Advances in technology are rapidly changing the way systems and individuals interact, impacting many of our day-to-day activities in our professional and personal lives. Postsecondary education is not exempt – technology is transforming how instructors and administrators access information and how students learn, with significant potential for impact on student success in higher education and beyond. Through the Personalized Learning Consortium (PLC) and an array of ongoing projects, APLU collaborates with member institutions to seize new opportunities to leverage technology to improve learning outcomes for students, in particular for traditionally underserved students including racially minoritized, poverty-impacted students, first-generation students, transfer students, and adult learners. As innovative and successful practices are identified, APLU supports institutional leadership to expand and scale them across campuses.
The PLC was founded in 2013 to offer participating APLU institutions with opportunities and resources to improve their understanding and application of personalized learning using technology. Members cooperate to share experiences and expertise, identify promising and trustworthy vendors and partners, influence data practices, and organize multi-institutional projects that benefit from scale and community.
Through nearly a decade of field based work, APLU’s Office of Digital Transformation for Student Success focus on achieving improved equitable student success, intentional use of educational technology and evidence-based teaching practices should be expanded across an institution.
Finding ways to decrease costs while delivering high quality and personalized education to an expanded and more diverse student body demands that public higher education embrace new models for learning. Through generous grant funding, the office of Digital Transformation for Digital Success works with institutions to leverage educational technology tools and data as critical tools for improving teaching and learning.