Martinez (2001) has documented some key
design considerations for personalized learning on the web. Martinez makes
the following suggestions:
“For transforming learners, design environments that are sophisticated,
discovery-oriented, mentoring environments where learners who want to
be assertive, challenged by complex problem solving situations, and able
to self-manage learning and self-monitor progress can attain higher standard,
long-term goals.
For performing learners, design environments that are project- or task-oriented,
energizing, competitive, interactive (hands on) environments, which use
coaching, practice, and feedback to encourage self-motivation, holistic
thinking, problem solving, self-monitoring progress, and task sequencing,
while minimizing the need for extra effort and difficult standards.
For conforming learners, design environments that are simple, scaffolded,
structured, non-risk environments that use explicit, careful guidance.
They should help individuals learn comfortably in an easy, step-wise fashion.
These environments should also encourage learners to take assertive, challenging
steps towards more independent, self-motivated achievement.”
alexandra m. pickett on 22 Apr 08Eric Fredericksen, Alexandra Pickett, Peter Shea State University of New York William Pelz Herkimer County Community College Karen Swan University of Albany Abstract "…100% of faculty reported that they were either satisfied or very satisfied with the SUNY Learning Network." Spring 1999 SLN Faculty Satisfaction Survey The State University of New York (SUNY) Learning Network (SLN) is the on-line instructional program created for the 64 colleges and nearly 400,000 students of SUNY. The foundation of the program is freedom from schedule and location constraints for our faculty and students. The primary goals of the SLN are to bring SUNY's diverse and high-quality instructional programs within the reach of learners everywhere, and to be the best provider of asynchronous instruction for learners in New York State and beyond. We believe that these goals cannot be achieved unless faculty receives appropriate support. This paper will examine factors that have contributed to the high level of faculty satisfaction we have achieved in the SLN. The analysis will be done on several levels. This first section will look at the SLN at a program-wide level and will provide information regarding the systemic implementation of our asynchronous learning environment. The second section examines issues that contribute to on-line teaching satisfaction from a faculty- development and course-design perspective. This section will present the evolution of the four-stage faculty development process and a seven-step course design process that was developed by SLN and comment on lessons learned. The third section presents results from the SLN Faculty Satisfaction Survey conducted in spring 1999. This section examines factors from a quantitative analysis that significantly contributes to faculty satisfaction with on-line teaching and offers recommendations for course and program design based on these factors. The fourth section e
