Promoting Personalized Learning Design: The Role of Online Pedagogical Intervention

Abstract

Online learning technology and design has maximized and optimized the potential chances of personalized, customized, and adaptive learning. This theoretical paper is proposing a new dynamic pedagogical intervention model for effective personalized learning design. The author is trying to share a personal and practical answer to the following two questions: (a) What are the disruptive learning principles of the third renaissance learning paradigm that impact pedagogical engineering and intervention for personalized learning design? (b) What is the suggested model for effective online pedagogical intervention to promote personalized learning design? This perspective was guided by ten emergent disruptive learning principles of the third renaissance learning paradigm that impact online pedagogical engineering, management and intervention for personalized learning design. Effective online pedagogical intervention has four major dimensions that are grounded/interacted and focused on four metaphoric lenses: (a) types of learners (4Cs): Casual, Committed, Concentrated and Continuing; (b) pedagogical levels (4Ps): Intelligent, Agile, Distributed and Situated Pedagogy; (c) intervention levels (4Es): Enriching, Enhancing, Engaging and Empowering; and (d) online assessment frames (4As): Assessment of learning, Assessment for learning, Assessment as learning, and Assessment in learning.