Adaptative Learning Suite V1 B

Sommaire
1. What is Adaptive Learning Anyway? ....................................................................... 7

2. What Makes the Adaptive Learning Model the Solution to E-Learning? ............... 10
2.1.1 CATEGORIES .............................................................................................. 10
3. WHAT SETS THE ADAPTIVE LEARNING MODEL APART? .............................. 10
4. WHAT OTHER SOLUTIONS DOES THE ADAPTIVE LEARNING MODEL
PROVIDE? ............................................................................................................ 10
4.1. ..THE BEST THING ADAPTIVE LEARNING CAN DO FOR CORPORATE SALES
TRAINING ............................................................................................................. 11
4.2. ..HOW TO ACCOMMODATE FOR LEARNING DISABILITIES IN LEARNING AND
DEVELOPMENT TRAINING ................................................................................. 12
4.3. ..HOW THESE 4 BUSINESSES ARE CHANGING E-LEARNING EFFECTIVENESS
.............................................................................................................................. 13
4.4. ..CORPORATE LEARNING MYTHS: INADEQUACIES IN “70:20:10” AND
GAMIFICATION .................................................................................................... 13
4.5. ..HOW TO PROVE THAT ADAPTIVE LEARNING IS AN EFFECTIVE TRAINING
PROGRAM ........................................................................................................... 14
4.6. ..WHAT ARE THE 3 BIGGEST CAUSES OF LEARNING FATIGUE? .................... 14
4.7. ..HOW ADAPTIVE TECHNOLOGY IS DISRUPTING CORPORATE LEARNING .. 15
4.8. ..4 FACTORS THAT INFLUENCE AN EMPLOYEE’S LEARNING EXPERIENCE . 15
4.9. ..HOW TO CREATE A UNIQUE LEARNING EXPERIENCE ONLINE .................... 15
4.10. WHAT’S THE BEST TYPE OF SCALABLE TRAINING DELIVERY METHOD FOR
SALES PROS? ..................................................................................................... 16
4.11. DOES UNCONSCIOUS INCOMPETENCE DO HARM TO YOUR SALES
DEPARTMENT? ................................................................................................... 17
4.12. HOW TO COMBINE E-LEARNING AND COACHING IN THE WORKPLACE ..... 18
4.13. HOW TO REDUCE SALES STAFF TRAINING TIME, BUT IMPROVE SALES
TEAM PERFORMANCE ....................................................................................... 18
4.14. WHEN “JUST IN CASE” IS BETTER THAN “JUST IN TIME” TRAINING ............. 19
4.15. THE IMPORTANCE OF BETTER TRAINING AFTER #METOO .......................... 19
4.16. WHAT MAKES GOOD TRAINING? MICROLEARNING VS. ADAPTIVE
LEARNING ........................................................................................................... 20
4.17. HOW TO AVOID WASTED LEARNING, OR “SCRAP LEARNING” ..................... 20
4.18. THE EVOLUTION OF E-LEARNING AND ITS FUTURE ...................................... 21
4.19. WHY AI SHOULD BE USED MORE IN LEARNING AND DEVELOPMENT ........ 22
4.20. THE IMPORTANCE OF SAFETY AWARENESS TRAINING ............................... 22
4.21. INTERACTIVE CONTENT PROVIDES FACILITATOR LEARNING AT E-
LEARNING COST................................................................................................. 23
4.22. HOW THE FUTURE OF E-LEARNING LOOKS LIKE ONLINE SHOPPING ........ 23
4.23. HOW TO PROVE LEARNING & DEVELOPMENT (L&D) HAS TRAINING IMPACT
.............................................................................................................................. 24
4.24. SPEND LESS TIME ON TRAINING & GET MORE EFFECTIVE TRAINING
PROGRAMS ......................................................................................................... 24
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Adaptative Learning Suite
4.25. THE AREA9 BLOG 2017: A HOME FOR E-LEARNING RESOURCES ............... 25
4.26. WHY MICROLEARNING ISN’T THE SOLUTION TO THE CORPORATE
LEARNING PROBLEM ......................................................................................... 25
4.27. HOW TO PREVENT ACCIDENTS AT WORK: WHAT MAKES GOOD TRAINING
.............................................................................................................................. 26
4.28. HOW DO YOU MEASURE AN EFFECTIVE TRAINING PROGRAM? ................. 26
4.29. ADAPTIVE LEARNING REMOVES THE STIGMA OF WORKPLACE
KNOWLEDGE GAPS............................................................................................ 27
4.30. HOW ADAPTIVE LEARNING OPTIMIZES YOUR CORPORATE TRAINING
BUDGET ............................................................................................................... 27
4.31. ADAPTIVE LEARNING IS A LEARNING EXPERIENCE, NOT A LEARNING
EVENT .................................................................................................................. 28
4.32. HOW ADAPTIVE LEARNING FACILITATES BLENDED LEARNING .................. 28
4.33. ARE ONLINE CORPORATE TRAINING PROGRAMS BETTER THAN
CLASSROOM LEARNING? .................................................................................. 29
4.34. THE IMPACT ADAPTIVE LEARNING HAS ON E-LEARNING FOR BUSINESS
IMPACT ................................................................................................................ 29
4.35. HOW ADAPTIVE LEARNING SUPPORTS INSTRUCTIONAL DESIGNERS’
DIGITAL SKILLS ................................................................................................... 29
4.36. LEARNING SOFT SKILLS WITH TECHNOLOGY ................................................ 30
4.37. HOW YOUR E-LEARNING RESOURCES CAN KEEP UP WITH THE DIGITAL
SKILLS GAP ......................................................................................................... 30
4.38. PERSONALIZED LEARNING DRIVES LEARNER EXPERIENCE ....................... 31
4.39. $30M RECORD-BREAKING INVESTMENT IN THE DANISH EDUCATIONAL
TECHNOLOGY COMPANY AREA9 LYCEUM ..................................................... 31
4.40. HOW UNCONSCIOUS INCOMPETENCE AFFECTS GRADUATES AND YOUNG
PROFESSIONALS................................................................................................ 32
4.41. THE BENEFITS OF MOBILE ADAPTIVE LEARNING FOR THE RETAIL SECTOR
.............................................................................................................................. 33
4.42. HOW YOU KNOW YOU NEED AN ADAPTIVE LEARNING MODEL TO TRAIN
ONLINE ................................................................................................................ 34
4.43. HOW AREA9 LEARNING CURATES CONTENT FOR YOUR BUSINESS .......... 35
4.44. HOW ADAPTIVE LEARNING BENEFITS THE LEARNER AND YOUR BUSINESS
.............................................................................................................................. 36
4.45. ADAPTIVE LEARNING TAKES HOSPITALITY STAFF TRAINING TO THE NEXT
LEVEL................................................................................................................... 37
4.46. WHAT YOU NEED TO KNOW TO CREATE AN ADAPTIVE LEARNING
DEFINITION ......................................................................................................... 37
4.47. HOW TO ELIMINATE UNCONSCIOUS INCOMPETENCE IN YOUR
WORKPLACE ....................................................................................................... 38
4.48. WHO IS BENEFITTING FROM ADAPTIVE LEARNING TECHNOLOGY RIGHT
NOW? ................................................................................................................... 38
4.49. HOW ADAPTIVE LEARNING REDUCES TRAINING COSTS FOR RETAIL
EMPLOYEES ........................................................................................................ 39
4.49.1 HOW MUCH IS TRAINING FOR ALL YOUR EMPLOYEES COSTING YOU?
..................................................................................................................... 39
4.50. WHY ADAPTIVE IS THE FUTURE OF E-LEARNING .......................................... 40
4.51. HOW TO ENGAGE THOUSANDS OF EMPLOYEES IN TRAINING: ADAPTIVE
LEARNING ........................................................................................................... 40
4.52. HOW TO GET YOUR CORPORATE TRAINING PROGRAMS STARTED WITH
ADAPTIVE LEARNING ......................................................................................... 41

4.53. WHY GAMIFICATION IN BUSINESS IS AN INEFFECTIVE CORPORATE

LEARNING TOOL ................................................................................................. 41
4.54. HOW MANY QUESTIONS DOES ADAPTIVE LEARNING SOFTWARE NEED? 42
4.55. COGNITIVE NEUROSCIENCE AND COMPUTER SCIENCE SOLVE 3
CORPORATE TRAINING PROBLEMS ................................................................ 42
4.56. ADAPTIVE LEARNING SOLVES ONBOARDING IN INDUSTRIES WITH HIGH
EMPLOYEE TURNOVER RATES ........................................................................ 43
4.57. WHY IS MOBILE ADAPTIVE LEARNING BETTER THAN TRADITIONAL E-
LEARNING? ......................................................................................................... 43
4.58. WHAT MAKES THE ADAPTIVE LEARNING MODEL THE SOLUTION TO E-
LEARNING? ......................................................................................................... 44
4.59. WHAT IS UNCONSCIOUS INCOMPETENCE & HOW IT IMPACTS TECHNICAL
TRAINING? ........................................................................................................... 44
4.60. IS IT EASY TO GET STARTED WITH THE ADAPTIVE LEARNING PLATFORM?
.............................................................................................................................. 45
4.61. ADAPTIVE LEARNING IS THE TOOL YOU NEED TO REINVENT CORPORATE
TRAINING ............................................................................................................. 45
4.62. ADAPTIVE LEARNING: THE INTERSECTION OF COMPUTER SCIENCE &
COGNITIVE SCIENCE ......................................................................................... 46
4.63. ADAPTIVE LEARNING: THE SOLUTION TO VETERAN AND NOVICE STAFF
TRAINING ............................................................................................................. 46
4.64. WHAT HAPPENS TO MY LEARNING MANAGEMENT SYSTEM IN THE AGE OF
ADAPTIVE LEARNING? ....................................................................................... 47
4.65. HOW YOU KNOW ADAPTIVE LEARNING IS BETTER THAN OTHER E-
LEARNING TOOLS .............................................................................................. 48
4.66. DISRUPTIVE INNOVATION FESTIVAL NOV 9TH: HEAR ULRIK JUUL
CHRISTENSEN SPEAK ....................................................................................... 49
4.67. ADAPTIVE TECHNOLOGY: ISN’T IT JUST ONE BIG TEST? ............................. 49
4.68. HOW TO OPTIMIZE EMPLOYEE TRAINING TIME. THE ADAPTIVE LEARNING
MODEL ................................................................................................................. 50
4.69. 3 BENEFITS OF ADAPTIVE LEARNING (& 3 RISKS WE CAN HELP YOU
AVOID) ................................................................................................................. 51
4.70. NEWS RELEASE: AREA9 AND VALIA SIGN PARTNERSHIP AGREEMENT TO
ADVANCE THE MULTI-BILLION DOLLAR CORPORATE EDUCATION MARKET
IN THE MIDDLE EAST AND NORTH AFRICA ..................................................... 52
4.71. WHAT YOU NEED TO KNOW ABOUT THE BENEFITS OF BLENDED
LEARNING ........................................................................................................... 53
4.72. 3 WAYS YOU CAN IMPROVE YOUR CORPORATE LEARNING PLATFORM ... 54
4.73. WHAT IS UNCONSCIOUS INCOMPETENCE & HOW CAN YOU PREVENT IT?
.............................................................................................................................. 55
4.74. WHAT ARE THE PROBLEMS WITH E-LEARNING (& HOW TO RESOLVE
THEM) .................................................................................................................. 56
4.75. WHAT IS E-LEARNING FATIGUE & ARE YOUR LEARNERS SUFFERING? ..... 56
4.76. WHY CORPORATE E-LEARNING IS 175 YEARS OLD & NEEDS AN UPGRADE
.............................................................................................................................. 57
4.77. WHAT IS ADAPTIVE LEARNING? THE FIX FOR E-LEARNING ENGAGEMENT
.............................................................................................................................. 58
4.78. ULRIK JUUL CHRISTENSEN PRESENTED AS ONE OF 15 PIONEERS AT THE
INAUGURAL WORLD FRONTIERS FORUM ON OCTOBER 2ND IN
CAMBRIDGE, MASSACHUSETTS. ..................................................................... 59

4.79. NEW ADAPTIVE LEARNING WEBINAR AVAILABLE ON

TRAININGINDUSTRY.COM ................................................................................. 60
4.80. DR. ULRIK JUUL CHRISTENSEN IN HARVARD BUSINESS REVIEW TALKING
ABOUT HOW TO TEACH EMPLOYEES SKILLS THEY DON’T KNOW THEY
LACK .................................................................................................................... 61
4.81. DR. ULRIK JUUL CHRISTENSEN SPOKE AT THE #EDCRUNCH CONFERENCE
ON SEPTEMBER 27TH TO AN AUDIENCE OF 5000+ ....................................... 62
4.82. AREA9 IS NAMED ARAGON RESEARCH HOT VENDOR .................................. 63
4.83. TRAINING INDUSTRY NAMES AREA9 LEARNING IN 2017 TOP 20 TRAINING
DELIVERY COMPANIES ...................................................................................... 64
4.84. AWARD-WINNING SOMMELIER OFFERS NEW WINE PROGRAM USING
ADAPTIVE LEARNING TECHNOLOGY ............................................................... 65
4.85. AREA9 EXECUTIVE CHAIRMAN ULRIK JUUL CHRISTENSEN DISCUSSES
HOW WE CAN PREPARE OURSELVES FOR THE COMING AI EXPLOSION... 66
4.86. DISCOVER ADAPTIVE LEARNING FROM AREA9 AT ATD ICE 2017 – MAY 21-
24 .......................................................................................................................... 67
4.87. AREA9 PARTNERS WITH LLOYDS REGISTER TO BRING ADAPTIVE
BENEFITS TO PRODUCT SAFETY TRAINING ................................................... 68
4.88. AREA9, JBJS, INC., AND NEJM GROUP COLLABORATE ON ADAPTIVE
LEARNING IN ORTHOPAEDICS. ........................................................................ 69
4.89. AREA9 PARTNERS WITH AACC AND NEJM GROUP TO LAUNCH AACC
LEARNING LAB .................................................................................................... 70
4.90. HITACHI DATA SYSTEMS WINS MULTIPLE AWARDS FOR LEARNING &
DEVELOPMENT SUPPORTED BY AREA9 ......................................................... 70
4.91. NICK HOWE: RESEARCH SHOWS COMPLIANCE TRAINING SPARKS
CREATIVITY ......................................................................................................... 70
4.92. SHINOLA HAS CHOSEN TO PARTNER WITH AREA9 LEARNING ................... 71
4.93. MEET AREA9 LEARNING AT MASIE 2016 ......................................................... 71
4.94. AREA9 LEARNING HELPS HITACHI DECREASE TRAINING TIME, INCREASE
PROFICIENCY ..................................................................................................... 71
4.95. NATIONAL SAFETY COUNCIL & AREA9 LEARNING PARTNERS TO DELIVER
ADAPTIVE SAFETY TRAINING ........................................................................... 71
4.96. AREA9 LEARNING PARTNERS WITH TRACKMAN ........................................... 71
4.97. ADAPTIVE LEARNING AND MEDICAL EDUCATION ......................................... 71
4.98. NEJM GROUP AND AREA9 LEARNING CONTINUE SUCCESSFUL
PARTNERSHIP .................................................................................................... 72
4.99. AREA9 ENTERS AGREEMENT WITH HITACHI DATA SYSTEMS ..................... 72
4.100. AREA9 PROVIDES TECHNOLOGY BEHIND NEJM GROUPS NEW
ADAPTIVE LEARNING PLATFORM .................................................................... 72
5. Area9 Brand Video................................................................................................ 72
5.1.2 Area9 Brand Video ....................................................................................... 72
5.1.3 Content Curation Lab Author Instructions..................................................... 72
5.1.4 Vknow Introduction ....................................................................................... 72
5.1.5 AACC Learning Lab for Laboratory Medicine on NEJM Knowledge+ ........... 73
5.1.6 Customer Testimonial - NEJM Knowledge+ ................................................. 73
5.1.7 Adaptive Learning Presentation to ATD South Florida ................................. 73
5.1.8 TrackMan Testimonial .................................................................................. 73
5.1.9 JBJS Video ................................................................................................... 73
5.1.10 AACC Learning Lab...................................................................................... 73
5.1.11 Bringing adaptive learning benefits from academia into the workplace ........ 73

