Self-Mapped Learning Pathways: Theoretical Underpinnings and Practical Course Design for Individualized Learning

Authors

Keywords:

Heutagogy, Learner Agency, Individualized Learning, Learning Theory, Instructional Design, Open Learning, Student-Centered Learning, Gamification, Learning Pathways

Abstract

In the Fall of 2014, several universities came together to offer a unique “dual-layer” open online course. This course was designed with two complete layers from two different course design modalities (instructivism and connectivism). Learners were granted the freedom to create an individualized pathway through the course involving either layer, both layers, or a custom combination of both layers at any given point in the course. Since these options gave learners the ability to map their own pathway as a learning process, this course structure is now referred to as Self-Mapped Learning Pathways. The goal of this design methodology is to allow for true individualization of the learning process for each learner. This article will examine the theoretical underpinnings of Self-Mapped Learning Pathways design methodology. Additionally, several design considerations will be suggested based on practical application as well as research results.

Author Biography

Matt Crosslin, University of Texas at Arlington

 Dr. Matt Crosslin is the Learning Innovation Researcher at The University of Texas at Arlington’s Learning Innovation and Networked Knowledge (LINK) Research Lab. His current research activities focus on learning theory, innovation, learner empowerment, and learning analytics. Matt holds a Ph.D. in Learning Technologies from the University of North Texas, a Master of Education in Educational Technology from UT Brownsville, and a Bachelors of Science in Education from Baylor University. His research interests include instructional design, learning pathways, sociocultural theory, heutagogy, virtual reality, and open networked learning.  He has a background in instructional design and teaching at both the secondary and university levels and has been an active blogger and conference presenter.

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Published

2021-01-07

How to Cite

Crosslin, M. (2021). Self-Mapped Learning Pathways: Theoretical Underpinnings and Practical Course Design for Individualized Learning. Current Issues in Education, 22(1 (Sp Iss). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1900

Issue

Vol. 22 No. 1 (Sp Iss) (2021)

Section

Shaping the Futures of Learning in the Digital Age

License

Authors retain copyright without restrictions. Unless otherwise indicated, from 2021 all articles are published under the Creative Commons CC-BY-SA license. For more information visit https://creativecommons.org/licenses/by-sa/4.0/. Articles published prior to 2021 used a CC-BY-NC-SA license.