Re-post of our 2016 article from EDUCAUSE Review framing personalized learning as family of teaching practices that are intended to help reach students in the metaphorical back row.
Description in EdWeek about the ‘engineering model’ of personalized learning shows one side of a battle, and the antidote is improving teaching practices
We interviewed real, live learning scientists from Carnegie Mellon University to get a better sense of what’s real and how the research can impact classroom teaching. And you know what? They weren’t scary at all!
Northern Arizona University appears to be getting good results with their math emporium model, based on their internal analysis. The study isn’t water-tight, but it is fairly compelling.
In Episode 3 of our video case study, we get a look inside NAU’s version of a math emporium model.
In episode 1 of our e-Literate TV case study on Northern Arizona University, we gave a broad overview of the suite of initiatives (primarily) targeted at helping first-year students amidst the tensions coming from growing enrollments. In this episode we look outside of the classroom to see how they’re approach advising and student support.
As part of our e-Literate TV series of case studies, we had a chance this fall to interview faculty and staff at Northern Arizona University about, well, a lot of stuff. Rather than highlighting a specific program or course redesign, NAU has invested in and implemented a suite of initiatives focused on improving student learning and success by rethinking the experience of (mostly) first-year students.