5.1.12 The problem with gamification, and why it isn’t necessary for learning ........ 74
5.1.13 The crucial role confidence plays in learning ................................................ 74
5.1.14 Benefits of adaptive learning for the learners ............................................... 74
5.1.15 Benefits of adaptive learning for the training function ................................... 74
5.1.16 Benefits of adaptive learning for business stakeholders ............................... 74
5.1.17 Benefits of adaptive learning ........................................................................ 74
5.1.18 Adaptive skill development - professional services example ........................ 74
5.1.19 Adaptive skill development - tennis example ................................................ 74
5.1.20 Using adaptive learning to power a flipped classroom approach. ................. 75
5.1.21 Can adaptive learning be used blended learning program? ......................... 75
5.1.22 Is it possible to do rapid course development with adaptive learning? ......... 75
5.1.23 Can adaptive learning be used for mobile learning? .................................... 75
5.1.24 Can adaptive learning integrate with an LMS? ............................................. 75
5.1.25 Content creation services ............................................................................. 75
5.1.26 Getting started with adaptive learning - course development skills .............. 75
5.1.27 Getting started with adaptive learning - adaptive platform and best practices
..................................................................................................................... 76
5.1.28 Solving the compliance training problem using adaptive learning ................ 76
5.1.29 What is adaptive learning and what are the benefits? .................................. 76
5.1.30 Getting started with adaptive learning - processes and approach ................ 76
5.1.31 Adaptive learning benefits for sales and call center training ......................... 76
5.1.32 Adaptive learning: the most important technology in corporate learning ...... 76
5.1.33 Reinventing corporate training ...................................................................... 76
5.1.34 Adaptive learning benefits for high turnover industries ................................. 76
5.1.35 Is adaptive learning just one long test? ........................................................ 77
5.1.36 E-learning benefits with none of the problems .............................................. 77
5.1.37 Mastery and Unconscious Incompetence ..................................................... 77
5.1.38 Why is the biological model better than an inference model? ....................... 77
5.1.39 The problem with traditional e-learning......................................................... 77
5.1.40 Who is Area9? .............................................................................................. 77
5.1.41 Why is Area9’s approach different? .............................................................. 77
5.1.42 Area9 Learning: Solving skills challenges in the retail industry .................... 77
5.1.43 How to build an adaptive course .................................................................. 78
5.1.44 ABOUT ......................................................................................................... 78
5.2. ..FEATURES ........................................................................................................... 78
5.2.1 ADAPTIVE, PERSONALIZATION ................................................................ 78
5.2.2 TEAM-BASED E-LEARNING AUTHORING ................................................. 80
5.2.3 INTEGRATED LEARNING CONTENT MANAGEMENT SYSTEM .............. 81
5.2.4 INDIVIDUAL, TEAM & COMPANY-WIDE REPORTING .............................. 82
5.2.5 CLOUD-BASED END-TO-END PLATFORM ................................................ 82
5.2.6 FLEXIBLE LICENSING OPTIONS ............................................................... 83
6. Adaptive Learning Environments Model ............................................................... 83
6.1.1 What Is It? .................................................................................................... 83
6.1.2 Why Did It Get Started? ................................................................................ 84
6.1.3 How Does It Work?....................................................................................... 84
6.1.4 What Are The Costs? ................................................................................... 84
6.1.5 How Is The Model Implemented In A School? .............................................. 85
6.1.6 What Is The Evidence That The Model Is Successful? ................................ 85
6.1.7 Where Can I See It? ..................................................................................... 86
6.1.8 Whom Do I Contact? .................................................................................... 86

6.1.9 The Research Base ...................................................................................... 86

7. White Papers ........................................................................................................ 87
8. Individualized Learning ....................................................................................... 100
8.1. ..What is individualized learning? .......................................................................... 100
8.1.1 The individualized learning plan (ILP)......................................................... 101
8.1.2 Developing an ILP ...................................................................................... 101
8.1.3 States mandating ILPs ............................................................................... 101
8.1.4 Benefits of ILPs .......................................................................................... 101
8.1.5 Technology-assisted individualized learning solutions in the classroom .... 101
8.1.6 How technology helps individualize learning .............................................. 102
8.1.7 Adaptive learning technology and how it individualizes learning ................ 102
8.1.8 Current reporting helps individualize learning in alignment with standards 102
9. Adaptive Learning ............................................................................................... 102
9.1. ..What is adaptive learning? .................................................................................. 102
9.1.1 The history of adaptive learning platforms .................................................. 103
9.1.2 Adaptive learning in U.S. education............................................................ 103
9.1.3 How adaptive learning technology personalizes learning .......................... 103
9.1.4 Adaptive learning technology for math intervention .................................... 104
9.1.5 Evaluating adaptive learning systems and platforms .................................. 104
9.1.6 Intelligent adaptive learning technology in the classroom ........................... 105
10. Blended Learning ................................................................................................ 105
10.1. What is blended learning? .................................................................................. 105
10.1.1 Why blending learning is important............................................................. 106
10.1.2 Blended learning models in U.S. education ................................................ 106
10.1.3 Blended learning models ............................................................................ 106
10.1.4 Blended learning benefits ........................................................................... 108
10.1.5 Implementing blended learning models in elementary schools .................. 108
10.1.6 Blended learning and technology ............................................................... 109
10.1.7 Adaptive learning, data collection, and blended learning........................... 109
11. Best Practices for Evaluating Digital Curricula .................................................... 109
11.1. Everything you need to know about selecting and implementing the right online
math program ..................................................................................................... 109
11.1.1 Next-Generation Intelligent Adaptive Learning ........................................... 110
11.1.2 Putting it all Together with Critical Evaluation of Digital Curricula .............. 110

1. WHAT IS ADAPTIVE LEARNING ANYWAY?

https://www.mheducation.com/ideas/what-is-adaptive-learning.html
Published January 11, 2017 By Zach Posner
A look at the science and research behind adaptive learning technology and its
application in the classroom.
This post originally appeared on LinkedIn Pulse on January 5, 2017 and can be
viewed here.
As emerging technologies and methodologies reshape corporate training, one phrase

“adaptive learning” is among the biggest of the buzzwords.
I get asked all the time what exactly “adaptive learning” means. Most know the technology
has something to do with e-learning, personalized education, micro-
learning, badging, gamification, cloud-based learning, etc. But what does it really mean?
How feasible is it to implement? And where can you get your hands on it?
Imagine that you could give every learner their own personalized course, made specifically
for their strengths, weaknesses, goals, and engagement patterns. Imagine a course that
adapted in real-time to their activity and adjusted moment by moment to their performance
and interest level.
That’s adaptive learning.
The field—which uses artificial intelligence to actively tailor content to each individual’s
needs—draws upon knowledge domains as diverse as machine learning, cognitive
science, predictive analytics, and educational theory—to make this learner-centered vision
of education a reality.

For example, the visual below on the left shows individuals moving through content in a
conventional, linear setting. Every learner must encounter every piece of content. On the
right, a learner is experiencing only the content that she needs to see at any given
moment, given her mastery of the subject.
Some distinctions can help clarify the concept. “Adaptive learning,” while related to
“adaptive testing” has a completely different goal. Both “adaptive learning” and “adaptive
testing” adjust the content based on learner activity and performance. However, the aim of
“adaptive testing” is to figure out each learner’s proficiency or skill-level in as few questions
as possible (hence the GRE or GMAT) while the goal of “adaptive learning” is to help each
learner learn as efficiently and effectively as possible. When I say “learn,” I mean, gain
demonstrable proficiency in some learning objective: experience an ah-ha moment.
Since the industrial revolution, learning has generally fit the lecture-based, one-size-fits-all
model. In this model, a few learners in any cohort excel but many simply pass without
having mastered important concepts. Many learners get Cs and perhaps a few get A’s
while a few fail. This reality has simply been accepted for most of history (hence the typical

grade distribution curve we are all familiar with). There are other characteristics of
traditional learning which have also gone largely unexamined: the idea of grouping
learners together based on their age rather than skill level; the lack of integration between
formal education and informal (as well as experiential learning); an emphasis on
summative rather than formative assessment (high-stakes, nerve-wracking final exams as
opposed to quick-checks for understanding and opportunities for reflection). The list goes
on and on.
By contrast, mastery-based instruction places the emphasis on mastery rather than seat-
time, which generally leads to higher proficiency and engagement levels for all learners.
For those who are unfamiliar with the concept, “mastery-based” learning has a few basic
tenets: progression through a course of study should be based on proficiency rather than
hours spent; learners cannot give up; learners must achieve proficiency in order to
progress and complete the course; learners can spend however long they need to master
concepts. The thinking is fundamental to a more learner-centric model of education.
Of course 1-on-1 mentorship with an instructor who understands each learner’s strengths,
weaknesses, unique background, and learning preference—is what typically leads to the
highest levels of mastery. Many consider this to be the ideal, but private tutors are
expensive and generally reserved for only a few subject areas like high-stakes testing.
Most learners never receive this kind of attention and thus, never achieve the mastery
levels they might have otherwise.
None of this thinking is new. In 1984 educational psychologist Benjamin Bloom reported in
his famous “2 Sigma Problem” paper published initially in Educational Researcher that the
average learner in a one-to-one mastery-based learning situation performed two standard
deviations better than the average learner in a conventional setting. What that means is
that 98% of the learners in the one-to-one mastery-based situation performed as well as
the average learner in the traditional setting.
What’s exciting about our times is that we now have technology to make these ideas real
and scalable and in the process, deliver dramatically better learning outcomes. Adaptive
learning technology inexpensively scales the benefits of 1-on-1 mentorship, providing each
learner with their own personalized course, which adjusts in real-time for his or her
performance and engagement level.
Learning Science Platforms, the team that I work on @ McGraw-Hill Education unlocks
performance by driving mastery and measurable results through a powerful data layer.
When our clients content is delivered on our platform, it creates a data layer that powers
not only adaptive learning but also tailored instruction and agile authoring. The benefits are
summarized below:
 Learners receive the right content at the right time, maximizing learning efficiency,
effectiveness, engagement, and retention.
 Instructors/Trainers/Managers grasp cohort dynamics through real-time analytics and
know exactly what their learners are struggling with, so they can quickly adapt
instruction.
 Content authors understand what content works and doesn’t work, so they can
continually refine content.
The technology is based on educational theory and cognitive science that explores
intuitive design, metacognition, memory, and the personalized delivery of concepts. Over
the past decade, MHE has invested over $500 million (via organic growth and strategic
acquisitions) to make this vision of scientifically-based learning a reality.
https://blog.area9learning.com/what-makes-the-adaptive-learning-model-the-solution-to-e-
learning

2. WHAT MAKES THE ADAPTIVE LEARNING MODEL THE SOLUTION TO

E-LEARNING?
Published by Area9 Nov 24, 2017 9:00:00 AM
2.1.1 CATEGORIES
Adaptive Learning
Compliance
Corporate E-Learning
News & PR
Sales
Unconscious Incompetence
The Adaptive Learning model sets itself apart from traditional corporate e-learning
because it is able to focus on building and measuring proficiency. Traditional corporate e-
learning focuses on “course completion” as the key performance indicator (KPI) - but
course completion has nothing to do with mastery of information.
Adaptive Learning has direct, tangible benefits for your business.
3. WHAT SETS THE ADAPTIVE LEARNING MODEL APART?
Area9 Adaptive Learning uses a biological model rather than an inference model. The
inference model of learning is like a linear flowchart. Learning is seen as a series of
events, moving the learner from one point to the next. But learning doesn’t happen that
way. The biological model that Area9 Adaptive Learning is based on acknowledges that
learning doesn’t happen in a straight line. When learners use a biological model they don’t
have to start where everyone else starts.
What is the benefit to your business? The Adaptive Learning model improves e-learning
effectiveness because it is personalized to each learner and places them within the
learning content accordingly.
Your learners don’t have to spend time slogging through content they’ve already mastered;
they only spend time learning the things they need to. Learners feel engaged when their
personal skills and experience are acknowledged, and engagement optimizes their training
time. The ability to focus on the content they do not yet know allows them to spend less
time going through a corporate learning course and more time applying what they’ve
learned to your business.
2. Adaptive Learning recharges your brain. Because the Adaptive Learning model
recognizes that learning is not a series of events, learners are exposed to material multiple
times throughout an Adaptive Learning corporate e-learning course. This ensures the
learner truly learns, memorizes, and understands the material.
What is the benefit to your business? The recharge phase of Adaptive Learning exposes
learners to content they’ve already covered, in a new way, in order to remind
or recharge their brains. And because the Adaptive Learning model is personalized to
each learner, it will only focus on areas that the learner struggled with, again optimizing
training time.
4. WHAT OTHER SOLUTIONS DOES THE ADAPTIVE
LEARNING MODEL PROVIDE?
These are just a few of the ways Adaptive Learning solves the problems of traditional
corporate e-learning. Learn more about the benefits of Adaptive Learning for your
business when you download this free infographic.

https://blog.area9learning.com/all
Apr 18, 2018 9:00:00 AM Area9 Adaptive Learning

4.1. THE BEST THING ADAPTIVE LEARNING CAN DO FOR
CORPORATE SALES TRAINING
For corporate sales training to provide maximum business impact in the form of a
productive sales team and increased revenue through sales numbers, the training must
meet three key criteria.
Read more 0

Apr 16, 2018 9:00:00 AM Area9 Corporate E-Learning

4.2. HOW TO ACCOMMODATE FOR LEARNING DISABILITIES IN
LEARNING AND DEVELOPMENT TRAINING
The narrative around learning disabilities (LDs) often centers on children and how their
disabilities are managed and accommodated in schools. But the simple truth is that LDs
are not cured. Learning disabilities are managed. So when those children with LDs leave
school and become adults, they still have their LDs.
Read more 0

