While adaptive learning is emerging as a promising technology to promote access and quality at a large scale in higher education (Becker et al., 2018), the implementation of adaptive learning in teaching and learning is still sporadic, and it is unclear how to best design and teach an adaptive learning course in a higher education context. As early adopters, a team of instructors, instructional designers, and administrators at the University of Central Florida (UCF) identified five key design features as an adaptive learning design framework to guide the unique course design process. These five features involve deliberate design and development efforts that could bring significant benefits to student learning. The purpose of this field note is to present a design framework and best practices for teaching from both a systems and a pedagogical approach in the context of implementation at UCF. We also share the rationale and classification framework UCF has adopted to ensure the term “adaptive learning” is universally understood across campus. This paper offers insights into the design, delivery, and implications of utilizing adaptive learning systems in higher education courses at a public research university and attempts to capture the intimacy of lessons learned and best practices gathered since the project’s inception in 2014.

中文翻译：

---

从实践者的角度构建高等教育自适应学习的设计框架和教学方法

尽管自适应学习作为一种有望在高等教育中大规模推广获得机会和提高质量的技术正在兴起（Becker等，2018），但自适应学习在教学中的实施仍然是零星的，目前尚不清楚如何做到最好在高等教育环境中设计和教授适应性学习课程。作为早期采用者，中央佛罗里达大学（UCF）的教师，教学设计人员和管理人员团队确定了五个关键设计功能，作为自适应学习设计框架，可指导独特的课程设计过程。这五个功能涉及精心设计和开发工作，可以为学生的学习带来巨大的好处。本现场说明的目的是提出一种设计框架和最佳实践，以在UCF实施的背景下从系统和教学方法中进行教学。我们还共享UCF为确保在校园内普遍理解“自适应学习”一词而采用的基本原理和分类框架。本文提供了关于在公立研究型大学的高等教育课程中使用自适应学习系统的设计，交付和含义的见识，并试图抓住自该项目于2014年启动以来所汲取的经验教训和最佳实践的亲密关系。