Differentiating University Course Instructional Design: A 100% Online, Flipped Course With Personalized Resources for Students

• In Event: Examining Student Engagement, Motivational Strategies, and Self-Regulated and Personalized Learning

Abstract

University instruction has been slow to adjust to both technology and to differentiation. This paper documents the successful instructional design format of a course offered in the Harvard University Extension School in Spring 2016. In addition to offering specific content, this course explored the ways in which technology can be leveraged to improve differentiation in university teaching. Eight tools were used to differentiate learning needs, most prominent being “bundles” which were mini-libraries that allowed multiple entry points to content. Students evaluated the course highly and in a three-month follow-up, testified to how their long-term learning processes had changed after undergoing the semester-long exercises. Further research is needed to determine the applicability of findings to other course content.

Author

• Tracey Noel Tokuhama-Espinosa, Harvard Univ Extension AND FLACSO Ecuador