I’m working a on project where we want to offer our students online learning paths which are adapted to their needs and thus take into account the very diverse student inflow we encounter. In order to construct an answer on this challenge, I will write a few blog posts.
Note: Please consider also reading the previous post where I tackled the conceptual framework of learning paths (if you want the complete story).
Can we use the learning path tool in our current LMS, if we want to benefit from the new learning path design you described in the previous post?
Continue reading “Rethinking learning paths: test our ideas against the traditional LMS”
I’m working a on project where we want to offer our students online learning paths which are adapted to their needs and thus take into account the very diverse student inflow we encounter. Although I wrote this text with the previous objective in mind, it can be applied to other learning situations as well.
How ‘traditional learning paths’ work:
After a teacher creates and/or collects learning objects, he can start to bundle or sequence learning objects into learning paths. Most LMS (Learning Management Systems) only allow sequential learning paths, resulting in rather static designs and non-dynamic user-experiences. For example: if the teacher wants to leave room for discussion, a link to a separate tool can be added (e.g. a forum). Learners clicking on this link will leave the learning path tool, and start/continue a discussion in a separate (discussion) tool. Such a work around doesn’t work on mobile and is not user-friendly, but hey, LMS are pre-year 2000 technology after all. Continue reading “Rethinking learning paths: conceptual design”