Seminar on self directed learning
- 1. D.Mary Magdaline M.Sc nursing 1st year NIMS COM
- 2. Learning is any relatively permanent change for modification of behavior that results as a result of practice or experience. -Murthi & Gates It is an episode in which a motivated individual attempts to adopt behavior so as to succeed in a situation which he perceived as requiring action to attain a goal. – Pressey
- 3. Self directed learning (SDL) views learners as responsible owners and managers of their own learning process. Self directed learning integrates self management (Management of context, including the social setting, resources and action) with self monitoring (the process whereby the learners monitor, evaluate and regulate their cognitive learning strategies). -Bolhuis,1996 & Garrison,1997.
- 4. Self directed learning is a process in which the learner initiating learning making decisions about what and how to learn self in order to achieve a particular task. -Neema baskar
- 5. • Self directed learning as a processing which individuals take the initiative with or without the help of others, in diagnosed their learning needs, formulating goals, identifying human and material resources for learning choosing and implementing appropriate learning strategies and evaluating learning out comes. -Knowles
- 6. • Self-directed learning as a “process in which individuals take initiative, with or without the help of others, in diagnosing their own learning needs, formulating goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies and evaluating learning outcomes.” -Malcolm Knowles1975,
- 7. • To plan and participate in of one’s own learning activates. • To identify the requirement for a problem solving and reaching the learning objectives. • Important develop self discipline and time management skills. • Important in seeking critical evaluation of performance. • Important to communicate with peers for information exchange. • There is growing evidence that people, who take initiative learning, learn more and learn better than those who don’t. • The evidence is also that they learn more deeply and permanently.
- 8. THE EDUCATER AS A FACILITATER IDENTIFCATION OF LEARNING NEEDS DEVELOPMENT OF LEARNING OBJECTIVES COMMITMENT TO A LEARNING CONTRACT IMPLEMENTATION PROCESS LEARNING EVALUATION
- 9. • Help the learner identify the starting point for a learning project and discern relevant modes of examination and reporting. • Encourage adult learners to view knowledge and truth as contextual, to see value frameworks as cultural constructs, and to appreciate that they can act on their world individually or collectively to transform it. • Create a partnership with the learner by negotiating a learning contract for goals, strategies, and evaluation criteria. • Be a manager of the learning experience rather than an information provider.
- 10. • Help learners acquire the needs assessment techniques necessary to discover what objectives they should set. • Encourage the setting of objectives that can be met in several ways and offer a variety of options for evidence of successful performance. • Provide examples of previously acceptable work. • Make sure that learners are aware of the objectives, learning strategies, resources, and evaluation criteria once they are decided upon.
- 11. • Teach inquiry skills, decision making, personal development, and self-evaluation of work. • Act as advocates for educationally underserved populations to facilitate their access to resources. • Help learners develop positive attitudes and feelings of independence relative to learning. • Recognize learner personality types and learning styles. • Use techniques such as field experience and problem solving that take advantage of adults rich experience base
- 12. • Encourage critical thinking skills by incorporating such activities as seminars. • Create an atmosphere of openness and trust to promote better performance. • Help protect learners against manipulation by promoting a code of ethics. • Behave ethically, which includes not recommending a self-directed learning approach if it is not congruent with the learners needs.
- 13. PERSONAL ATTRIBUTES: • Personal attributes refers to learners motivations for the capability of taking responsibility for their learning. • Personal attributes also include resource use and cognitive strategies The personal attributes in context are Resource use Strategy use Motivation
- 14. RESOURSE USE • Gathering information can be a challenge to students with the rise of electronic media. Students need to evaluate the validity and reliability of the resources accessed. It is important to educate learners to pay attention to the sources and the date of information so that they could make better judgment whether the information they have obtained is reliable and valid.
- 15. STRATERGY USE • Successful learning in every learning environment involves the use of effective strategies. Some research suggested that time- management • Strategies could help learners improve their learning experience by having effective communication with the instructor and peers.
- 16. MOTIVATION • Research indicates that motivation to learn may be a difficult task .when learners do participation; they have a motivation to contribute in depth thoughts and ideas.
- 17. PROCESS • Process refers to learner’s autonomous learning process. • Learning autonomy is primarily manifested in the process of planning, monitoring and evaluating ones learning. • Learner autonomy in learning process is review as a continuum.
- 18. CONTEXT • Context focus on environmental factors and how those factors impact the level of self direction provided to the learner. • There are various factors in the learning context that can impact a learner’s SDL experience.
