26 Matching Annotations
  1. Nov 2020
    1. Self-Directed Learning: A Core Concept in Adult Education

      Svein Loeng. (2020). Self-Directed Learning: A Core Concept in Adult Education. Education Research International, 2020. https://doi.org/10.1155/2020/3816132

  2. Oct 2020
    1. emotional intelligence in initiating the process of self-directed learning among the employees of Bhilai Steel Plant.

      I am not certain where humanism comes into play here. But I recently read some information about it in another article.

    1. Andragogy and Self-Directed Learning:Pillars of Adult Learning Theory

      This chapter defines andragogy and reviews the early foundations of adult learning theory. Previous adult learning research performed with multiple constraints demonstrated that circumstance (education, training, health, speed of response) may have more of an impact in learning than age. Studies also revealed that age impacts the ability to perform some cognitive functions yet has little impact on others. While the characteristics of the adult learner have remained relatively consistent, perspectives in classifying the topic and its principles have varied. In discussion of self-directed learning, the authors address related objectives, ethos, self-directed attributes, and assessment methods. The authors report a decline in literature focused on self-directed learning within adult education and advocate for continued investigation and research. 8/10

    1. The educator’s role in self-directed learning

      Fostering self-directed learning through strategy is discussed by Bailey et al. (2019) in chapter 1 of “Self-Directed Learning for the 21st Century: Implications for Higher Education.” The authors review the changing role of the educator and the learner based on respective self-directed teaching strategies (problem-based learning, cooperative learning, process-oriented learning) and the learner’s propensity for self-directed learning. In addition to providing principles to promote self-directed learning, the Grow and Borich models for implementing said learning were briefly reviewed. 8/10

    1. Creativity, Self-Directed Learning and the Architecture of Technology Rich Environments

      (Click Download full-text PDF to read). In this article, the authors reflect on the need to cultivate creativity and self-directed learning through transition from conventional course design to a more comprehensive design, which includes technology, problem solving, and collaboration. Moreover, the authors contend that measures of success should not be limited to traditional assessment methods. Barriers to the success of a self-directed design within the typical learning environment are mentioned. Through case study review, the authors demonstrate that strategic course design (educator, setting, technology, expectations) fosters development of the self-directed learner. Dynamics supporting the success of the technology-rich, creative, self-directed design were included. With a methodological approach that incorporates technology, problem-solving, teamwork, and educator support, self-directed behaviors emerge.(8/10)

    1. Empowering older adults’ informal, self-directed learning: harnessing the potential of online personal learning networks

      Article discusses informal, personal learning networks as they relate to older, adult learners and self-directed study. Author questions how and why adults turn to internet and social media tools for knowledge acquisition. Concedes a lack of research in regard to adults' use of internet-based tools. Defines older adults as 60+. Rating 7/10

    1. Self-Directed Learning:  A Key Component of Adult Learning Theory Geri Manning

      Article offers a discussion of SDL as component of adult learning theory. Useful discussion of conceptual framework and literature review. Characteristics of SD learners are explored. Concludes with some implications for the study of adult learning. Rating 7/10

    1. Description: This article reflects on the impact of self-directed learning, technology readiness, and student motivation in blended and non-blended learning environments. These three categories were selected due to their importance in success as a student as well as an employee. It is clear that self-directed learning has a bigger effect on blended learning environments because of the independence students must exhibit during the online portion of the class. Similarly, students need more technology related skills to be successful in a blended environment. Yet, student motivation impacted both blended and non-blended learning nearly equally.

      Rating: 7/10

      Reason for the rating: There are plenty of citations throughout the text and the data is represented in an easy to understand fashion. Yet, the data sample size was small with only 200 students participating in the research. Therefore, more trials are needed to get a definitive answer.

    1. Description: The article discusses the use of social media in a blended learning environment. There were three groups. The control group was taught the material face-to-face without technology. The first experimental group was taught in a blended setting with some face-to-face interaction and limited internet classes. The second experimental group was blended, similarly to experimental group one, but also had access to the class through social media. All students took a pre and post test. Students in the control group stayed the same while students in the experimental groups grew. The researchers concluded that the blended environment helped while social media support did not.

      Rating: 6/10

      Reason for the rating: The researchers were thorough in their data collecting and interpretations. They described each method in detail and included charts with their data. Yet, only 74 people participated in this study therefore it may not be the best judge of social-medias ability to aid education.