4.3. HOW THESE 4 BUSINESSES ARE CHANGING E-LEARNING

EFFECTIVENESS
Companies are fed up with the ineffectiveness of traditional corporate training tools and
are looking for a more effective training program. They want greater e-learning
effectiveness, and new solutions to old problems. Here are a few businesses getting better
results in corporate learning after switching to Adaptive Learning:
Read more 0

4.4. CORPORATE LEARNING MYTHS: INADEQUACIES IN
“70:20:10” AND GAMIFICATION
Everyone wants a magic pill for easy training delivery methods, because sales teams are
busy enough as it is and don’t really have time to sit in training. Because of the changing
nature of learning and education (not to mention technology) it’s easy for myths to develop
in pursuit of those magic pills. Here are two of the biggest ones:
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4.5. HOW TO PROVE THAT ADAPTIVE LEARNING IS AN

EFFECTIVE TRAINING PROGRAM
If you want to make a change in learning and development, it won’t matter if you’ve
convinced yourself Adaptive Learning is the key to an effective training program: you’ve
still got to convince the stakeholders. And to do that you have to convince them that
Adaptive Learning will positively affect your bottom line.
Read more 0

4.6. WHAT ARE THE 3 BIGGEST CAUSES OF LEARNING FATIGUE?
Learning fatigue occurs when there’s an unfortunate combination of ineffective, one-size-
fits-all training and a disengaged workforce expected to achieve all their learning goals
under tight deadlines. This is obviously a huge problem for compliance training. When so
much time, money, and effort is put into developing corporate training, learning fatigue can
sabotage it all.
Read more 0

4.7. HOW ADAPTIVE TECHNOLOGY IS DISRUPTING CORPORATE

LEARNING
Each brain is unique, and so traditional one-size-fits-all corporate training actually fits
none. Personalized training is a better option, but how can you possibly offer personalized
learning to 5000 or more employees? Adaptive Learning, that’s how.
Read more 0

4.8. 4 FACTORS THAT INFLUENCE AN EMPLOYEE’S LEARNING
EXPERIENCE
How and what an employee learns is influenced by more than just the subject matter:
previous knowledge, environment, and attitude all impact an employee’s learning
experience.
Read more 0
Mar 30, 2018 9:00:00 AM Area9 Compliance

4.9. HOW TO CREATE A UNIQUE LEARNING EXPERIENCE ONLINE
Depending on the school of thought you adhere to you might have heard that there are
four, seven, eight, even seventy-one types of learning styles. While experts vary, the

general consensus is that there are at least three: visual, auditory, and kinesthetic. It’s
commonly believed that to provide a unique learning experience, learners must be able to
learn within their preferred style. But we’re not so sure.
Read more 0
Mar 28, 2018 9:00:00 AM Area9 Sales

4.10. WHAT’S THE BEST TYPE OF SCALABLE TRAINING DELIVERY
METHOD FOR SALES PROS?
Formative assessment is the process of using assessment procedures (like posing
questions) during the learning process. The intention is to modify teaching and learning
activities to improve a learner’s success.
Read more 0

Mar 26, 2018 9:00:00 AM Area9 Unconscious Incompetence,Sales

4.11. DOES UNCONSCIOUS INCOMPETENCE DO HARM TO YOUR
SALES DEPARTMENT?
Before we talk about unconscious incompetence, let’s talk about
unconscious competence. Unconscious competence is a fancy way of saying “second
nature” and it’s the level of competence that every sales rep should aspire to. When you
think of unconscious competence think of the saying “it’s as easy as riding a bike”: once
you learn how to do it, it’s a skill that comes naturally to you so you don’t have to think
about it.
Read more 0

Mar 23, 2018 9:00:00 AM Area9 Corporate E-Learning

4.12. HOW TO COMBINE E-LEARNING AND COACHING IN THE
WORKPLACE
If you want to become the next Serena Williams, you don’t take one tennis lesson and
expect to win Wimbledon. You hire a coach to train you over a long period of time, nurture
your skills, shore up your knowledge base, and set you up to learn newer, harder
techniques. Then, you win Wimbledon. Coaching in the workplace functions the same way
as coaching in sports.
Read more 0
Mar 21, 2018 9:00:00 AM Area9 Sales

4.13. HOW TO REDUCE SALES STAFF TRAINING TIME, BUT
IMPROVE SALES TEAM PERFORMANCE
Product knowledge is a driving force behind your sales team’s success. When your team
knows your products - all of your products - they’re able to: communicate effectively with
your buyers; create excitement around your products and services; boost your buyers’
confidence in your products and business, and; easily relieve objections buyers may have.
Read more 0

Mar 19, 2018 9:00:00 AM Area9 Compliance

4.14. WHEN “JUST IN CASE” IS BETTER THAN “JUST IN TIME”
TRAINING
“Just in time” training typically means giving people access to content at the moment of
need. Google Search delivers just in time content every day. The value is that it provides
learning satisfaction at the point of need. So when your staff can’t remember the specifics
of a certain regulation, they have access to resources that help them find the answer to
their question. Access to content on demand is an invaluable part of a learning strategy,
especially when formal training is infrequent or difficult to access.
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4.15. THE IMPORTANCE OF BETTER TRAINING AFTER #METOO
2017 brought the #MeToo and the Time’s Up movements to prominence. It saw the
“Silence Breakers” celebrated on the cover of Time magazine.
Read more 0

Mar 14, 2018 9:00:00 AM Area9 Adaptive Learning

4.16. WHAT MAKES GOOD TRAINING? MICROLEARNING VS.
ADAPTIVE LEARNING
What makes good training in the corporate learning world? There are many forms of
corporate learning and e-learning, and many options are a good thing, but sometimes that
much choice can be overwhelming and tricky. For starters, let’s identify two differing
strategies and see what comes out. This time we’ll explore microlearning versus Adaptive
Learning.
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4.17. HOW TO AVOID WASTED LEARNING, OR “SCRAP LEARNING”
“Scrap learning” refers to any corporate learning and training that doesn’t end up applied
to work. In the training and work education worlds, there is a ton of scrap learning. You’ve
most likely experienced scrap learning yourself.
Unfortunately, everyone has.
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4.18. THE EVOLUTION OF E-LEARNING AND ITS FUTURE
In the late 1990s the term e-learning first came into existence. Since then the evolution of
e-learning has seen the advent of blended learning, learning as a form of talent
management, and the rise and (now) the decline of the learning management system
(LMS). Now we’re in the age of continuous learning. But what does this mean for the future
of e-learning?
Read more 0

4.19. WHY AI SHOULD BE USED MORE IN LEARNING AND

DEVELOPMENT
When we talk about artificial intelligence in pop culture, we tend to think about robots, and
usually evil ones. But how often, when we think about AI, do we think about how artificial
intelligence could help us learn?
Read more 0
Mar 5, 2018 9:00:00 AM Area9 Unconscious Incompetence

4.20. THE IMPORTANCE OF SAFETY AWARENESS TRAINING
According to the Occupational Safety and Health Administration (OSHA), in 2015 there
were 4,836 fatalities in the American workplace. That’s an average of more than 93 deaths
a week, and 13 a day.
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4.21. INTERACTIVE CONTENT PROVIDES FACILITATOR LEARNING

AT E-LEARNING COST
Which is better: e-learning or classroom instruction? It’s a question Learning and
Development (L&D) has been asking since e-learning first came on the scene two
decades ago. We’re ready for an answer. So let’s break down both options.
Read more 0
Feb 28, 2018 9:00:00 AM Area9 Adaptive Learning

4.22. HOW THE FUTURE OF E-LEARNING LOOKS LIKE ONLINE
SHOPPING
When you log on to an online retailer, like Amazon, one of the first things you’ll see are
recommendations for future purchases. If you purchased a certain brand of stroller,
Amazon might suggest you take a look at the brand’s car seats, as well. Online retailers
keep track of what you bought so that they know what you might like in the future,
providing a more personalized shopping experience in the process. And no surprise -
customers love this feature because it shortens the time it takes them to shop, and helps
them shop more effectively.
Read more 0


4.23. HOW TO PROVE LEARNING & DEVELOPMENT (L&D) HAS
TRAINING IMPACT
The learning function has two purposes: to deliver business impact by training employees,
and to prove that the training has impact.
Read more 0
Feb 23, 2018 9:00:00 AM Area9 Corporate E-Learning

4.24. SPEND LESS TIME ON TRAINING & GET MORE EFFECTIVE
TRAINING PROGRAMS
According to a study conducted by Training magazine, companies averaged 53.8 hours of
training per employee in 2015. That’s 13 hours more than in 2014. But how do we know
that adding more time to the learning achieved better results?
Read more 0
Feb 21, 2018 9:00:00 AM Area9 News & PR

4.25. THE AREA9 BLOG 2017: A HOME FOR E-LEARNING

RESOURCES
2017 was a great year for exploring the advantages of Adaptive Learning, and we hope
this blog has been helpful, informative, and a good guide to e-learning resources. This
post is a quick celebration of the top five blog posts most enjoyed by CLOs this past year
in the Area9 blog.
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4.26. WHY MICROLEARNING ISN’T THE SOLUTION TO THE
CORPORATE LEARNING PROBLEM
We all know what we want from our corporate learning initiatives: learning that has
business impact. Some corporate learning approaches claim to provide exactly that, but do
they really? Microlearning is one of those approaches. Here, we’ll break down what
microlearning is and how it stacks up against Adaptive Learning.
Read more 0

4.27. HOW TO PREVENT ACCIDENTS AT WORK: WHAT MAKES

GOOD TRAINING
It’s easy to imagine what makes bad corporate training, but what makes good training?
That depends on what you want out of it.
Read more 0

4.28. HOW DO YOU MEASURE AN EFFECTIVE TRAINING
PROGRAM?
How do we view success in corporate training? Is it the number of people who take the
training? Is it the number of hours the training takes to complete? Is it the number of in-
house naps employees take while looking over training material?
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4.29. ADAPTIVE LEARNING REMOVES THE STIGMA OF

WORKPLACE KNOWLEDGE GAPS
If there’s one certainty in the business world, it’s this: mistakes will be made. That’s not
just a fact of business, of course. That’s a fact of life. Human beings are flawed. We make
mistakes. We have knowledge gaps, and the sooner we accept this, the more open we’ll
be to better methods of corporate learning.
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4.30. HOW ADAPTIVE LEARNING OPTIMIZES YOUR CORPORATE
TRAINING BUDGET
Global spending on corporate training is going up - as much as 2-5% - and yet rates
of unconscious incompetence in the workforce are as high as ever. It’s getting more and
more expensive to force employees into unfulfilling training that ultimately falls short.
Read more 0

4.31. ADAPTIVE LEARNING IS A LEARNING EXPERIENCE, NOT A

LEARNING EVENT
When you take a training course to get your motorcycle license, does passing the course
make you a master motorist? No, of course not. The course only means you have the
most basic knowledge required to safely operate a motorcycle on the road.
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4.32. HOW ADAPTIVE LEARNING FACILITATES BLENDED
LEARNING
As corporate learning continues to evolve, so does the role of the corporate training
instructor. Learners expect instructors to take on a different role than the one we’ve seen
in traditional corporate training. This new role combined with Adaptive Learning creates
the perfect environment for blended learning.
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4.33. ARE ONLINE CORPORATE TRAINING PROGRAMS BETTER

THAN CLASSROOM LEARNING?
Before we talk about which is better than the other, let’s talk about trends. In 2018, online
corporate training programs are developing fast and becoming ever-more accessible.
Read more 0

4.34. THE IMPACT ADAPTIVE LEARNING HAS ON E-LEARNING FOR
BUSINESS IMPACT
We know Adaptive Learning has a positive business impact because it:
Read more 0
Jan 29, 2018 9:00:00 AM Area9 Adaptive Learning

4.35. HOW ADAPTIVE LEARNING SUPPORTS INSTRUCTIONAL
DESIGNERS’ DIGITAL SKILLS
We already know that Adaptive Learning has multiple benefits for the learner and the
business, but the technology also benefits the instructional designers who create corporate
e-learning courses.

Read more 0
Jan 26, 2018 9:00:00 AM Area9 Corporate E-Learning

4.36. LEARNING SOFT SKILLS WITH TECHNOLOGY
While corporate e-learning reaps the benefits of technological advancement, there is
always a risk that digital progress could negatively impact other essential skills.
Read more 0

4.37. HOW YOUR E-LEARNING RESOURCES CAN KEEP UP WITH
THE DIGITAL SKILLS GAP
As technology develops faster than ever, the digital skills shelf life gets shorter. Before
your employees have mastered a new technology the next generation is already available
with new features and skills to learn.
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4.38. PERSONALIZED LEARNING DRIVES LEARNER EXPERIENCE
Learner needs are changing fast. Training Industry identified all the ways learner needs
will influence corporate training delivery methods in 2018. First on their list: personalized
learning is in high demand, pushing the corporate training function to catch up.
Read more 0
Jan 10, 2018 10:26:33 AM Area9 News & PR, Adaptive Learning, Corporate E-Learning
4.39. $30M RECORD-BREAKING INVESTMENT IN THE DANISH
EDUCATIONAL TECHNOLOGY COMPANY AREA9 LYCEUM
The Danish Growth Fund has made a record-breaking $30 million investment in the
Danish technology and learning company Area9 Lyceum. With this investment,
considerably larger than previous investments by the fund, The Danish Growth Fund
clearly signals their ambition of placing Denmark as world-leading in the field of
educational technology.
Read more 0

Jan 10, 2018 9:00:00 AM Area9 Unconscious Incompetence

4.40. HOW UNCONSCIOUS INCOMPETENCE AFFECTS
GRADUATES AND YOUNG PROFESSIONALS
As the Boomer generation ages, new workers will be needed to fill empty positions. But
what happens to a new hire when the gaps in their knowledge are too big? Mistakes
happen and productivity is lost.
Read more 0


4.41. THE BENEFITS OF MOBILE ADAPTIVE LEARNING FOR THE
RETAIL SECTOR
Social media makes it so everyone is on their phones all the time. But what if instead of
following Twitter you could use your mobile device for something productive? With mobile
Adaptive Learning, you can.
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4.42. HOW YOU KNOW YOU NEED AN ADAPTIVE LEARNING
MODEL TO TRAIN ONLINE
Millennials, technology, and the economy are having a profound impact on retail, service,
and hospitality industries. As industries change, your business needs to change with them
or risk being left behind.
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4.43. HOW AREA9 LEARNING CURATES CONTENT FOR YOUR
BUSINESS
At Area9 Learning, we know that when your business has thousands of employees and
only a few training managers, it’s probably difficult to find a training platform that teaches
at scale, gets employees up to speed fast, and still allows you to maintain the level of
control you need to ensure your organization’s standards are met.
Read more 0

