SBIR Phase I: Adaptive Mobile Learning for STEM Education Using Massive Open Online Courses

这项创新将为科学、技术、工程和数学（STEM）教育引入改变游戏规则的基于大脑的自适应移动的学习技术。专有技术提供多种学习途径以及认知行为分析，以帮助学习者达到最大的学习效果。这项新技术利用强大的马尔可夫统计推理引擎来刺激、创建和加强神经通路，以增强知识的获取、保留、回忆和应用。它独特地整合了学习的四个维度：多媒体、学习教学法、互动性和社会互动性，并提出了五种学习策略：学徒附带、归纳、演绎和发现。该平台收集点击流数据，允许持续的学习者评估和内容的动态重新呈现，以进行实时补救。这些数据还为持续的学习者分析提供了手段，以持续改进课程。参加适应性学习技术早期试验的学习者取得了很高的能力和课程完成率。项目？的研究重点将是在公立大学教授本科物理学。 通过这项技术提供的课程的可扩展性以及提供大规模开放式在线课程的潜力，再加上从学习者分析中获得的知识的应用，可以彻底改变STEM教育，并大大增加STEM职业管道中的学生流量。通过自适应移动的学习技术提供的科学、技术、工程和技术（STEM）教育的更广泛/商业影响与其增加STEM专业人员数量的能力有关。这将通过增加参加STEM课程的学生人数和成功完成课程的学生比例来促进。创新的自适应移动的学习技术具有以下特点：（1）灵活适应任何课程和任何学生群体，包括补修或提前安置;（2）可扩展，无论是一个教室还是向数万名学生提供的大规模开放式在线课程;（3）便携式，即可以随时随地访问课程，包括通过智能手机或平板电脑，技术要求最低;（4）负担得起，因为中学后和中学机构可以提供基于云的课程，而无需对技术和技术支持进行投资;以及，最重要的是，（5）有效，为每个学生提供个性化的学习环境，有效的学习轨迹，以及实时补救，直到达到能力。该项目的第一阶段重点是介绍物理学。随着项目的进展，将开发和部署更多的STEM产品，近期有可能开发20个大学预科STEM大规模开放在线课程，每年覆盖100万学生。

The innovation will introduce game-changing brain-based adaptive mobile learning technology to science, technology, engineering and math (STEM) education. The proprietary technology provides multiple learning pathways as well as cognitive behavior analytics to help learners reach maximum learning outcomes. The new technology utilizes a powerful Markovian statistical inference engine to stimulate, create and strengthen neural pathways to enhance the acquisition, retention, recall and application of knowledge. It is unique in integrating four dimensional aspects of learning -- multimedia, learning pedagogy, interactivity and social interaction, and addresses five learning strategies -- apprentice incidental, inductive, deductive and discovery. The platform collects click-stream data, allowing continuous learner assessment and dynamic re-rendering of content for real-time remediation. The data also provide the means for ongoing learner analytics for continuous course improvement. Learners participating in early trials of the adaptive learning technology achieved a high degree of competency and course completion. The project?s investigative focus will be on teaching undergraduate physics at a public university. The scalability of courses delivered via this technology and the potential to offer Massive Open Online Courses, combined with the application of knowledge gained from learner analytics, could revolutionize STEM education and greatly increase the flow of students in the STEM career pipeline. The broader/commercial impact of science, technology, engineering and technology (STEM) education delivered via adaptive mobile learning technology is tied to its ability to increase the number of STEM professionals. This will be promoted by increasing both the number of students taking STEM courses and the percentage of students successfully completing them. The innovative adaptive mobile learning technology is (1) flexible for adaptation to any curricula and for any student population, including remedial or advanced placement; (2) scalable, whether for one classroom or a Massive Open Online Course offered to tens of thousands of students; (3) portable, in that courses can be accessed anywhere, anytime, including by smart phone or tablet, with minimal technology requirements; (4) affordable, because post-secondary and secondary institutions can offer cloud-based courses without an investment in technology and technical support; and, above all, (5) effective, providing each student a personalized learning environment, an effective learning trajectory, and real-time remediation until competency is achieved. The project's Phase I focus is introductory physics. Additional STEM offerings will be developed and deployed as the project progresses, with near-term potential to develop 20 pre-college STEM Massive Open Online Courses reaching one million students a year.