| Summary: | There has recently been great promise and interest in the use of adaptive learning systems to provide personalized course content, tailored to the ability levels and pace of individual students. Yet, not all the technologies in this space provide the same capabilities. In this thesis I analyze a representative group of adaptive learning providers according to the pedagogical model of their design. Then, I discuss case studies of two systems to analyze their design according to a humanist design philosophy and a more cybernetic design tradition, and I conclude with a set of design guidelines and selection criteria for faculty and administrators interested in evaluating, selecting, and implementing an adaptive learning system that fits their pedagogical values.
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