Dec 29, 2017 9:00:00 AM Area9 Adaptive Learning

4.44. HOW ADAPTIVE LEARNING BENEFITS THE LEARNER AND
YOUR BUSINESS
If your corporate e-learning program doesn’t positively impact your business, then what’s
the point? Adaptive Learning brings with it maximum business impact: it benefits the
learner and your business making it more effective than traditional corporate learning
programs.
Read more 0


4.45. ADAPTIVE LEARNING TAKES HOSPITALITY STAFF TRAINING
TO THE NEXT LEVEL
Much as Adaptive Learning improves retail employee training by saving staff time away
from the sales floor, Adaptive Learning improves hospitality staff training.
Read more 0

4.46. WHAT YOU NEED TO KNOW TO CREATE AN ADAPTIVE
LEARNING DEFINITION
If there is one disadvantage to Adaptive Learning, it’s that there are a lot of new terms to
learn in order to understand how the Adaptive Learning process works.
Read more 0

Dec 20, 2017 9:00:00 AM Area9 Unconscious Incompetence

4.47. HOW TO ELIMINATE UNCONSCIOUS INCOMPETENCE IN
YOUR WORKPLACE
Unconscious incompetence is not knowing what you don’t know. And when you take
action based on a misperception, it can be hazardous. It’s a problem that affects every
industry and every business.
Read more 0

4.48. WHO IS BENEFITTING FROM ADAPTIVE LEARNING
TECHNOLOGY RIGHT NOW?
Adaptive Learning technology can be used in any corporate learning scenario. But here’s a
snapshot of a few industries who are killing it with adapted technology.
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4.49. HOW ADAPTIVE LEARNING REDUCES TRAINING COSTS FOR
RETAIL EMPLOYEES
4.49.1 HOW MUCH IS TRAINING FOR ALL YOUR EMPLOYEES COSTING
YOU?
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Dec 13, 2017 9:00:00 AM Area9 Corporate E-Learning

4.50. WHY ADAPTIVE IS THE FUTURE OF E-LEARNING
Many business leaders have mixed feelings about traditional e-learning (maybe you’re one
of them).
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4.51. HOW TO ENGAGE THOUSANDS OF EMPLOYEES IN
TRAINING: ADAPTIVE LEARNING
Employees want to do training, but don’t always see it as a priority - especially because
online training is often boring.
Read more 0

4.52. HOW TO GET YOUR CORPORATE TRAINING PROGRAMS
STARTED WITH ADAPTIVE LEARNING
It’s not as hard as you think to make the transition from your traditional corporate training
programs to Adaptive Learning. From working with subject matter experts and curating
your learning content, to creating learning objectives (LOs), to authoring probes

(questions), and compiling learning resources, Area9 makes the transition from traditional
e-learning to Adaptive Learning easy.
Read more 0

4.53. WHY GAMIFICATION IN BUSINESS IS AN INEFFECTIVE
CORPORATE LEARNING TOOL
Have you been told gamification is the next big thing in business education? At Area9,
we’re not convinced.
Read more 0

4.54. HOW MANY QUESTIONS DOES ADAPTIVE LEARNING
SOFTWARE NEED?
Formative assessment - or teaching by asking questions - sets Adaptive Learning software
apart from traditional corporate learning delivery methods.
Read more 0


4.55. COGNITIVE NEUROSCIENCE AND COMPUTER SCIENCE
SOLVE 3 CORPORATE TRAINING PROBLEMS
Adaptive Learning is an easy solution to many of your corporate training problems without
any of the risk. Adaptive Learning uses cognitive neuroscience and computer science to
solve 3 common corporate training problems.
Read more 0
Nov 29, 2017 9:00:00 AM Area9 Adaptive Learning

4.56. ADAPTIVE LEARNING SOLVES ONBOARDING IN INDUSTRIES
WITH HIGH EMPLOYEE TURNOVER RATES
Industries with a high employee turnover rate - like hospitality, transportation, and retail -
must not only onboard a revolving door of employees, they must meet their diverse
learning needs as well.
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4.57. WHY IS MOBILE ADAPTIVE LEARNING BETTER THAN
TRADITIONAL E-LEARNING?
A frequent complaint about traditional learning is that it takes employees away from their
jobs. They spend valuable time training when they could be working. Worse, the impact of
the training is unknown. But it doesn’t have to be that way. There’s a fix for everything
that’s broken about e-learning right now, so that your employees can take impactful
training courses or learn new systems anywhere.
Read more 0

4.58. WHAT MAKES THE ADAPTIVE LEARNING MODEL THE
SOLUTION TO E-LEARNING?
The Adaptive Learning model sets itself apart from traditional corporate e-learning
because it is able to focus on building and measuring proficiency. Traditional corporate e-
learning focuses on “course completion” as the key performance indicator (KPI) - but
course completion has nothing to do with mastery of information.
Read more 0

Nov 22, 2017 9:00:00 AM Area9 Unconscious Incompetence

4.59. WHAT IS UNCONSCIOUS INCOMPETENCE & HOW IT IMPACTS
TECHNICAL TRAINING?
We already know that Adaptive Learning is a versatile corporate training tool that
can onboard new employees or train an experienced team. But Adaptive Learning is
especially helpful for complex technical training (like software programming or laboratory
medicine) because it helps uncover unconscious incompetence, something traditional
corporate training tools cannot do.
Read more 0

4.60. IS IT EASY TO GET STARTED WITH THE ADAPTIVE LEARNING
PLATFORM?
The short answer is: yes. The Adaptive Learning platform benefits your learners and has
an impact on your business, because with Adaptive Learning software:
Read more 0

Nov 17, 2017 9:00:00 AM Area9 Corporate E-Learning

4.61. ADAPTIVE LEARNING IS THE TOOL YOU NEED TO REINVENT
CORPORATE TRAINING
In corporate training, it is typical to measure learners’ success by high attendance and
course completion. But that’s not how corporate training should be measured. Success
should be measured by a learner’s ability to take what they’ve learned and apply it back
into the business, efficiently and effectively.
Read more 0
Nov 15, 2017 9:00:00 AM Area9 News & PR, Adaptive Learning
4.62. ADAPTIVE LEARNING: THE INTERSECTION OF COMPUTER
SCIENCE & COGNITIVE SCIENCE
You know that corporate learning is essential to every successful business. But finding the
right learning delivery method for your business is difficult, especially with so many options
like gamification or microlearning.
Read more 0

Nov 13, 2017 9:00:00 AM Area9 Corporate E-Learning

4.63. ADAPTIVE LEARNING: THE SOLUTION TO VETERAN AND
NOVICE STAFF TRAINING
Your staff are as varied in their education, knowledge, and experience as your customers
are. But while your business processes can most likely adapt to the diverse needs of your
customers, your current corporate training capabilities are probably not as diverse; “one
size fits none” is one of the biggest problems in corporate e-learning today.
Read more 0

4.64. WHAT HAPPENS TO MY LEARNING MANAGEMENT SYSTEM

IN THE AGE OF ADAPTIVE LEARNING?
Almost every training function in the corporate world has their own learning management
system (LMS), either created in-house or by a third party. So if you are looking to change
your corporate e-learning platform, one of the major questions you must ask is: how will
the new platform integrate with your existing LMS?
Read more 0

4.65. HOW YOU KNOW ADAPTIVE LEARNING IS BETTER THAN
OTHER E-LEARNING TOOLS
One of the most frequently asked questions about Adaptive Learning software is: how do
you know it helps people learn? Short answer: research and empirical evidence.
Read more 0

Nov 6, 2017 10:00:39 AM Area9 News & PR

4.66. DISRUPTIVE INNOVATION FESTIVAL NOV 9TH: HEAR ULRIK
JUUL CHRISTENSEN SPEAK
On Thursday, November 9th at the Disruptive Innovation Festival curated by the
MacArthur Foundation, join Ulrik Juul Christensen, Todd Rose and Sandy Speicher in the
afternoon (in Europe) for the 'Headliner' talk.
Read more 0

4.67. ADAPTIVE TECHNOLOGY: ISN’T IT JUST ONE BIG TEST?
Traditional corporate learning and corporate e-learning teaches content and then asks
questions to establish which parts the learner absorbed.You can expect there will be parts

the learner remembers. But there will also be parts they don’t remember, and they’ll get
many of the answers right simply by guessing (not because they truly have mastered the
topic well enough to apply the information in a real setting). So how, in a corporate training
environment, can you remediate these knowledge gaps which could be the very gaps you
set out to solve in the first place?
Read more 0

4.68. HOW TO OPTIMIZE EMPLOYEE TRAINING TIME. THE
ADAPTIVE LEARNING MODEL
A major problem with traditional corporate training programs is the time it takes to deliver
them. Corporate training often burdens your staff - your company’s most valuable asset -
with death-by-PowerPoint presentations or boring page-turn e-learning. And, after it
becomes clear your staff have not understood or applied what they were supposed to
learn, your company must spend more money and time on costly re-training.
Read more 0


4.69. 3 BENEFITS OF ADAPTIVE LEARNING (& 3 RISKS WE CAN
HELP YOU AVOID)
Corporate learning and e-learning are too often seen as a “check the box” exercise.
Learners do not engage with the content and the result is that they do not learn anything,
they do not master the content, and therefore they cannot bring that mastery back into the
business.
Read more 0

Oct 31, 2017 12:26:23 PM Area9 News & PR

4.70. NEWS RELEASE: AREA9 AND VALIA SIGN PARTNERSHIP
AGREEMENT TO ADVANCE THE MULTI-BILLION DOLLAR
CORPORATE EDUCATION MARKET IN THE MIDDLE EAST AND
NORTH AFRICA
Strategic Partnership to Transform the Future of Corporate Education.
BOSTON, Mass. and RIYADH - Area9 Learning and Valia Investments have signed a
long-term exclusive partnership to advance adaptive e-learning for corporations in the
Middle East and North Africa region (MENA).
Read more 0

Oct 30, 2017 9:00:00 AM Area9 Adaptive Learning

4.71. WHAT YOU NEED TO KNOW ABOUT THE BENEFITS OF
BLENDED LEARNING
One of the biggest benefits of e-learning is that it is convenient. But many feel there is no
substitute for in-classroom learning. Research shows that the combination of the two -
blended learning - combines the advantages of each for better outcomes; here are some
of the things you need to know about how the benefits of blended learning can improve
corporate learning program.
Read more 0

Oct 27, 2017 9:00:00 AM Area9 Corporate E-Learning

4.72. 3 WAYS YOU CAN IMPROVE YOUR CORPORATE LEARNING
PLATFORM
Globalization, the demand for higher productivity and profit margins, and the practice of
working remotely have increasingly driven companies toward e-learning as a training
method over the last two decades. Despite its initial promise, the mass-produced quality of
e-learning hinders its ability to deliver in 3 important ways: efficiency, engagement, and
effectiveness. Adaptive Learning is
e-learning that delivers the efficiency, engagement, and effectiveness - the 3Es - and more
to corporate learners.
Read more 0

Oct 25, 2017 9:00:00 AM Area9 Unconscious Incompetence

4.73. WHAT IS UNCONSCIOUS INCOMPETENCE & HOW CAN YOU
PREVENT IT?
You’ve heard the saying “you don’t know what you don’t know”; this is unconscious
incompetence. Imagine your sales team: are they confident that they understand all of the
important features of your products? In reality, they probably don’t. That lack of knowledge
is a reason your company might miss revenue goals. You’re not alone; unconscious
incompetence negatively affects most companies.
Read more 0
Oct 23, 2017 12:24:00 PM Area9 Corporate E-Learning

4.74. WHAT ARE THE PROBLEMS WITH E-LEARNING (& HOW TO

RESOLVE THEM)
For years, corporate satisfaction with e-learning has been low - and rightly so. Low
engagement, difficulty in measuring outcomes, and lack of impact has left learners and
training departments alike with bad feelings and low expectations of e-learning. E-Learning
overcomes logistical challenges, but fails in most other areas.
Read more 0

4.75. WHAT IS E-LEARNING FATIGUE & ARE YOUR LEARNERS
SUFFERING?
The intent behind corporate training is this: providing engaging learning opportunities to
multiple learners for maximum business impact. Unfortunately the intention often falls short
of the reality and you instead get a PowerPoint deck that does little to engage, teach, or
impact the business.
Read more 0


4.76. WHY CORPORATE E-LEARNING IS 175 YEARS OLD & NEEDS
AN UPGRADE
Corporate e-learning hasn’t changed since 1840; it uses summative assessment which
doesn’t guarantee mastery. Learners need formative assessment for success.
Read more 0

Oct 16, 2017 9:00:00 AM Area9 Adaptive Learning

4.77. WHAT IS ADAPTIVE LEARNING? THE FIX FOR E-LEARNING
ENGAGEMENT
Because every brain is different, every brain learns differently. To truly learn, people (and
their brains) must be fully engaged in the content. Despite the problem it set out to solve,
e-learning is widely criticized for failing to provide this level of engagement we expect.
Read more 0

Oct 6, 2017 12:00:00 AM Area9 News & PR

4.78. ULRIK JUUL CHRISTENSEN PRESENTED AS ONE OF 15
PIONEERS AT THE INAUGURAL WORLD FRONTIERS FORUM
ON OCTOBER 2ND IN CAMBRIDGE, MASSACHUSETTS.
THE FORUM WAS A SPECIAL OPPORTUNITY TO BRING TOGETHER VISIONARY
ART AND SCIENCE WORLD LEADERS.
Read more 0


4.79. NEW ADAPTIVE LEARNING WEBINAR AVAILABLE ON
TRAININGINDUSTRY.COM
Check out the link below for the latest webinar from Nick Howe, Area9 Learning’s Chief
Learning Officer: Adaptive Learning Is Easier Than You Think
Read more 0

Sep 29, 2017 12:00:00 AM Area9 News & PR

4.80. DR. ULRIK JUUL CHRISTENSEN IN HARVARD BUSINESS
REVIEW TALKING ABOUT HOW TO TEACH EMPLOYEES
SKILLS THEY DON’T KNOW THEY LACK
After spending billions of dollars a year on corporate learning, U.S. companies probably
assume that their employees have the knowledge and skills they need to carry out their
jobs. The employees themselves probably think they’re prepared, too, having gone
through these exercises.
Read more 0


4.81. DR. ULRIK JUUL CHRISTENSEN SPOKE AT THE #EDCRUNCH
CONFERENCE ON SEPTEMBER 27TH TO AN AUDIENCE OF
5000+
Medicine is decades ahead of education in terms of acknowledging that patients have

significant individual differences. The latest generation of this, precision medicine, is going
as far as developing drugs targeting subspecies of cancers based on their genetic profile.
Precision Education is the antithesis of ‘average’ and a concept – not a technology – that
applied appropriately is the end of the one-size-fits-all approach.
Read more 0


