Welcome to Realizeit labs

This site is where we'll share some of the inner workings of the Realizeit Research and Development team: the projects we're working on, meetings we're attending, collaborations we're involved in, papers we're publishing. Make sure to follow us to stay up to date on what is happening.

If you are interested in using the Realizeit platform, please visit www.realizeitlearning.com.

We are always interested in hearing new ideas and discussing potential research collaborations. If you are interested in working with us, or one of our partner institutions on a research project then let us know.

Adaptive Learning: A Stabilizing Influence
Oct 22, 2018  • Colm Howlin

Recently we had a paper Adaptive Learning: A Stabilizing Influence Across Disciplines and Universities published in the Online Learning Journal based on some of the collaborative research that we have...

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Principal Component Analysis - A Primer
Oct 22, 2018  • Colm Howlin  Resource Post

This is a resource post that gives a very brief overview of Principal Components Analysis (PCA). We create these resource posts to provide a basic introduction to some techniques and...

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Boosting Self-Regulated Learning
Oct 3, 2018  • Eoin Gubbins

As an adaptive learning system, Realizeit provides tremendous flexibility for students, allowing them to learn in their own way, at their own pace, and at times that are most convenient...

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  • EDUCAUSE Annual Conference 2018 - Denver, CO

    Student Adaptive Learning Behavior Prototypes: A Research Partnership

    Colm Howlin (Realizeit), Patsy Moskal (University of Central Florida), Connie Johnson (Colorado Technical University), Chuck Dziuban (University of Central Florida)

    Nov 2, 2018 - 8:00 AM to 8:45 AM - Four Seasons Ballroom 1, Ballroom Level

    Link

  • OLC Accelerate 2018 - Orlando, FL

    Adaptive Learning: Three Years Of Collaborative Research

    Patsy Moskal (University of Central Florida), Chuck Dziuban (University of Central Florida), Colm Howlin (Realizeit), Connie Johnson (Colorado Technical University)

    Nov 14, 2018 - 1:00 PM to 1:45 PM - Northern Hemisphere C

    Link

  • 1.
    Hinkle, Julie F. and Moskal, Patsy (2018)
    A Preliminary Examination of Adaptive Case Studies in Nursing Pathophysiology
    Current Issues in Emerging eLearning: Vol. 5 : Iss. 1 , Article 3
    Go to paper
    Abstract

    Case studies are a valuable instructional tool frequently used in nursing to allow students to analyze clinical problems based on real-world scenarios. This study examines the use of the Realizeit adaptive platform to create case study scenarios for pathophysiology, a course required in the undergraduate nursing curriculum.

    The data gathered as students progressed through the adaptive content--time on task, number of times cases accessed, and scores on each case--provided valuable information on student behavior and engagement with the three case studies. Results of this preliminary study indicate that adaptive case studies are promising for pathophysiology and system analytics confirmed that all but one of the 1,544 simulations presented to students were unique. This provides a benefit over what would typically be a limited number of distinct options when using instructional case studies without the adaptive learning system. Future research is suggested to examine additional uses of case studies and their impact on students’ knowledge acquisition and engagement when part of a course’s graded assignments.
    2.
    Johnson, Constance and Zone, Emma (2018)
    Achieving a Scaled Implementation of Adaptive Learning through Faculty Engagement: A Case Study
    Current Issues in Emerging eLearning: Vol. 5 : Iss. 1 , Article 7
    Go to paper
    Abstract

    This paper presents a case study describing the implementation of adaptive learning at Colorado Technical University (CTU) with a focus on faculty adoption. A number of barriers to the adoption of technology will be discussed and more importantly, how CTU overcame these barriers. A description of the key elements of faculty support including training will be outlined as well as the information about the adoption of faculty using data to inform teaching strategies.

    The authors argue that if given the choice, faculty at CTU would prefer adaptive learning technology in their courses and welcome the use of technology and data to enhance the classroom experience.
    3.
    O’Sullivan, Patti (2018)
    APLU Adaptive Courseware Grant, A Case Study: Implementation at the University Of Mississippi
    Current Issues in Emerging eLearning: Vol. 5 : Iss. 1 , Article 5
    Go to paper
    Abstract

    Learning Management Systems (LMS) have been the main vehicle for delivering and managing e-learning courses in educational, business, governmental and vocational learning settings. Since the mid-nineties there is a plethora of LMS in the market with a vast array of features. The increasing complexity of these platforms makes LMS evaluation a hard and demanding process that requires a lot of knowledge, time, and effort.

    Nearly 50% of respondents in recent surveys have indicated they seek to change their existing LMS primarily due to user experience issues. Yet the vast majority of the extant literature focuses only on LMS capabilities in relation to administration and management of teaching and learning processes.

    {"In this study the authors try to build a conceptual framework and evaluation model of LMS through the lens of User Experience (UX) research and practice, an epistemology that is quite important but currently neglected in the e-learning domain. They conducted an online survey with 446 learning professionals, and from the results, developed a new UX-oriented evaluation model with four dimensions"=>"pragmatic quality, authentic learning, motivation and engagement, and autonomy and relatedness. Their discussion on findings includes some ideas for future research."}