Part3 Self-Directed Learning

8/7/2019 Part3 Self-Directed Learning

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Immediate reasons

Greater motivation

Increasing responsibility

New developments Long-term reasons

Rapid change

Resource usage

Lifelong learning

Self-Directed Learning in the World Today

Harold B. Lee Library of Brigham YoungUniversityTechnology Challenge (Quinney, Smith, & Galbraith, 2010)

Closing technology gaps between staff and

students

Encouraging daily exploration of current

technologies Flexibility to choose what to learn about, by

which learning methods, and with which resources

Internal motivations prompted participation

Result: Encouraged continued exploration and

application of new technologies & lifelong learning

TechChallenge


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What does it mean to be a Self-Directed Learner?


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Do not think of self directed learning as self-education, self-teaching, self-study, or autonomous learning

Learning geometric formulas

VS

Establishing the

Need to learn formulas

Goal creation

Resource

sto use

Strategies of learning

ssessment of learning


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Component of Maturing

Experiences as resources

Reediness to learn Problem-solving learning

Internal motivating factors

Learners are owners and managers of their own learning process*

Teacher-Directed:

Learning is dependent on

personality and teacher decides

what should be taught

Self-Directed:

It is a growing capacity to be self-

directed and teacher should developlearners ability rapidly

Knowles, 1975, P. 20


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Teacher-Directed:

Learners experiences of less value

Resources include textbooks

Teacher transmits knowledge

Self-Directed:

Learners experience is increasingly

rich resource Teacher facilitates when needed



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Teacher-Directed:

Learners are ready to learn

depending on level of maturation

Learners learn same things at sametime

Self-Directed:

Learners are ready to learn when a

need arises Learners learn different things at

different times



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Teacher-Directed:

Learning is subject-centered

Learning is an accumulation of

knowledge

Self-Directed:

Learning is task- or problem-

centered Learning is task-accomplishing or

problem-solving

Knowles, 1975, P. 20-21


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Teacher-Directed:

Motivated by external rewards and

punishments (grades, diplomas,

awards, failure, etc.)

Self-Directed:

Motivated internally (esteem, desire

to achieve, urge to grow, satisfactionof accomplishment, curiosity, etc.)

Knowles, 1975, P. 20-21


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You as a facilitator


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From content transmitter Determines what content to

be covered

Organizes content intomanageable units

Organizes units into logicalsequences

Determines most efficient

means of transmission

To facilitator of learning Climate setting

Planning

Diagnosing needs forlearning

Setting goals

Designing a learning plan

Engaging in learningactivities

Evaluating learningoutcomes

Knowles, 1975, PP. 31-38


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Knowles asserts that learners become increasingly self-directedas they mature (Merriam, Caffarella, and Baumgartner, p.

106).

Encourage inquiry into What Self-Directed Learning is (Knowles, 1975, p.14)

Why Self-Directed Learning (p.18)

Competencies required for Self-Directed Learning (p.23)

Practice Self-Directed Learning by Developing ones own learning outcomes and determining learning styles

Using various available resources (literature, own experiences,

colleagues/fellow learners, etc.) (pp. 105-109)

Goal: Tie into natural growth and develop SDL skills


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Applying what you have learned


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How would you begin to encourage your adult learners to

become self-directed?

How might you encourage them to take charge of their ownprogression?

What problems do you foresee when attempting to develop

self-directed learner?

Part3 Self-Directed Learning

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