Most curriculum theory models use linear learning progressions that create continuous linear pathways of knowledge and skills for students to achieve within a fixed period of time. Students must know and be able to do several predetermined behaviors that are a direct result of a meaningful learning experience in order to achieve mastery. But are linear continuous learning progressions conducive to personalized learning?
Curriculum Theory Models use prearranged learning criteria that fails to include the students’ voice or offer the students choice in what, how, when, and where they learn. Whereas design-oriented models, use a prescribed set of learning criteria that begins with the students’ voice while offering the students choice in what, how, when, and where they will learn.
Thanks to technology and adaptive learning platforms, the linear path of learning progressions that currently exist for many students can now be rearranged into a constellation map of knowledge and skills. This constellation map of knowledge and skills is also known as a learning skills map. With the learning skills map, students are no longer limited to a linear scope and sequence of knowledge and skills of content acquisition, and they can progress through their learning with more flexibility and enrichment. The learning skills map links many interconnected concepts that students opt to pass through on their learning journey, in any order they wish. The learning skills map also allows students to craft their own learning playlist. Thus, students choose which concepts and skills they would like to study and the sequence they would like to study in.
In sum, personalized learning is far from being a continuous and neat linear learning progression. It’s a messy discontinuous non-linear learning progression that is different for every student. Much like gaming, personalized learning allows students to be immersed in a rich learning experience that yields multiple outcomes of learning, thus generating a constellation of knowledge and skills.
Achieve, (2015). Retrieved from https://www.achieve.org/files/Achieve-LearningProgressionsinCBP.pdf