4.82. AREA9 IS NAMED ARAGON RESEARCH HOT VENDOR
Read more 0

Aug 17, 2017 5:00:25 PM Area9 News & PR

4.83. TRAINING INDUSTRY NAMES AREA9 LEARNING IN 2017 TOP
20 TRAINING DELIVERY COMPANIES
We are delighted to announce that Training Industry has named Area9 Learning to its
2017 Top 20 list of Training Delivery companies. Training Industry is the leading global
resource for training professionals responsible for improving business performance.
Read more 0

Jul 1, 2017 1:07:51 AM Area9 News & PR

4.84. AWARD-WINNING SOMMELIER OFFERS NEW WINE
PROGRAM USING ADAPTIVE LEARNING TECHNOLOGY
Area9 Learning has partnered with the award-winning sommelier, Caleb Ganzer, to launch
the first personalized wine education course, using adaptive learning - for an introduction
to the course, see more here.
Read more 0

Apr 25, 2017 10:14:01 AM Area9 News & PR

4.85. AREA9 EXECUTIVE CHAIRMAN ULRIK JUUL CHRISTENSEN
DISCUSSES HOW WE CAN PREPARE OURSELVES FOR THE
COMING AI EXPLOSION
In a recent article in VentureBeat, Area9 Executive Chairman, Dr. Ulrik Juul Christensen is
discussing the need for intelligent approaches to the coming AI-revolution;
Read more 0


4.86. DISCOVER ADAPTIVE LEARNING FROM AREA9 AT ATD ICE
2017 – MAY 21-24
If you want to know what the future of learning looks like, head over to the Association for
Talent Development International Conference and Expo in Atlanta, GA, May 21-24.
Come visit us at Booth 306 in the expo hall to learn why adaptive learning is the future of
corporate education, and maybe win some great prizes and giveaways…
Plus we have two great workshop sessions:
Read more 0


4.87. AREA9 PARTNERS WITH LLOYDS REGISTER TO BRING
ADAPTIVE BENEFITS TO PRODUCT SAFETY TRAINING
For full details, see: http://www.lr.org/en/news-and-insight/articles/ce-marking-
manufacturers-training-that-adapts-to-you.aspx
Read more 0

Feb 23, 2017 3:52:03 PM Area9 News & PR

4.88. AREA9, JBJS, INC., AND NEJM GROUP COLLABORATE ON
ADAPTIVE LEARNING IN ORTHOPAEDICS.
Today, it was announced that Area9 has expanded its partnership with the NEJM Group
using NEJM Knowledge+ to also covers orthopaedics in collaboration with JBJS. JBJS
Clinical Classroom on NEJM Knowledge+ will be available before the end of 2017
Read more 0

Feb 10, 2017 3:43:51 PM Area9 News & PR

4.89. AREA9 PARTNERS WITH AACC AND NEJM GROUP TO
LAUNCH AACC LEARNING LAB
AACC, a global scientific and medical professional organization dedicated to better health
through laboratory medicine, is pleased to announce the launch of AACC Learning Lab.
Developed through a collaboration with NEJM Group—the publisher of the New England
Journal of Medicine, and Area9 Learning—a global leader in adaptive learning
technology—AACC Learning Lab is designed to help laboratory medicine experts expand
their knowledge and enhance their ability to find answers to challenging patient health
problems.
Read more 0
Jan 12, 2017 12:41:15 PM Area9 News & PR
4.90. HITACHI DATA SYSTEMS WINS MULTIPLE AWARDS FOR
LEARNING & DEVELOPMENT SUPPORTED BY AREA9
In March 2016, Area9 carried out a case study which recognized Hitachi Data Systems
(HDS), the multi-billion dollar global IT data and information company, for its strategic
decision to adopt Area9 Learning’s innovative platform for all its online training. We are
delighted to announce that the learning industry’s top associations and analysts feel the
same way.
Read more 0
Jan 12, 2017 12:39:34 PM Area9
4.91. NICK HOWE: RESEARCH SHOWS COMPLIANCE TRAINING
SPARKS CREATIVITY
It seems like there’s an ever growing requirement for compliance training. Sarbanes-
Oxley, HIPPA, COPPA, Gramm-Leach-Bliley, FCPA, OSHA…the list goes on. Luckily, the

latest research* shows — and this may be surprising — that compliance training is one of

the greatest drivers of workforce creativity.
Read more 0
4.92. SHINOLA HAS CHOSEN TO PARTNER WITH AREA9
LEARNING
Shinola, the Detroit based luxury good manufacturer, has chosen to partner with Area9
Learning to deliver adaptive e-learning for their store associates. Shinola currently has 14
stores in the US, a number that is expected to grow to 21 by the end of the year.
Read more 0
4.93. MEET AREA9 LEARNING AT MASIE 2016
Area9 Learning is doing a showcase at this year’s Masie’s Learning 2016, which will take
place in Orlando, Florida from the 23rd – 26th October.
Read more 0
May 23, 2016 10:28:13 AM Area9 News & PR
4.94. AREA9 LEARNING HELPS HITACHI DECREASE TRAINING
TIME, INCREASE PROFICIENCY
BOSTON, May 23, 2016 – Area9 Learning’s adaptive learning methods help Hitachi Data
Systems achieve a 50% decrease in training time for its sales teams, and uncover and
remediate critical knowledge gaps.
Read more 0
4.95. NATIONAL SAFETY COUNCIL & AREA9 LEARNING
PARTNERS TO DELIVER ADAPTIVE SAFETY TRAINING
In partnership with Area9, the National Safety Council (NSC) has launched a new adaptive
online version of the Supervisor’s Safety Development Program (SSDP) called SSDP
Online.
Read more 0
4.96. AREA9 LEARNING PARTNERS WITH TRACKMAN
Area9 Learning has partnered with TrackMan to deliver a new educational experience for
golfers. TrackMan is the World’s leading golf analytic company, using a fully wireless, easy
to use, indoor/outdoor, radar-based solution for analyzing the impact conditions and
resulting ball flight in golf. By combing the insights from the TrackMan solutions with
adaptive learning, golfers now have a chance to cover topics such as Ball Flight Laws,
Course Management and TrackMan’s Fundamentals. This state-of-the-art content is
presented in various formats, from video and animations, to interactive “calculators” that
help explain the game in new, innovative ways.
Read more 0
Mar 23, 2015 10:34:42 AM Area9 News & PR
4.97. ADAPTIVE LEARNING AND MEDICAL EDUCATION
Area9 Learning’s Chairman, Dr. Ulrik Juul Christensen, sharing his views with Clinical
Chemistry on the effectiveness of adaptive learning technology in medical education.
Clinical Chemistry is the leading international journal of clinical laboratory science.
Read more 0

4.98. NEJM GROUP AND AREA9 LEARNING CONTINUE

SUCCESSFUL PARTNERSHIP
NEJM GROUP AND AREA9 CONTINUE SUCCESSFUL PARTNERSHIP WITH THE
LAUNCH OF FAMILY MEDICINE BOARD REVIEW
Read more 0
4.99. AREA9 ENTERS AGREEMENT WITH HITACHI DATA SYSTEMS
Area9 has entered into a multi-year agreement with Hitachi Data Systems (HDS), for
broad implementation of adaptive technology.
Read more 0
4.100. AREA9 PROVIDES TECHNOLOGY BEHIND NEJM
GROUPS NEW ADAPTIVE LEARNING PLATFORM
Based on area9´s unique technology NEJM Group – the organization behind the New
England Journal of Medicine and NEJM Journal Watch – has launched NEJM Knowledge+
Internal Medicine Board Review, a self assessment and continuous learning solution that
employ the very latest adaptive learning technologies to increase learning efficiency and
knowledge retention.
Read more
5. AREA9 BRAND VIDEO

https://vimeo.com/246483982#at=6
5.1.1.1 More from Area9 Learning
Autoplay next video
5.1.2 Area9 Brand Video

Area9 Learning
5.1.3 Content Curation Lab Author Instructions

Area9 Learning
5.1.4 Vknow Introduction

Area9 Learning

5.1.5 AACC Learning Lab for Laboratory Medicine on NEJM

Knowledge+
Area9 Learning
5.1.6 Customer Testimonial - NEJM Knowledge+

Area9 Learning
5.1.7 Adaptive Learning Presentation to ATD South Florida

Area9 Learning
5.1.8 TrackMan Testimonial

Area9 Learning
5.1.9 JBJS Video

Area9 Learning
5.1.10 AACC Learning Lab

Area9 Learning
5.1.11 Bringing adaptive learning benefits from academia into the

workplace
Area9 Learning

5.1.12 The problem with gamification, and why it isn’t necessary for
learning
Area9 Learning
5.1.13 The crucial role confidence plays in learning

Area9 Learning
5.1.14 Benefits of adaptive learning for the learners

Area9 Learning
5.1.15 Benefits of adaptive learning for the training function

Area9 Learning
5.1.16 Benefits of adaptive learning for business stakeholders

Area9 Learning
5.1.17 Benefits of adaptive learning

Area9 Learning
5.1.18 Adaptive skill development - professional services example

Area9 Learning
5.1.19 Adaptive skill development - tennis example

Area9 Learning

5.1.20 Using adaptive learning to power a flipped classroom approach.

Area9 Learning
5.1.21 Can adaptive learning be used blended learning program?

Area9 Learning
5.1.22 Is it possible to do rapid course development with adaptive

learning?
Area9 Learning
5.1.23 Can adaptive learning be used for mobile learning?

Area9 Learning
5.1.24 Can adaptive learning integrate with an LMS?

Area9 Learning
5.1.25 Content creation services

Area9 Learning
5.1.26 Getting started with adaptive learning - course development

skills
Area9 Learning

5.1.27 Getting started with adaptive learning - adaptive platform and

best practices
Area9 Learning
5.1.28 Solving the compliance training problem using adaptive learning

Area9 Learning
5.1.29 What is adaptive learning and what are the benefits?

Area9 Learning
5.1.30 Getting started with adaptive learning - processes and approach

Area9 Learning
5.1.31 Adaptive learning benefits for sales and call center training
Area9 Learning
5.1.32 Adaptive learning: the most important technology in corporate

learning
Area9 Learning
5.1.33 Reinventing corporate training

Area9 Learning
5.1.34 Adaptive learning benefits for high turnover industries

Area9 Learning

5.1.35 Is adaptive learning just one long test?

Area9 Learning
5.1.36 E-learning benefits with none of the problems

Area9 Learning
5.1.37 Mastery and Unconscious Incompetence

Area9 Learning
5.1.38 Why is the biological model better than an inference model?

Area9 Learning
5.1.39 The problem with traditional e-learning

Area9 Learning
5.1.40 Who is Area9?

Area9 Learning
5.1.41 Why is Area9’s approach different?

Area9 Learning
5.1.42 Area9 Learning: Solving skills challenges in the retail industry

Area9 Learning

5.1.43 How to build an adaptive course

Area9 Learning
5.1.44 ABOUT
Area9 is a Danish-owned group, which has two main business areas: Learning
Technology, and High-Technology Computer Science for optimizing the humans value for
companies in call centers, legacy systems migration and process optimization. Area9
Innovation, the computer science company, supplies technology globally to large
companies such as banks, insurance companies and drug manufacturers in close
collaboration with our strategic partner Cognizant. The new learning company, Area9
Lyceum, brings together all of the Group’s learning activities and IP rights including
Area9’s majority shareholding in Area9 Learning, which is the world’s leading adaptive
learning company in the business segment and is owned together with McGraw-Hill
Education after Area9 sold a part of the Group to McGraw-Hill Education in 2014.
LINK TO AREA9 LEARNING
ADAPTIVE LEARNING
Ultimate Personalization — Maximum Business Impact
No two brains are alike. Area9’s adaptive platform combines cognitive neuroscience and
computer science with your content to cut training time in half, guarantee proficiency and
make lasting impacts on careers and business outcomes.
5.2. FEATURES
5.2.1 ADAPTIVE, PERSONALIZATION
Traditional e-learning is “one-size-fits-none” — boring, inefficient and ineffective. Area9’s
industry-leading “biological” adaptive engine personalizes your training at the point of
delivery – giving every learner a unique experience tailored to his or her needs:
Formative assessment-based approach to teaching
Fully adaptive (personalized)
Confidence assessment
Recharge-personalized refresher to ensure maintenance of proficiency
Offline capability on iOS and Android
Library of all learning resources
5.2.1.1 EVERY BRAIN IS DIFFERENT

Therefore, learning must be personalized to meet each learner’s needs. But how can this
be accomplished in an e-learning environment? Is it possible to recreate at scale, and cost

effectively, the experience one would get with a one-on-one tutor? Our answer, developed
and refined over the past two decades, is a “biological” approach to adaptive learning.
Traditional e-learning is “one-size-fits-none” — boring, inefficient and ineffective. Area9’s
industry-leading biological adaptive engine personalizes your training at the point of
delivery – giving every learner a unique experience tailored to his or her needs.
The approach enables a developer to create one set of training content, and let the system
do the ‘heavy lifting’ of adapting that content to the needs of each learner.
What matters most in providing the needed support for vastly different preferences and
personalized paths is understanding how each individual progresses through his or her
learning, while keeping track of what has been learned and the content that is most closely
related. That’s the role of the biological model.
5.2.1.2 FULLY ADAPTIVE (PERSONALIZED)
Every learner is unique, with a specific set of skills, experiences, background, attitudes
and motivations. To be effective, learning must adapt to these differences. Our biological
model adapts to the unique needs of every learner, optimizing the experience and helping
the learner achieve mastery in the most efficient and effective way.
5.2.1.3 FORMATIVE ASSESSMENT-BASED APPROACH TO TEACHING
Traditional e-learning teaches content and then asks questions to test what, if anything,
has been learned (typically testing short-term memorization of a small subset of content).
Our adaptive approach uses formative assessment — teaching by asking questions.
These questions (or “probes” as we call them) drive the adaptive engine. The questions
provide a comprehensive assessment of the learner’s understanding of the material, and
focus the
5.2.1.4 CONFIDENCE ASSESSMENT
Answering questions is one aspect of the adaptive approach, but equally important is the
learner’s confidence in his or her answer. Every probe checks for confidence – did the
learner think he or she knew the answer – and compares that to how the person actually
performed. We use this in many ways in the adaptive engine, but one major outcome is
the measurement of “unconscious incompetence” – things learners thought they knew, but
didn’t.
Unconscious incompetence is a hidden cost in business – typically 20% of what
employees think they know is actually incorrect. This leads to costly mistakes. Our
confidence-based approach discovers and corrects unconscious incompetence – saving
millions of dollars in workplace errors.
5.2.1.5 RECHARGE: PERSONALIZED REFRESHER TO ENSURE
MAINTENANCE OF PROFICIENCY
The human brain requires multiple exposures to stimuli to build long-term memories. Our
adaptive learning platform addresses these cognitive gaps to help exploit them. Our
platform helps repeat exposure to each learner’s most difficult learning items to “recharge”
memories and drive understanding.
5.2.1.6 ADAPTIVE LEARNING TECHNOLOGY
Data from Area9 Learning’s corporate clients shows that employees can be between 20-
40% “unconsciously incompetent” in critical competencies that they are required to master
in order to perform their jobs. Employees who are “unconsciously incompetent” about
product features (or about any aspect of work) are a huge liability and an obstacle to
unleashing the full potential of your business.
Adaptive learning technologies can highlight where the employees have knowledge gaps
and remediate these areas. That will increase overall competence and reduce liability,
improving both company financial performance and the society at large areas.

