2. Objectives To construct a definition of Self-Directed Learning (SDL) To determine why people engage in SDL activities To determine what possible effects SDL has on the growth of a learner and the learning process.
3. What is Self-Directed Learning (SDL) Learning efforts, self-planned learning (Tough, 1978), self-regulated learning (Zimmerman, 1990), Last stage of learning-usuallyreserved for the adult learner. Average adult learner engages in 7 learning projects and spends 500 hours per year in SDL activities. Learner takes the initiative in the planning executing, and the evaluation of their own learning.
4. Goals of Self-Directed Learning Enhance the ability of adult learners to be self-directed in their learning Promote transformational learning as key to self-directed learning. Promote emancipatory learning and social action as an integral part of self-directed learning.
5.
6. Kept a daily journal for evaluationHumanistic philosophy Knowles and Tough
7. Goal 2 Transformational learning Rita, a fictional character exemplifies an adult learners transformation through reflective thought and self-directed learning skills. Self- reflection is key to this goal. Mesirow and Brookfield
8. Goal 3 Emancipatory and Social Action Making a difference in the lives of others. John Walsh- National Center for Missing and Exploited Children Anyone can be an agent for social change-act on it. Can you think of another example/have you been an agent of change?
9. 3 models of self-directed learning as process Linear- Tough (1971) study and Knowles (1970) assumptions are linear because they found that learners moved through a series of steps to achieve their learning goals. They are deliberately planned from beginning to end by the learner.
10. 3 models of self-directed learning as process Interactive Model People engage in self-directed learning by; What is available in the environment in which they live Their personality characteristics Their cognitive processes The learning context
11. 3 models of self-directed learning as process Instructional model Found in formal educational programs Related to the first goal of SDL Grow’s model how teachers can promote SDL Stage 1 Dependent learner: teacher Stage 2 Interested learner: motivated but not informed of the subject matter Stage 3 Involved learner: more knowledgeable of subject matter and ready to explore with help Stage 4 Self-directed learner: plan, execute, and evaluate their own learning with or with no help
12. Which model fits the best ? After living in a high-rise for 35 years, a woman moves to a house in the country, so she takes up gardening. A first grader that finishes work before the teacher finishes the instruction. Mike’s wife was diagnosed with eye matriculation, and he wants to educate himself and look for ways that it can be reversed.
13. The Top Reasons people engage in SDL Time management/Family obligations Cost of traditional learning Transportation Learner’s own learning styles Prefer informal learning structure Ability to plan programs to fit the learner
16. Transportation Have you ever been late to class because of a traffic jam that was unexpected? This accident occurred on the way to an evening class!
17. Learner’s own learning styles She enjoys listening to music. This man prefers to learn right from the cookbook late at night. This learner prefers to study outside in nature.
19. Ability to plan programs to fit the learner There are many opportunities to guide one’s learning directly from the internet some at a small cost or entirely free. There are even TV shows designed to encourage the viewers in self-directed learning projects.
20. Causes of SDL Catalysts examples Catastrophic events-death of a loved one Life changes-illness Professional development Career advancements/promotions Internal motivations External motivations
21. Questions regarding SDL skills Should the skills be formally taught? Elementary school? Are the skills acquired as one matures? If self-directed learners plan, execute and evaluate their own learning, can self-directed learners exist in formal education?
22. Implications of SDL on Learning How will the elementary school student use SDL skills to their advantage? Car salesman? Small business owner? College student? Medical professional? Teachers/Professors? You?
23. Conclusion Do you consider yourself a self-directed learner? Why do you think you are a self-directed learner?
24. References Knowles, M.S. (1970). The modern practice of adult education, from pedagogy to andragogy revised and updated. Retrieved from http://74.125.155.132/scholar?q=cache:KbSfmR3rq7MJ:scholar.google.com/+experience+and+andragogy&hl=en&as_sdt=100 00000000000 Merriam, S. B. (2001). Andragogy and self-directed learning: pillars of adult learning theory. New Directions for Adult and Continuing Education. 89.p. 3-13. Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood a comprehensive guide. San Francisco, CA: Jossy- Bass Roberson, D.N., Merriam, S.B., (2005). The self-directed learning process of older, rural adults. Adult Education Quarterly,55(4). 269- 287. doi: 10.1177/0741713605277372. Tough, A., (1978). Major learning efforts: recent research and future directions. Adult Education Quarterly, 28(4), 250-263. doi:10.1177/074171367802800403.
Editor's Notes
Good evening, I’m Nancy and tonight we will be discussing Self-Directed Learning Theory. Before we begin, I would like to share a couple of experiences with you and ask you to relate to them.
In his autobiography, Franklin stated that he continuously set goals and evaluated his progress daily………………………………………………………………………………………………………………………………………………………………….
Some people do not want to share the learning styles of others.
Given the opportunity or choice, would you opt for a more informal type learning environment such as outside, someone’s house, the café?
Encourage dialogue among the participants to discuss how engaging in SDL will have on their learning.
