I revamped the “my.harvard” course selection system to make it more efficient, user-friendly, and personalized. The existing platform often leaves students confused and may not facilitate the best choices for their academic journey. Here is a breakdown of the enhancements.
Enhancements:
- Skill-Based Browsing: Introducing a feature that allows students to search for courses based on specific skills they aim to develop, taking into account their current proficiency levels. This feature fosters a learning environment centered on personal growth and skill acquisition, encouraging students to work at their pace and skill level.
- Elaboration on Learning Experience: By seeing the courses that previous students took, current students can gain insights and a sense of direction in course selection, nourishing a culture of guidance and mentorship.
- Students will be equipped with the tools to carve out a learning path that suits their skill development needs, promoting a more focused and tailored educational journey.
At the core of this learning design is personalization, aimed at tailoring the course selection process to individual learners’ needs, skills, and career aspirations. By introducing a skill-based browsing function, I aim to help students find courses that match their current skill levels and desired learning outcomes. It facilitates a personal learning pathway where students can progressively build on their skills at their own pace, providing a more enriched learning experience that aligns with their personal and professional goals. This represents a shift towards a more learner-centered design, prioritizing the individual needs and preferences of the students, thereby fostering a learning environment that is more inclusive and accommodative of diverse learning paths.
Furthermore, the proposal accentuates the role of community and peer learning in learning design. By offering insights into the course choices of alumni, it fosters a culture of guidance and mentorship, encouraging learners to learn not just from their educators, but also from the experiences of their peers. This component reflects a community-oriented learning design that values the communal knowledge and experiences in guiding learners towards successful learning pathways.