5.2.1.7 OFFLINE CAPABILITY ON IOS & ANDROID

Employees can learn anywhere, anytime with offline capabilities and mobile-friendly
options. Courses for web-based desktop, tablet, or mobile interfaces give users access to
learning anywhere.
5.2.1.8 LIBRARY OF ALL LEARNING RESOURCES
For those rare circumstances when a learner might want to reference the content directly,
bypassing the adaptive engine, we provide access to all resources via a searchable
interface.
5.2.2 TEAM-BASED E-LEARNING AUTHORING

Our team-based authoring is seamlessly integrated into the platform, and offers role-based
content development and review. This streamlines the development process, cutting down
on development time and ensuring you meet development deadlines.
“Feedback button”–real-time feedback to content authors from users on content quality
Real-time updates–changes can be pushed to existing and/or new users in real-time
Support for any teaching content including text, animation, PowerPoint, video, 3D models
and simulations. Support for performance support tools such as checklists and quick
reference guides
Fully compatible with existing authoring tools and LMS
16 different question types
Team-based authoring and review
“Challenge button”–real-time feedback to content authors from users on question accurac
5.2.2.1 TEAM-BASED E-LEARNING AUTHORING

At the heart of our adaptive approach is our “biological model” adaptive engine. But,
ultimately, what matters is your content. Our role-based authoring capability is seamlessly
integrated into the platform, and simplifies the process for instructional designers, technical
writers and subject matter experts. Integrated feedback from reviewers and learners (built-
in workflow) dramatically improves course quality, especially when combined with real-time
updates to published content.
Sixteen different question types drive the adaptivity, supported by any type of learning
content, including text, animation, PowerPoint, video, 3D models and simulations.
Multilingual, double-byte authoring with default language fallback simplifies support for
global audiences.
5.2.2.2 TEAM-BASED AUTHORING & REVIEW
Building e-learning usually involves instructional designers, technical writers, subject
matter experts and, occasionally, graphic designers and project managers. Our team-
based authoring simplifies the development process, coordinating tasks and making sure
milestones are met. Warnings let other developers know who the primary author is, and
whether content is actively being edited.
5.2.2.3 ASSIGNED REVIEWERS
Any authorized user can review content (learning objectives, probes, or learning
resources) at any time, but you can also assign specific people to review, along with
deadlines
5.2.2.4 DRAG-AND-DROP EDITING

Our authoring platform supports full drag-and-drop for simple duplication of learning
objectives, probes and learning resources.

5.2.2.5 16 DIFFERENT QUESTION TYPES

Our adaptive engine is powered by the process of formative assessment — teaching by
asking questions. In the Area9 world, we call our questions “probes.” To make sure our
adaptive engine works with the widest possible range of content, and with the largest
variety of learners, we support 16 different probe types, from simple multiple choice to
custom HTML probes supporting 3D simulations.
5.2.2.6 REAL-TIME FEEDBACK
Designers and subject matter experts may like to believe that they get things right first
time, but mistakes happen — and things change quickly in businesses. To ensure your
content is always up to date, our platform delivers real-time feedback from users directly to
the content authors to continuously improve learning.
There are two primary feedback mechanisms:
“Challenge button” –- real-time feedback to content authors from users on question
accuracy
“Feedback button” –- real-time feedback to content authors from users on content quality
Results from both of these flow into the authoring workflow, notifying developers that
there’s something to review.
5.2.2.7 REAL-TIME UPDATES
If an author decides that a question or learning resource requires updating, changes can
be pushed to existing and/or new users in real-time. This helps to solve two problems in
traditional e-learning systems: no way to push minor changes to learners who have
completed courses, and no way to push changes without interfering with completion
statistics.
5.2.2.8 SUPPORT FOR ANY CONTENT TYPE & PERFORMANCE SUPPORT
TOOLS
Area9 supports most existing content types, including text, animation, PowerPoint, video,
3D models and simulations. It also supports performance support tools such as checklists
and quick reference guides.
5.2.2.9 MULTILINGUAL AUTHORING
Designed for global audiences, Area9’s platform provides a user interface in 12 languages
and full support for multibyte character sets.
Because translating an entire course can be expensive, especially when targeting small
numbers of users, our platform supports “incremental” translations. Imagine you have a
course in English, but a few learners who speak English as a second language would
benefit from certain high-priority or high-impact parts of the course being in Spanish. With
incremental translations, you can translate part of the course, and our system will deliver
that part in Spanish, and the rest in English. No more “all or nothing.”
5.2.3 INTEGRATED LEARNING CONTENT MANAGEMENT SYSTEM
Standalone LCMS’s can cost hundreds of thousands of dollars; ours is included in the
base platform license! With full object reusability and version control, we keep your content
on track.
5.2.3.1 LEARNING CONTENT MANAGEMENT SYSTEMS
Learning Content Management Systems can cost hundreds of thousands of dollars; not
ours. The Area9 LMCS is tightly integrated into the base platform and is included in the
license.
Our LMCS supports full object reuse – either via dynamic linking at the module level (what
we call ‘Includes’) or via dynamic linking at the individual Learning Objective level (What
we call ‘Product Variants’.) You can, of course, duplicate or clone content.
With incremental saves, and full version control with roll-back, you’ll wonder how you ever
managed your content without it.

5.2.4 INDIVIDUAL, TEAM & COMPANY-WIDE REPORTING

With multiple reporting options available, your company can focus on adaptive learning as
it relates to individuals, team members or the company as a whole. Use our intuitive
reporting dashboard to view data, or export it to spreadsheets, data warehouses or
analytics tools.
5.2.4.1 INDIVIDUAL, TEAM & COMPANY-WIDE REPORTING
With reporting options available at the learner, team, and company-wide level, each
member of your organization can review progress and mastery. For the Learners can
review their performance to help self-evaluation. Team managers get a roll-up of team
performance, enabling team-member comparisons or assessing overall team capability.
For senior business leaders or heads of talent management, company-wide reports
indicate overall ability to execute company strategy.
5.2.4.2 CHOOSE FROM A VARIETY OF REPORTING TYPES
Analyze data from different scenarios to determine themes and improve learning
processes:
Scores: percentage-based reporting assessment on progress and mastery
Missed Questions: isolate the questions missed by individuals, teams or the company as a
whole.
Most Challenging Learning Objectives: determine the most challenging coursework and
improve learning by isolating these areas.
Unconscious Incompetence: allow learners, teams and organizations to understand where
they are incompetent and why, so they can advance to the next stage of learning.
Tree of Knowledge: learners can see their stage of learning from seedling to fully
developed tree, helping them recognize how far along they are or need to go to become
proficient.
5.2.4.3 REPORTING DASHBOARD & DATA EXPORT OPTIONS
View your learners’, team members’, or organization’s reporting metrics from your
dashboard. Share this information via spreadsheets, data warehouses or analytical tools
with Area9’s exportation options.
5.2.5 CLOUD-BASED END-TO-END PLATFORM
Fully integrated, cloud-based authoring, review, delivery and reporting. Whether your
learners are on desktop, tablet or phone, our platform delivers your content efficiently and
effectively.
The platform includes an integrated learning content management system, an optional
light-weight LMS, and full integration to third-party LMS’s via SCORM, xAPI or LTI. User
management and authentication can be done in the platform, or via SAML2.
5.2.5.1 CLOUD-BASED END-TO-END PLATFORM
Benefit from a fully integrated cloud-based authoring, delivery and reporting system that
can be used standalone, or integrated seamlessly into learning management systems.
Whether your learners are on desktop, tablet or phone, our platform delivers your content
in the most efficient and effective way possible.
Area9 utilizes Amazon Web Services (AWS), a secure, cloud services platform for our
clients who want a sophisticated yet flexible, scalable and reliable broad IT infrastructure
option.
5.2.5.2 WEB, TABLET & MOBILE
Our adaptive learning is available to learners across all devices, anytime, anywhere.
Access Area9 on or offline from a desktop, tablet, or mobile device (iOS, Android), with
asynchronous functionality built in for when your learners get back online (i.e. real-time
feedback options).

5.2.5.3 SECURITY
Customers trust Area9 with their most sensitive data — from pre-release product training
and , competitive sales training, to confidential processes and procedures. Our AWS-
based platform takes advantage of Amazon’s highest security levels, and, based on
customer requirements, we run additional penetration tests and security validation.
5.2.5.4 INTEGRATIONS
For seamless integration into third-party LMS’s, we publish directly to SCORM 1.2 or xAPI.
In higher education, we additionally support LTI.
For authentication and user management, Area9 is fully compatible with SAML2.
5.2.6 FLEXIBLE LICENSING OPTIONS
Every company is different, and so we offer flexible licensing: by user, by course, or a
combination. For larger customers and partners, we provide enterprise-wide licensing, and
even revenue sharing models.
5.2.6.1 FLEXIBLE LICENSING OPTIONS
Every company is different, and so are our licensing options: by user, by course, or a
combination. For larger customers and partners, we provide enterprise-wide licensing as
well as revenue sharing models.
5.2.6.2 USER-BASED LICENSING

For authorized users of the platform, this license type designates unique persons who are
given access to the program.
5.2.6.3 COURSE-BASED LICENSING

For companies that require a licensing model based on a specific course for an unlimited
number of users.
5.2.6.4 ENTERPRISE LICENSING

For companies with a large number of employees as well as courses, Enterprise Licensing
allows for an unlimited amount of users and courses.
5.2.6.5 REVENUE SHARE

The Revenue Sharing model works for companies that build courses on the Area9
platform and resell them to their clients.
https://www2.ed.gov/pubs/ToolsforSchools/alem.html
6. ADAPTIVE LEARNING ENVIRONMENTS MODEL

6.1.1 What Is It?
The Adaptive Learning Environments Model (ALEM) is an innovative educational program
designed to meet the diverse social and academic needs of students in regular classes. A
product of over 2 decades of research, development and school-based implementation in
a variety of communities, the model serves as an alternative approach to educational
reform for schools striving to be responsive to the learning needs of individual students
with varying abilities, experiences, and socioeconomic backgrounds.

Underlying the model's design is the premise that students learn in different ways and at
varying rates and require different amounts of instructional support. The Adaptive Learning
Environments Model accommodates and builds upon these differences through adaptive
instruction, in which a variety of instructional methods are adopted and tailored to the
needs and the learning characteristics of individual students, and specific interventions are
used to increase each student's ability to benefit from the learning environment.
6.1.2 Why Did It Get Started?
The call for programs that work for the educational success of each student, including
those with special needs and those who are considered to be academically at risk, has
become a central issue in school reform programs. There have been significant advances
in theory and practical knowledge of effective instruction, and growing evidence suggests
a great variability in the ways that students acquire, organize, retain, and generate
knowledge and skills. The Adaptive Learning Environments Model was designed to cull
from the knowledge base on what makes teaching and learning more effective and
efficient.
6.1.3 How Does It Work?
The Adaptive Learning Environments Model's goal is to ensure achievement of basic
academic skills and other valued educational outcomes, including students' positive self-
perceptions of academic and social competence, sense of responsibility for their own
education and the broader community and competencies for coping with the social and
academic demands of schooling. In order to accomplish this, the model focuses on
systematically integrating features that theory, research, and practice have shown to be
instructionally effective and pedagogically meaningful.
Accordingly, implementation of the Adaptive Learning Environments Model is supported by
three categories of program design dimensions: delivery of adaptive instruction in regular
classroom settings; classroom management and program implementation; and school-
and district-level interventions.
Effective implementation of the model requires teachers to use all forms of knowledge in
implementing demonstrably effective classroom practices to accommodate students'
diverse learning needs. Although adaptive instruction calls for individualized planning,
teachers do not work with students on a one-on-one basis. Whole-class and small-group
instruction and peer-based cooperative learning are incorporated when deemed
particularly suited for achieving certain intended student outcomes or ways to improve
instructional efficiency.
In the Adaptive Learning Environments classroom, individual differences are viewed as the
norm rather than the exception. While differences in rates of progress are recognized by
teachers, parents, and the students themselves, the acquisition of basic academic skills
and the development of social competence and self-esteem are expected of each student.
Under the Adaptive Learning Environments Model program, specialist teachers (e.g.,
reading specialists funded under the Title I program or special education teachers) and
other related services professionals (e.g., speech pathologists or school psychologists)
work with regular classroom teachers in a coordinated system of instructional and related
service delivery.
6.1.4 What Are The Costs?
Implementation of the Adaptive Learning Environments Model does not require the
purchase of specially designed curricula. In almost all cases, a school's current curricular
resources can be modified and adapted for use in Adaptive Learning Environments
classes. However, a careful analysis of a given school district's budget constraints is the
first step in the needs assessment phase of designing an implementation plan. Cost
figures vary with district budgets.

Districts interested in adopting the Adaptive Learning Environments Model as a core

general education program need to allocate funds to cover the normal start-up costs of
implementing an innovative program. Start-up costs tend to vary from district to district,
depending on the nature of the district's curricular preparedness, training requirements,
and ability to redeploy current resources.
6.1.5 How Is The Model Implemented In A School?
The Adaptive Learning Environments Model is designed to provide instruction that is
responsive to student needs and to provide school staff with ongoing professional
development and school-based program implementation support to achieve student
success. Implementation features the following design elements.
Individualized Progress Plans consist of two components. The first is a highly
structured prescriptive component for basic skills mastery. In addition, an exploratory
component provides learning opportunities that foster student self-direction and
problem-solving ability while fostering social and personal development to enhance
student learning success.
A Diagnostic-Prescriptive Monitoring System incorporates a standards-based

curriculum and assessment system to ensure student mastery of subject-matter
knowledge and learning skills.
A Classroom Instruction-Management System provides implementation support that

focuses on student self-responsibility and teacher teaming in implementing a
coordinated approach to instructional and related service delivery.
A Data-Based Professional Development Program provides ongoing training and

technical assistance support that is targeted to meet the implementation support needs
of the individual staff.
A School-Based Restructuring Process provides school and classroom organizational

support and redeployment of school resources and staff expertise to achieve and
sustain a high degree of program implementation.
An active Family Involvement Program is targeted to support student learning success.

