Can open, customizable, self-mapped learning pathways courses make the transition from conceptual heutagogical idea to practical classroom application? This discussion-focused session will explore the pros and cons of this emerging instructional design approach by examining how instructors have practically applied customizable pathway concepts to real life courses.
Following up on several years of well-received sessions at ET4Online and OLC Innovate, this session will examine the transition of customizable self-mapped learning pathways from MOOC conceptual idea to traditional college classroom application. Designed as an interactive time to discuss the pros and cons of this emerging instructional design approach, this sessions will look at how to practically apply customizable pathway concepts to real life courses. Participants should come to the session with their own courses and ideas to dig through as we look at how to practically apply a more student-centered approach to learning in their specific contexts.
In 2014, a collaborative group of over 30 innovators came together to create a new way of designing courses that met both the needs of learners that needed to follow the instructor as well as those that wished to follow their own pathway. Initially labeled as a “dual-layer MOOC,” the resulting Data Analytics and Learning MOOC (DALMOOC) created a course design system that combined the theories of instructivism and connectivism into the same course at the same time. Learners were presented with two “layers,” one that was designed by the instructors as a traditional pathway through the course material, and another that was left as a more learner-centered self-determined option. Course participants were encouraged to choose either layer at the beginning, and then allowed to change layers as needed throughout the entire course.
Feedback and research from DALMOOC resulted in changes and updates to the system, leading the designers to move away from focusing on layers. Changes were applied to the 2015 version of the Humanizing Online Learning MOOC (HumanMOOC). After more research and feedback from HumanMOOC, the focus of the dual-layer approach shifted more towards a customizable pathways model for the design side of the process in conjunction with a focus on self-mapped learning pathways for the learners.
Since then, a small number of college courses in Texas and North Carolina have implemented various aspects of customizable pathways models in more traditional learning courses. This session will examine the various challenges that course designers face when transitioning from open courses to traditional course spaces with these ideas. However, past experience at OLC events has revealed that session attendees often have great input for design challenges, therefore this session will focus on examining how these issues could apply to the contexts of the session attendees more than the presenter. Attendees are encouraged to come with hard questions, messy scenarios, and critical examination. While the focus of customizable pathways has been online learning, this session will also examine applicability to face-to-face or blended learning scenarios as well. Past research on customizable pathways will be briefly presented at the beginning of the session and woven into the discussion in contextually appropriate ways as the session progresses. This research includes:
Crosslin, M. (2016). Customizable modality pathway learning design: Exploring personalized learning choices through a lens of self-regulated learning. (Doctoral dissertation). UNT Digital Library. (http://digital.library.unt.edu/ark:/67531/metadc849703/)
Crosslin, M. (2017). Exploring self-regulated learning choices in a customizable learning pathway course. Manuscript submitted for publication.
Crosslin, M. & Dellinger, J. T. (2015). Lessons learned while designing and implementing a multiple pathways xMOOC + cMOOC. In D. Slykhuis & G. Marks (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (pp. 250-255). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
Crosslin, M., Dellinger, J.T., Joksimovic, S., Kovanovic, V., & Gasevic, D. (in press). Customizable modalities for individualized learning: Examining patterns of engagement in dual-layer MOOCs. Online Learning.
Dawson, S., Joksimović, S., Kovanović, V., Gašević, D., Rosé, C. P. Rosé, C. P. Rosé, C. P. Rosé, C. P. Rosé, C. P. & Siemens, G. (2015) Recognising learner autonomy: Lessons and reflections from a joint x/c MOOC. In proceedings of Higher Education Research and Development Society of Australasia 2015.
Rosé, C. P., Ferschke, O., Tomar, G., Yang, D., Howley, I., Aleven, V., Siemens, G., Crosslin, M., Gasevic, D., & Baker, R. (2015). Challenges and opportunities of dual-layer MOOCs: Reflections from an edX deployment study. Proceedings of the 11th International Conference on Computer Supported Collaborative Learning.