How could digital learning at scale address the issue of equity in education?

The overall goal of this report is to examine how digital learning can be used at scale and the extent to which it can achieve equity and quality͕ by means of improving effciency͘. The scopoe is the Global South, particularly the emerging economies.This work was created with financial support from the UK Government’s Department for International Development and the International Development Research Centre, Canada

Teaching and Learning at Scale: Futures

This chapter considers recent work toward the vision ‘Teams can successfully teach any number of students at a distance’, showing how a substantial body of TEL research work can be built up over time, responding to changes in society. In particular, it demonstrates how continuing work towards this vision relates to the emergence of massive open online courses (MOOCs) and, more broadly, to teaching and learning at scale. The chapter shows how the different elements of the Beyond Prototypes framework, and its emphasis on bricolage and persistent intent, can be used to support the development of a research agenda that supports practice worldwide. The chapter also looks at current and future work in this area, identifying key areas where work is still needed – learning design, educator teams, widening access, approaches to assessment and accreditation, and new forms of pedagogy

Foreword: Implementing Adaptive Learning at Scale

What follows is the second of now two Specials Issues of the CIEE journal to have been produced and guest edited by the Personalized Learning Consortium (PLC) of the Association of Public and Land-grant Universities (APLU). Both special issues feature important research resulting from university initiatives to launch, implement and scale up the use of adaptive courseware and the strategies of adaptive learning. The Personalized Learning Consortium has been working with institutions for more than five years to improve student success in high enrollment undergraduate courses. Using a combination of active learning and adaptive courseware, many universities are reporting higher passing rates but also more equitable outcomes. In this issue, we share five papers that discuss how and why higher education institutions have incorporated adaptive courseware and learning into high enrollment general education courses. The papers also provide detailed examples of levels of success achieved

Learning at Scale: Using an Evidence Hub To Make Sense of What We Know

The large datasets produced by learning at scale, and the need for ways of dealing with high learner/educator ratios, mean that MOOCs and related environments are frequently used for the deployment and development of learning analytics. Despite the current proliferation of analytics, there is as yet relatively little hard evidence of their effectiveness. The Evidence Hub developed by the Learning Analytics Community Exchange (LACE) provides a way of collating and filtering the available evidence in order to support the use of analytics and to target future studies to fill the gaps in our knowledge