Being aware of personalized learning (PL) in digital education, I believe educators should design authentic, learner-driven activities and environments that recognize and accommodate learner variability (2.5.a.). Therefore, I am developing a PL model for higher education context, particularly in English as Foreign Language (EFL), as seen in my blog post, “Personalized Learning Instructions Models: Do They Work for Higher Education?“.
I did a preliminary study of implementing PL instruction models in my Curriculum and Technology Design class last semester (2022 Summer and Autumn Quarters). The data analysis is still ongoing, but some tentative results have revealed problems and challenges in the EFL classroom, such as time management, late submission, seeking references, feedback from PLC members, technical issues, and understanding of the instructions. These tentative results can be seen in my presentation Implementing Personalized Learning Instruction Models in EFL Classroom: Progress Report. This preliminary study is an example of how I use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs (2.5.b.).
In designing authentic learning activities that align with content area standards, using digital tools and resources to maximize active, deep learning (2.5.c.), as well as exploring and applying instructional design principles to create innovative digital learning environments that engage and support learning (2.5.d.), I implemented a fishbowl discussion and personalized learning instruction models.
