Self-Directed Learning (sample section)
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Transcript of Self-Directed Learning (sample section)
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Excerpt slides from…
Designing for Self-Directed Learning
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A Change of Experience
How do students…
1. Seek answers to questions?
2. Correct misconceptions?
3. Build connections between ideas?
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The Traditional Classroom
Self-Directed Learning
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Responding Naturally
How do people…
1. Pursue information?
2. Assess their own efforts?
3. Solve problems?
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Acquiring Competence
Educators and trainers must…
1. Identify ability gaps
2. Provide direct, immediate feedback
3. Nurture independence
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Assumed Independence
Competence Levels
0 1 2 3 4
Formative assessment opportunities exist alongside
content introduction
Summative assessment exists alongside content exploration
opportunities
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Responding to Need
Formative feedback…
1. Correlates with learning events
2. Responds to individual performance
3. Is not graded
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Define Objective /Set Goals
Introduce Content
Attempt to Show Comprehension
Unsuccessful:Decrease Complexity
Successful:Increase Complexity
Successful.Unsuccessful:Review and Try Again
Successful: Increase Complexity
Unsuccessful: Review
Successful.Unsuccessful:Review.
Successful.
Move on.
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Individualizing Instruction
When successful, we…
1. Desire greater challenge
2. Require less support
3. Pursue our new limitations
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Problem #1
Problem #2(P1 Incorrect, terminology-
focused answer)
Problem #2(P1 Incorrect, design-focused
answer)
Problem #2(P1 Correct)
Problem #3A(P2 Incorrect, text-based design-
focused answer)
Problem #3A(P2 Incorrect, graphic-based
design-focused answer)
Problem #3B(P2 Correct)
Remediation: Text usage in a professional
presentation review/examples.
Reattempt.
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Designing Supports
Questions for the future:
1. How do we address confusion?
2. Where are the ‘funnel’ points?
3. What if they don’t know?