, and an accessible mode for interactive practice.

Interoperability – Acrobatiq Courseware conforms to best-in-class interoperability standards including LTI and Caliper. Grades can seamlessly be reported to third party learning management systems including Blackboard 9.1 or newer, Canvas, Desire2Learn, Moodle 2.2 or newer, and Sakai CLE.

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Customization, Personalization & LMS Integration

Our courseware is adaptive, sure, but it’s also adaptable.
How you use Acrobatiq’s data-driven adaptive courseware is up to you.

We’re flexible. You can change the course name. Or delete, add or change the order of modules and units.  You can choose whether quizzes are graded or time-limited, or how assessments are delivered. Soon you’ll be able to integrate video and other multimedia from your desktop.  If you want to use your Acrobatiq course inside your learning management system, no problem. We support Blackboard 9.1 or newer, Canvas, Desire2Learn, Moodle 2.2 or newer, and Sakai CLE.

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Help & Support

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Support

We’re here to make you and your students successful

While Acrobatiq products are easy to use, we recognize that using courseware is different than using a textbook. Sometimes you need help. When you do, we’ll be here. You can talk to a real person and we’ll do our best to answer your questions within 24 hours or less. We also offer live chat, a knowledge base with Frequently Asked Questions, and training on how to get the most out of Acrobatiq’s data-driven adaptive courseware.

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