When a high degree of implementation is achieved, a unique classroom scenario is
created. Students can be found working in virtually every area of the classroom, engaging
in a variety of learning activities, including participating in small-group instruction, receiving
one-to-one tutoring, or engaging in peer-based collaborative activities. Teachers circulate
among the students, instructing and providing corrective feedback.
Instruction is based on diagnostic test results and informal assessments by the teacher.
Every student is expected to make steady progress in meeting the curricular standards.
Learning tasks are broken down into incremental steps, providing frequent opportunities
for evaluation.
6.1.6 What Is The Evidence That The Model Is Successful?
In schools where the Adaptive Learning Environments Model components have been
adopted, data are collected on degree of implementation, classroom processes, and
student outcomes, such as student achievement and student attitudes about their schools
and learning experience. Findings from over two decades of implementation of the model
in a variety of school settings provide consistent evidence that effective implementation

leads to positive changes in classroom process. These changes result in intended

academic, attitudinal, and social competence outcomes.
In classrooms where a high degree of implementation is achieved, teachers tend to spend
more time on instruction than on managing students and students tend to be highly task
oriented. Steady and productive interaction between teachers and students, and among
students, replaces the passive learning mode typically found in conventional classrooms.
Interactions among students, for the most part, focus on sharing ideas and working
together on learning tasks. Distracted behavior on the part of individual students is minimal
and does not seem to interfere with the work of others.
Standardized achievement test scores in reading and math indicate that implementation of
the model consistently leads to student achievement that meets or exceeds expected
gains. Achievement results from various sites over the years have compared favorably
with comparison sites in terms of national test norms, as well as district and population
norms. Significant differences have been found with special education students who are
integrated in regular Adaptive Learning Environments classes.
6.1.7 Where Can I See It?
The Laboratory for Student Success can provide a list of demonstration sites available for
visitation.
6.1.8 Whom Do I Contact?
Dr. Margaret C. Wang, Professor and Director
Laboratory for Student Success at
Temple University Center for Research in Human Development and Education
1301 Cecil B. Moore Avenue
Philadelphia, Pennsylvania 19122 - 6091
Telephone: 215-204-3000 or 800-892-5550; Fax: 215-204-5130
E-mail: lss@vm.temple.edu; Website http://www.temple.edu/lss
6.1.9 The Research Base
Adaptive education approaches to improve student learning outcomes has been noted by
researchers and practitioners as a promising alternative approach for accommodating the
diverse learning needs of individual students, including those with exceptional talents and
those with special needs. Implementing adaptive education strategies as an alternative
approach to improving student outcomes can be traced back to the early 1900s as a part
of the progressive education movement in this country. Changes in the conceptualization
of individual differences and the growing research base in developmental and cognitive
psychology have resulted in increasing attention to individual differences in how learning
takes place and what influences learning. Individual differences in learning are no longer
considered static, but capable of modification either before the instructional process begins
or as a part of the process.

7. WHITE PAPERS
Deepening Elementary Teachers’ Content Knowledge in Mathematics
ESSA, EdTech, and the Future of Education
Math Intervention Teacher Toolkit

Leveraging Digital Content to Differentiate Learning
Guide to Choosing Digital Content and Curriculum
Finding What Works in Learning: A Rubric for Analyzing Research Studies of Curricular
Programs

Educational Equity: Six Ways to Open Opportunity
Strategies to Evaluate K-12 Online Math Programs: A Buyer’s Guide
Formative Assessment Toolkit

Teacher’s Guide to Formative Assessment in Math
From Formative Assessment to Informative Assessing in the Math Classroom
Technology Grants: 50+ Resources

Using Actionable Data to Personalize Math Learning
5 Strategies to Connect the Dots with Data in the Math Classroom
Closing the STEM Gap for Girls

How to Use Data-Driven Instruction to Reach Math Achievement Goals
Guidebook: Blended Learning for Math Success
6 Strategies to Help Your Students Become Algebra Ready

Close Math Gaps with Four Out-of-School-Time Approaches
How to Accelerate Math Achievement with Adaptive Learning Technology
Six Strategies to Close Math Gaps for ELLS

Strategies for Teaching Middle School Math
Digital tools, gaming protocols, and student engagement
Your Math Students: Engaging and Understanding Every Day

Best Practices for Evaluating Digital Curricula
Blended Learning Innovations: 10 Major Trends
Measuring Learning Success

The Future of Personalized Learning in Elementary Schools
Increasing Student Achievement with Adaptive Learning Technology
Differentiating through Computer Environments
Introduction To Blended Learning For Elementary Schools

The Future of Learning
The Development of Mathematical Thinking
Technology and Education – A Primer
Pathways to Personalized Learning

Math Intervention and the Promise of Adaptive Learning
Making Math Work: K-8 Blended Learning
Leveraging Intelligent Adaptive Learning to Personalize Education
Intelligent Adaptive Learning: The Next Generation Technology

Intelligent Adaptive Learning: An Essential Element of 21st Century Teaching and

Learning
Increasing Elementary Math Proficiency for English Language Learners
How to Successfully Plan for CCSS for Math
Helping Children be Successful in Math

An Elementary School Principal’s Guide
8. INDIVIDUALIZED LEARNING
8.1. WHAT IS INDIVIDUALIZED LEARNING?
Individualized learning, or individualized instruction, is a method of teaching in which
content, instructional technology, and pace of learning are based upon the abilities and
interest of each learner.
Closely related to personalized learning, goals based on curriculum design and standards
may be the same for all students, but the individual learning profile and plan for each
student may vary. This is because each learner progresses through the material at

different speeds, according to his or her own learning needs and abilities. For example, a
student might take longer to progress through a given topic, skip topics that cover
information already known, or repeat topics on which they need more help
Adaptive learning technology is an important way to individualize learning.
Learn about U.S. Department of Education and its endorsement of individualized,
technology-driven education .
8.1.1 The individualized learning plan (ILP)
While students with special needs have long had individualized education programs (IEP)
to guide them from kindergarten through Grade 12 education—ensuring that they are
receiving the instruction and resources they need to be successful—individualized learning
is beginning to take hold in all areas of public education in the form of the individualized
learning plan (ILP).
The ILP is a document that includes information about a student’s career goals and
education plans post-high school. As college-and career-readiness of students becomes a
greater priority as states implement the Common Core State Standards, ILPs are
becoming an increasingly important tool for student success.
Get the answers to the most frequently asked questions about the Common Core State
Standards .
8.1.2 Developing an ILP
ILPs are both a document and a process developed by students in conjunction with
teachers, school counselors and their parents. Information included in an ILP ranges from
the student’s skills and hobbies, to current and past activities, to grades and test scores.
All of this is compiled to guide the student’s decision making during middle and high school
so s/he can achieve his or her goals. Because they are unique and used for different kinds
of learning at different ages and life stages, ILPS take many different forms.
If you’re looking for a place to start, the Office of Public Instruction of the State of
Washington has free-to-use learning plan templates .
8.1.3 States mandating ILPs
Louisiana, South Carolina, Washington and New Mexico all use some form of the
individualized learning plan that is introduced during middle school or the beginning of high
school and revisited as students’ progress through their education. In Kentucky, a form of
ILPs called the individual graduation plan (IGR) has been a requirement since 2002, and
the state has seen a dramatic increase in completion rates since switching to a web-based
platform in 2006.
8.1.4 Benefits of ILPs
Research indicates that students benefit most from having individualized learning plans
when introduced in middle school and frequently revisited until high school graduation. The
ILP will likely be refined as the student changes his or her goals, and should be constantly
updated so the student is aware of the paths he or she will need to take to achieve those
goals. In general, students with individualized learning plans have displayed more
motivation to attend school and better academic achievement.
Read a recent report from the Rennie Center for Education Research & Policy (that also
includes many additional research and resources) about the efficacy of individualized
learning plans .
8.1.5 Technology-assisted individualized learning solutions in the
classroom
In today’s environment of growing class sizes—with an average of 25 students in
elementary classrooms and 150 students a day in high school classes—it’s difficult for
teachers to provide one-to-one instruction. In addition, teachers are required to ensure that
every student is being taught at his or her appropriate instructional level, and that all of the

instruction meets grade level state standards. One of the main challenges in education
today is providing every student with individualized instruction, including remediation on
grade-level work or enrichment, which is necessary.
8.1.6 How technology helps individualize learning
Both students and teachers are finding that online technology helps individualize the
learning process and makes better use of learning time. Although the teacher can by no
means be replaced in the classroom, hardware devices and adaptive learning
technologies are a great ‘assistant’ to improve students’ educational experiences.
Sometimes, the method of learning needs to be ‘ flipped’, with teachers using class time
for review and practice while learning is done independently.
8.1.7 Adaptive learning technology and how it individualizes learning
Providing truly differentiated and individualized instruction has been a goal of educators for
decades, but new technologies available today are empowering schools to implement this
form of education in a way never before possible. Adaptive learning, and intelligent
adaptive learning technology in particular which tailors learning to the individual student
provides many benefits for students and educators:
Seamlessly integrates instruction with assessment.
Adapts within and between lessons in real-time.
Deeply personalized, engaging individualized learning experience for every type of student
— the right next lesson at the right level of difficulty at the right time.
Supports and empowers teachers with current student progress data to set and meet
goals and state standards.
Complements all learning models.
Read about adaptive learning and intelligent adaptive learning .
8.1.8 Current reporting helps individualize learning in alignment with
standards
Schools across the U.S. and Canada faced with growing class size and fewer resources
have come to rely on an individualized learning model supported by technology. For
example, elementary math students are proven to move further and faster with adaptive
online instruction, in alignment with new state and Canadian standards.
Read a recent white paper that explains how individualized learning can help students
excel in math .
9. ADAPTIVE LEARNING
9.1. WHAT IS ADAPTIVE LEARNING?
Adaptive learning is a computer-based and/or online educational system that modifies the
presentation of material in response to student performance. Best-of-breed systems
capture fine-grained data and use learning analytics to enable human tailoring of
responses. The associated learning management systems (LMS) provide comprehensive
administration, documentation, tracking and reporting progress, and user management.
What is Intelligent Adaptive Learning™? Unlike any other adaptive learning technology on
the market today,the pioneering Intelligent Adaptive Learning™ of DreamBox Learning©
platform adapts in real time to every interaction a student makes, both within and between
lessons.
Read our white paper on the technology behind Intelligent Adaptive Learning™.

9.1.1 The history of adaptive learning platforms

Adaptive learning has been with us for a while, with its history of adaptive learning rooted
in cognitive psychology, beginning with the work of behaviorist B.F. Skinner in the 1950s,
and continuing through the artificial intelligence movement of the 1970s. Now,
technologies once confined to research laboratories are being adopted by progressive
industries, including online services that drive consumer sites like Amazon and Netflix to
anticipate preferences, and forward-thinking organizations. As a proven learning modality,
it’s being used in many different environments to teach and train more effectively.
For example, adaptive learning technology is used by NASA for simulation training, safety
models, and has been used in various branches of the U.S. military, including the Army
Learning Concept 2015, that trains and educates soldiers for asymmetric warfare.
Adaptive learning’s greatest potential to help the greatest number of people is in in K-12
and higher education.
Read a Cheryl Lemke/ Metiri Group authored white paper about the most recent research
into adaptive learning technology in 21st century education.
Read an extensive practice guide from the Institute of Education Sciences
(IES)about Using Student Achievement Data to Support Instructional Decision Making.
Read about how the U.S. government and the Army Learning Concept 2015 is using
adaptive learning in the Army because of its proven efficacy.
9.1.2 Adaptive learning in U.S. education
The U.S. Department of Education has a national technology plan (NETP) that endorses
the use of technology, and adaptive learning in particular, for its ability to simultaneously
teach and assess for continuous improvement. The use of adaptive learning is closely tied
to the Race to the Top early learning reform initiative, alignment with Common Core State
Standards, and to teach 21st century skills to increase U.S. student competitive
advantage. One of the key benefits of adaptive learning is its ability to personalize
learning. Take a look at the U.S. Department of Education technology plan (NETP)that
endorses the use of data and devices to advance learning and achievement. Read recent
Fraser Institute information about U.S. education policy and adaptive learning.
9.1.3 How adaptive learning technology personalizes learning
Advances in adaptive learning systems and platforms with their powerful feedback loops
are used in blended learning environments for greater personalization. The ability for
students to track their own learning means that they can develop valuable self-monitoring
skills, and engage in their personal learning progress.

Learn more about recent Speak Up and Project Tomorrow research into adaptive learning
and personalization.
Read more from EdSurge about how school districts including Baltimore County Public
Schools are using adaptive technology.
9.1.4 Adaptive learning technology for math intervention
The same feedback that improves student learning success is also good for teachers. The
ability to see current data allows teachers to understand each student’s performance.
Using current data as part of Multi-Tiered Support Services (MTSS) and Response to
Intervention (RTI) helps identify students who are not making adequate progress in the
core curriculum and are at risk for poor learning outcomes. Armed with true understanding,
teachers can provide interventions appropriate to the student’s level of need and
responsiveness.
Continuous formative assessments formed by adaptive learning systems throughout the
learning process also help shape the process itself. Because every interaction is tracked in
real-time, there is parallel insight into student strategies. Then, based on that insight,
individual learning paths are dynamically created to guide the student to advance through
the curriculum.
Read a DreamBox Learning white paper about adaptive learning and effective intervention
9.1.5 Evaluating adaptive learning systems and platforms
Many adaptive learning systems and platforms deliver textbook content at variable speeds,
but don’t have the ability to tailor learning and seamlessly provide assessment. As you
consider various adaptive learning programs, keep these criteria in mind:
Many different curriculum sequences – When teachers or learning guardians work one-on-
one with students, they are able to change the sequencing of a curriculum in a way that
makes the student’s learning experience most effective. It’s important that whatever
adaptive learning system you choose, it’s able to accomplish the same feat.
Adjust to the pace of student learning – Research has shown that allowing students to
work at their own optimal pace is an effective learning strategy. Students should progress
through the system only after they have demonstrated mastery of the concept they are
currently learning.
Take prior knowledge into account – Any adaptive learning program you choose should
have the capability to target a student’s starting point based on prior knowledge, and help
that student make steady academic progress toward desired learning goals. This strategy
prevents students who are struggling from becoming frustrated, and students who are
gifted from becoming bored.
Strategies to increase student engagement – In a digital age when so many students are
used to using technology in every aspect of their lives, gaming has been shown to be an
important means of engaging students in learning. Adaptive learning programs that
emulate strategy games help students see learning as something that is fun, not tedious.
Interactive support when problem solving – Rather than telling students what they should
do next, it’s important that the system emulates a live tutor, prompting students to rethink
strategies that may not be working.
Customized presentation – Adaptive learning systems should customize the presentation
of lessons to suit each individual student’s needs. By constantly analyzing students’
responses to and ways of thinking about problems, the presentation of new material is
adapted to make sure it makes the most sense to that particular student.
Analysis of student solutions – An online learning platform that retrieves data based on
student answers at the end of the lesson is not helpful for the student or the teacher. IALs
interact with students as they solve problems, explore new concepts and make decisions,
and they analyze the data in real-time to change their approach to instruction.

