We use research to inform our design.
We address three elements in our learning design: authentic curriculum, authentic pedagogy, and authentic assessment. All three are needed in order to achieve a truly differentiated and learner-centered design.
We design with the understanding that culture and identity are core to building the relationships between what is to be learned (outer knowledge) and what is lived experience (inner knowledge).
Our work is guided by evidence-based principles grounded in learning sciences research. This means placing the learner at the center of design considerations.
Up until now, the term personalized learning has taken an approach in which the learning path and learning pace are customized for the learner. This linear, process-oriented model serves lower-level learning outcomes only. Our design expands the definition of personalized learning to make the learning experience personally relevant for the learner which fosters higher-order skills.
Inclusive design prepares learners to succeed and lead by becoming self-aware, by acknowledging differences, by showing due regard for feelings, rights, cultures, and traditions.
We design for the whole student. This means addressing cognitive, affective, and conative dimensions in the learning design.
We move the curriculum into a competency-based model, but unlike traditional competency-based education (CBE) , our approach functions within the traditional course and semester structure.