- 19. • As the model illustrates, there are design elements and support elements. Design elements include the resources, structure and nature of the task in the learning context. These resources could be designed by the instructor as an instructional support. • Another set of elements in the learning context that have a impact on learner’s SDL is the learner context. The support can be come from the instructor’s feedback or peer collaboration and communication.
- 20. • The interaction between personal attribute and process is important and has been the primary focus of SDL theory and research to date. The model presents the interactive relationship between the learning process and personal attribute. For learners to take control of the planning, monitoring and evaluating learning process, they rely on their use of strategies and resources and their ability to motivate themselves to involve in the learning process.
- 23. • TIER I. LEARNING BY PREPARING: Exploring interests, extending knowledge, creating ideas, envisioning Possibilities. • TIER II. LEARNING BY DOING: Conducting activities, developing skills, overcoming obstacles, achieving Goals.
- 24. • TIER III. LEARNING BY REFLECTING ON DOING: Recording project history, analyzing the process employed, reflecting on personal performance, assessing success. • TIER IV. LEARNING BY MOVING FORWARD: Celebrating success, Considering, “Where am I now?”. Imagining possible futures.
- 25. • Goal setting skills. • Processing skills. • Decision making skills. • Self awareness. • Some competence or aptitude in the topic or a closely related area. • Other cognitive skills
- 26. GOAL SETTING SKILLS • Here the individual identifies the problem rather than developing a cognitive ability to engage in problem identification and solving. • They have a good observation skills and ability to determine what is important in their learning environment.
- 27. PROCESSING SKILLS • Observing the ability to see and understand. • Seeing and translating the ability to translate visual information to notes and records. • Reading the ability to read ,translate and compared written material • Listing the ability to receive and process aural information and related it is existing information
- 28. DECISION MAKING SKILLS • This denotes the learners thinking ability. • Some might refer to it as being logical in thought, Others might prefer analytical. • learner must develop the ability to identify, prioritize; select validate, evaluate and interpret information obtained through processing.
- 29. SELF AWARENESS • The successful self directed learner has the ability to be aware self. • It enables the individuals to be aware of their learning processes their weakness and strengths to know of their ability to use different in their environment, • To know when how and what is distracting in their environment. • To know when they need assistance, and to have a realistic perception of their ability to achieve learning goal.
- 30. CONTENT COMPETENCE • Here some personal observation indicates that people skilled in certain areas tend to emphasize those while avoiding topics and activities in areas in which they are less competent. • for example one who knows the own language may learn another language based on first language.
- 31. OTHER CONGNITIVE SKILLS • other cognitive skills appear to be associated with self directed learning success. They are- • Sensory- including ability to select, identify and classify information • Memory- working memory is important in the processing of information before it is assimilated into existing long-term memory. • Elaboration-includes the ability to taken item from working memory and process it by imaging, deducing, discriminating generalizing etc....
- 32. Information technology Teleconferencing Internet and intranet Distance education CD-ROM drives
- 33. ADVANTAGES OF SELF DIRECTED LEARNING • Increase self esteem • Improve the knowledge and learning skills • It enhance the thinking ability of the learner • There will be minimal aptitude or competence • Promotes a self awareness • Helps in decision making
- 34. • Possible for frequent errors • Self directed learning is quite time consuming. • It needs an organized manner of planning; inquiring skills, decision making and self evaluation of work.
- 35. INDIVIDUAL PROJECTS:- • A student undertake research projects individually by the guidance of the teacher, the projects are completed. The projects are where the students take up and in varied settings. CASE STUDIES:- • Case study as a method of teaching probably has been used in the teaching of nursing more extensively and for longer time than any other method. The case study describes the life history of an individual or all of the factors which affect a situation. It tries to give as much breadth and depth of an individual in situation.
- 36. THE CASE ANALYSIS METHOD: • Focuses on central which requires some decision or solution. It presents a concrete case for analysis and discussion by group of students under the leadership of the instructor. Sufficient information is presented to the students for them to make judgments on the problem or situation. THE CASE INCIDENT METHOD: • It focuses on the critical or crucial incident in a case or situation which requires immediate decision &action. It does not present any background information just pinpoints the incident which require solution.
- 37. 1. The concept of self directed learning is based on the principles of adult education and can take many different formats. 2. Self directed learning has many benefits. However, acquiring the necessary skills is depend on students’ preference and readiness for self directed learning and nurse educators’ implementation of the concept. 3. In implementing self directed learning, nurse educators become facilitators of learning and require ongoing staff development
- 38. 4. Matured students may be more self directing than school – levels. 5. There are many potential benefits, including increased confidence, autonomy, motivation and preparation for lifelong learning.