9.1.6 Intelligent adaptive learning technology in the classroom
Source: Intelligent Adaptive Learning: An Essential Element of 21st Century Teaching and
Learning, Cheryl Lemke, Metiri Group, 2013
Pedagogically and research-based intelligent adaptive learning technology accesses and
stays in the Zone of Proximal Development (ZPD) for each learner. That means it provides
the right next lesson at the right level of difficulty at the right time.
When work is easy, learners can do the work on their own without any help. It’s in their
“comfort zone.” If all the work a learner is asked to do is always in the comfort zone, no
real learning will take place and the learner will eventually lose interest. Conversely, when
the work is too hard, the learner becomes frustrated and will likely give up.
The area between the comfort zone and the frustration zone is the one where true learning
will take place – the optimal learning zone. It’s the area where a learner will need some
help or will need to work hard to understand a concept or complete a task.
By keeping the challenge appropriate, the learner is guided to be a mathematical ‘doer’ —
someone who thinks and strategizes in ways they can apply in school and in their real life
experience. This is optimal teaching and optimal learning.
10. BLENDED LEARNING

10.1. WHAT IS BLENDED LEARNING?
Blended learning, or hybrid learning, is a formal education program that integrates face-to-
face learning with technology-based, digital instruction. Learning takes place in (or in a
combination of) online, mobile, or classroom environments. There is usually some element
of student control over time, place, path and/or pace, in combination with in-person
classroom or virtual one-on-one instruction. The degree of interaction, technology use, and
student control depends on which of the six blended learning education models is being
used. DreamBox Learning© Math can be used to support all six models.

It’s also a way to create more personalized learning. Teachers can give students what they
need, when they need it, particularly in core subjects like math, at the elementary and high
school level. It makes learning more productive by giving teachers better tools, more time,
and data to inform instruction.
Learn more about what a recent Getting Smart recap article with links to research says
about the value of blended learning.
Read what the Christensen Institute says about taking advantage of and designing
education around blended learning models.
10.1.1 Why blending learning is important
The World Economic Forum ranks the U.S. 48th out of 133 developed and developing
nations in math and science instruction. These low ratings have been a cause for concern
and were to some degree the impetus for the development of the Common Core State
Standards and other new state standards, which focus on math and language arts
learning, 21st century skills, and science, technology, engineering, and math, or STEM.
According to the National Association for the Education of Young Children (NAEYC), the
math skills that students learn at a young age build a foundation for future learning, so
there has been a focus on using technology to build those abilities.
Learn more about early childhood math education.
Learn more about the Partnership for 21st Century Skills, which formed to make the U.S.
more competitive by emphasizing 21st Century skills and blended learning.
10.1.2 Blended learning models in U.S. education
As noted above, in an increasingly competitive world, our schools must move into high-
performance mode, and leverage technology to advance education— just as we have
used it to advance business. This has brought new focus to digital learning methods
blended learning, personalized learning, individualized learning, and adaptive learning.
The U.S. Department of Education is a proponent of blended learning, as a way to provide
more individualized learning, broaden access for all students in K-12 and higher education,
and to reduce costs while improving educational productivity.
Learn more about blended learning in elementary schools.
Learn more about why the U.S. Department of Education endorses blended learning
efficiency.
10.1.3 Blended learning models
In every model of blended learning, the personalization of content is crucial to the success
of the learner and the program. Rather than a one-size-fits-all model, the goal is to achieve
a one-size-fits-one solution. That can mean that more than one of the models can be used
at different times in the learning experience.

Source: Clayton Christensen Institute for Disruptive Innovation

The Clayton Christensen Institute for Disruptive Innovation has recently updated its
classification of blended learning models that are currently in use. Rotation models and
their variants are most widely used in elementary grades because they rely on
instructors/educational guides:
Rotation model — Students shift between learning modalities, with at least one mode as
online learning.
Station Rotation (also referred to as Classroom Rotation or In-Class Rotation) — Within a
given course or subject, with at least one station for online learning, students rotate on a
fixed schedule or at the teacher’s discretion among classroom-based learning modalities.
Other stations might include activities such as small-group or full-class instruction, group
projects, individual tutoring, and pencil-and-paper assignments. Some implementations
involve the entire class alternating among activities together, whereas others divide the
class into small-group or one-by-one rotations.
Lab Rotation — Within a given course or subject, students rotate on a fixed schedule or at
the teacher’s discretion among locations on the brick-and-mortar campus. At least one is a
learning lab for online learning, and the other(s) are classroom(s) for other learning
modalities. The Lab Rotation model differs from the Station Rotation model, because
students rotate among locations on the campus instead of staying in one classroom for the
blended course or subject.
Flipped Classroom — Within a given course or subject, students rotate on a fixed schedule
between face-to-face teacher-guided practice (or projects) on campus during the standard
school day and online delivery of content and instruction of the same subject from a
remote location (often home) after school. The primary delivery of content and instruction
is online, which differentiates a Flipped Classroom from students who are only doing

homework practice online at night. The Flipped Classroom model includes some element
of student control over time, place, path, and/or pace because the model allows students
to choose the location where they receive content and instruction online.
Individual Rotation — Within a given course or subject (e.g., math), students rotate on an
individually customized, fixed schedule among learning modalities, at least one of which is
online learning. An algorithm or teacher sets individual student schedules. This model
differs from the other Rotation models because students do not necessarily rotate to each
available station or modality.
The next three models tend to be better suited to students past Grade 5, since they require
greater self-direction:
Flex model — The emphasis is on online learning, even if it directs students to offline
activities at times. Students move on an individually customized, fluid schedule among
learning modalities, and the teacher of record is on-site. The teacher-of-record or other
learning guide provides face-to-face support on a flexible and adaptive as-needed basis
through activities such as small-group instruction, group projects, and individual tutoring.
A La Carte model — Students take one or more courses entirely online with an online
teacher of record and at the same time continue to have brick-and-mortar educational
experiences. Students may take the online courses either on the brick-and-mortar campus
or off-site. This differs from full-time online learning and the Enriched Virtual model
because it is not a whole-school experience.
Enriched Virtual model — A whole-school experience in which within each course,
students divide their time between attending a brick-and-mortar campus and learning
remotely using online delivery of content and instruction. Many Enriched Virtual programs
began as full-time online schools and then developed blended programs to provide
students with brick-and-mortar school experiences. Different from the Flipped Classroom,
students seldom attend the brick-and-mortar campus every weekday. It differs from the A
La Carte model because it is a whole-school experience, not a course-by-course model.
10.1.4 Blended learning benefits
Blended learning combines face-to-face instruction and the smart use of advanced digital
learning technologies to deliver multiple benefits:
Greater personalization – Enables both advanced and at-risk students to learn at their own
level/pace. Simultaneously.
Anytime, anywhere learning – Online instruction, mobile technology, in either a
classroom/lab setting or access from remote locations home computer), both during or
outside of scheduled classroom periods.
Boosts engagement and confidence – Develops independent learning skills and
determination of place and pace build confidence.
Improves teaching conditions – New tools equip teachers with useful data to help shape
appropriate interventions and learning pathways. Personalized learning technology that
creates autonomous learning time for students opens up time for teachers to work with
individual students and small groups.
Read a recent article about blended learning models.
Learn more about choosing digital curricula for blended learning (infographic).
10.1.5 Implementing blended learning models in elementary schools
When K–12 educators and administrators consider implementing a blended learning
approach in their schools, they look to align with new standards, they quickly realize there
are many decisions to be made. While software and hardware are important, the guiding
force must be student learning goals and district objectives. As these goals and objectives
are articulated, whether they are Common Core State Standards or others, they must act
as the filter for selecting technological learning resources and selecting models.

Learn more about blended learning implementation considerations.

10.1.6 Blended learning and technology
With lower device costs, increasing availability of Internet access, and engaging and
sophisticated adaptive learning software systems and tools, it is easier than it has ever
been to integrate blended learning into schools. Teachers can become more productive
and student accomplishment can be accelerated to better prepare our children for college,
successful careers, and flourishing lives. Learn what the Fraser Institute has to say and
research around the importance of technology in schools.
10.1.7 Adaptive learning, data collection, and blended learning
A key component of successfully delivering blended learning— and the highly
personalized learning that results from it— is the ability to leverage data in real time.
Intelligent Adaptive Learning uses in-the-moment data to seamlessly integrate instruction
with assessment to complement all six models of blended learning.
11. BEST PRACTICES FOR EVALUATING DIGITAL CURRICULA

11.1. EVERYTHING YOU NEED TO KNOW ABOUT SELECTING AND
IMPLEMENTING THE RIGHT ONLINE MATH PROGRAM
More and more school districts are turning to Blended Learning, an education model
where students learn part through online math delivery of lessons and part through the
traditional classroom, to implement the rigorous standards of 21st century learning. As with
any educational initiative or strategy, the right Blended Learning model, used in
conjunction with a digital curriculum, should deepen student understanding, critical
thinking, and independent problem-solving capabilities as outlined in the Common Core
and other standards documents.
In this white paper, Best Practices for Evaluating Digital Curricula, you’ll discover:
Free Tools and Resources for a Successful Blended Learning Program. Discover where to
find useful product reviews of online math programs, as well as some of the latest digital
tools to help implement an engaging and results-oriented blended learning program that
adheres to Common Core and other education standards.
Planning Backward. Discover this effective way to design learning programs, lessons, and
schools. Planning with the end in mind means ensuring that learning goals inform when
and why students need certain lessons designed in certain ways, as well as whether in-
person or self-directed digital experiences would be most appropriate to support their
success.
The SAMR Model. To determine whether a digital curriculum is engaging students in new
and effective ways, educators can use the
Substitution/Augmentation/Modification/Redefinition (SAMR) model, created by Dr. Ruben
Puentedura and described in “Transformation, Technology, and Education.” Learn how to
use this model to determine if a technology or application is truly transformative for
students.
Understanding Adaptive Technology. The word “adaptive” is increasingly being used in
claims describing how technologies uniquely personalize and individualize education for
each student. Even though “adaptive learning” developers have noble goals, the design of
each adaptive platform reveals important pedagogical approaches and assumptions made
by the developers. The adaptive platform determines the pedagogy and the ways students
engage with learning, and not all adaptive platforms are capable of supporting strong
pedagogy and rich learning tasks.
The proliferation of digital curricula makes it even more important for educators to be
discerning and to critically test and judge software before incorporating it into a blended
learning program.

11.1.1 Next-Generation Intelligent Adaptive Learning

Transformative digital content that enables students to make sense of things on their own
requires a different kind of adaptive platform that can provide feedback based on how
students think for themselves in new situations. The “intelligent” difference lies in the
pedagogy and transformative nature of the digital content—a great example of the
redefinition category in the SAMR model.
Lessons written for an Intelligent Adaptive Learning platform are designed to adapt in real
time and aren’t simply digitized static content that replicate print resources. Instead, they
are built from the ground up to be interactive and adapt at any moment to the ideas of any
student. Truly intelligent adaptivity uses non-linear sequencing informed by decades of
research about natural cognitive development and growth in reasoning, instead of being
generated from crowd-sourcing other students’ behaviors with digitized print materials.
11.1.2 Putting it all Together with Critical Evaluation of Digital Curricula
This report includes a digital curriculum evaluation checklist for easy reference, as well as
steps for implementation after the selection process is complete. You’ll learn nine key
implementation factors most strongly linked to education success, and many other tips for
a high return on investment from math online curriculum.
VP of Learning for DreamBox Learning, Inc., Hudson is a learning innovator and education
leader who frequently writes and speaks about learning, education, and technology. Prior
to joining DreamBox, Hudson spent more than 10 years working in public education, first
as a high school mathematics teacher and then as the K–12 Math Curriculum Coordinator
for the Parkway School District, a K–12 district of over 17,000 students in suburban St.
Louis. While at Parkway, Hudson helped facilitate the district’s long-range strategic
planning efforts and was responsible for new teacher induction, curriculum writing, and the
evaluation of both print and digital educational resources. Hudson has spoken at national
conferences such as ASCD, SXSWedu, and iNACOL.
http://www.dreambox.com/blog

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1. What is Adaptive Learning Anyway? ....................................................................... 7

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4.53. WHY GAMIFICATION IN BUSINESS IS AN INEFFECTIVE CORPORATE

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4.79. NEW ADAPTIVE LEARNING WEBINAR AVAILABLE ON

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6.1.9 The Research Base ...................................................................................... 86

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1. WHAT IS ADAPTIVE LEARNING ANYWAY?

Published January 11, 2017 By Zach Posner

As emerging technologies and methodologies reshape corporate training, one phrase

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2. WHAT MAKES THE ADAPTIVE LEARNING MODEL THE SOLUTION TO

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Apr 18, 2018 9:00:00 AM Area9 Adaptive Learning

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Apr 16, 2018 9:00:00 AM Area9 Corporate E-Learning

Apr 13, 2018 9:00:00 AM Area9 Corporate E-Learning

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4.3. HOW THESE 4 BUSINESSES ARE CHANGING E-LEARNING

Apr 11, 2018 9:00:00 AM Area9 Corporate E-Learning

Apr 9, 2018 9:00:00 AM Area9 Adaptive Learning

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4.5. HOW TO PROVE THAT ADAPTIVE LEARNING IS AN

Apr 6, 2018 9:00:00 AM Area9 Corporate E-Learning

Apr 4, 2018 9:00:00 AM Area9 Adaptive Learning

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4.7. HOW ADAPTIVE TECHNOLOGY IS DISRUPTING CORPORATE

Apr 3, 2018 9:00:00 AM Area9 Corporate E-Learning

Mar 30, 2018 9:00:00 AM Area9 Compliance

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Mar 28, 2018 9:00:00 AM Area9 Sales

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Mar 26, 2018 9:00:00 AM Area9 Unconscious Incompetence,Sales

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Mar 23, 2018 9:00:00 AM Area9 Corporate E-Learning

Mar 21, 2018 9:00:00 AM Area9 Sales

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Mar 19, 2018 9:00:00 AM Area9 Compliance

Mar 16, 2018 9:00:00 AM Area9 Corporate E-Learning

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Mar 14, 2018 9:00:00 AM Area9 Adaptive Learning

Mar 12, 2018 9:00:00 AM Area9 Adaptive Learning

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Mar 9, 2018 9:00:00 AM Area9 Corporate E-Learning

Mar 7, 2018 9:00:00 AM Area9 Corporate E-Learning

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4.19. WHY AI SHOULD BE USED MORE IN LEARNING AND

Mar 5, 2018 9:00:00 AM Area9 Unconscious Incompetence

Mar 2, 2018 9:00:00 AM Area9 Adaptive Learning

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4.21. INTERACTIVE CONTENT PROVIDES FACILITATOR LEARNING

Feb 28, 2018 9:00:00 AM Area9 Adaptive Learning

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Feb 26, 2018 9:00:00 AM Area9 Adaptive Learning

Feb 23, 2018 9:00:00 AM Area9 Corporate E-Learning

Feb 21, 2018 9:00:00 AM Area9 News & PR

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