By Deborah Nagler

One-size-fits-all models for online instruction do not meet the needs of diverse learners.  This session invites the examination of a responsive instructional design approach that customizes each student’s learning path, addressing individual strengths, needs, and interests. Participants will “walk through” and discuss a template for the development of an online course facilitating personalized learning.

The methodology presented in this session applies a constructivist approach to learning that is learner-centered. The template to be presented is an amalgam of a number of online higher education courses taught by the presenter, along with those she participated in as a doctoral candidate at NJCU. In addition, the presenter has served as an Instructional Designer for an online college for the past five years.

While the session is designed to present a model of overall personalization of an online college course, participants will also be encouraged to consider the methodology as transferable in part – as a unit within a course, or as enhancements within existing practice. Participants will be given the opportunity to reflect and react on the issues that emerge from implementation of this model, including the those of subject matter, class size, and course requirements.

The presenter has designed a course based on the personalized learning template that is scheduled for summer 2017.

Deborah Nagler, EMDTMS, MAJE

The role of the teacher is to create the conditions for invention rather than provide ready-made knowledge.


Leave a Reply

Your email address will not be published. Required fields are marked *

Related Posts


The Social Network of Early English Drama: A Digital Humanities Lesson Plan

By Adam Rzepka The Folger Shakespeare Library’s recently launched Digital Anthology of Early Modern English Drama (DA) provides searchable, encoded, digital editions of 403 English plays first staged in London between1576 and 1642. A central Read more…


A Multimodal Digital Approach to Qualitative Research

By Jennifer Kingma Wall This Spark session will briefly overview the concept of Creative Analytic Practices (CAP) (Richardson, 2000) as a qualitative research method, and will explain how integrating digital technology through a multimodal digital Read more…


Innovative Project Based Teaching and Learning Experiences Infusing Literacy

By Jennifer Pankowski and Sharon Medow This collaborative presentation will highlight projects infused in undergraduate and graduate education courses centered in the area of literacy and blended with the humanities, the arts and technology. These projects Read more…

Social media & sharing icons powered by UltimatelySocial