  3. Jan 2020
  4. Nov 2019
    1. Integrating Technology with Bloom’s Taxonomy

      This article was published by a team member of the ASU Online Instructional Design and New Media (IDNM) team at Arizona State University. This team shares instructional design methods and resources on the TeachOnline site for online learning. "Integrating Technology with Bloom's Taxonomy" describes practices for implementing 6 principles of Bloom's Digital Taxonomy in online learning. These principles include Creating, Evaluating, Analyzing, Applying, Understanding, and Remembering. The purpose of implementing this model is to create more meaningful and effective experiences for online learners. The author guides instructors in the selection of digital tools that drive higher-order thinking, active engagmenent, and relevancy. Rating 9/10

    1. Empowering Education: A New Model for In-service Training of Nursing Staff

      This research article explores an andragogical method of learning for the in-service training of nurses. In a study of a training period for 35 nurses, research found an empowering model of education that was characterized by self-directed learning and practical learning. This model suggests active participation, motivation, and problem-solving as key indicators of effective training for nurses. Rating 8/10

    1. Advantages of Online Professional Development

      This chapter, "Advantages of Online Professional Development" describes the benefits of online teacher professional development (OTPD), which implements technology to deliver training and learning in an online environment. OTPD allows teachers to participate in a flexible, self-directed, and collaborative learning community. They can interact with other teachers synchronously and asynchronously, or take professional development courses at their own schedule.

    1. Section 1.5 Online Learner Characteristics, Technology and Skill Requirements

      This website outlines Section 1.5 of Angelo State University's guide to instructional design and online teaching. Section 1.5 describes key characteristics of online learners, as well as the technology and computer skills that research has identified as being important for online learners. Successful online learners are described as self-directed, motivated, well-organized, and dedicated to their education. The article also notes that online learners should understand how to use technology such as multimedia tools, email, internet browsers. and LMS systems. This resource serves as a guide to effective online teaching. Rating 10/10

    1. E-Learning Theory (Mayer, Sweller, Moreno)

      This website outlines key principles of the E-Learning Theory developed by Mayer, Sweller, and Moreno. E-Learning Theory describes how the implementation of educational technology can be combined with key principles of how we learn for better outcomes. This site describes those principles as a guide of more effective instructional design. Users can also find other learning theories under the "Categories" link at the top of the page. Examples include Constructivist theories, Media & Technology theories, and Social Learning theories. Rating: 8/10

    1. Tech Literacy Resources

      This website is the "Resources" archive for the IgniteED Labs at Arizona State University's Mary Lou Fulton Teachers College. The IgniteED Labs allow students, staff, and faculty to explore innovative and emerging learning technology such as virtual reality (VR), artifical intelligence (AI), 3-D printing, and robotics. The left side of this site provides several resources on understanding and effectively using various technologies available in the IgniteED labs. Each resources directs you to external websites, such as product tutorials on Youtube, setup guides, and the products' websites. The right column, "Tech Literacy Resources," contains a variety of guides on how students can effectively and strategically use different technologies. Resources include "how-to" user guides, online academic integrity policies, and technology support services. Rating: 9/10

    1. The article, "Keys to success: Self-directed learning,' authors Fellows, Culver, and Beston discuss the components of Grow's self-directed learning (SDL) model. Learners and instructors fit into a matrix which can be used to determine optimal instructional strategies to meet the readiness of the learner. The authors discuss how SDL is implemented in multiple institutions for higher education. Instructional methods are shared to address foundational SDL skills as well as issues that arose when learners were having difficulty transitioning from one stage of readiness to another. Overall, holistic learner skills were enhanced with SDL. Rating: 9/10

  5. Nov 2018
    1. Several problems and barriers to technological integration are often included in the discussion about using technology in higher education, however it is less common that solutions are presented. This article proposes solutions for transforming educational technology through personalized experiences and collaboration.

      Rating: 8/10

    1. This article stuck me immediately as a former K-12 teacher who now works in higher education. Andragogy and Pedagogy are both extremely similar and unalike in many ways. It is important to understand technological styles in pedagogy, as this article demonstrates, in order to effectively apply similar principles in the higher education setting.

      Rating: 8/10

    1. Self-directed learning is independent—it provides the learner with the ability to make choices, to take responsibility for their own learning, and “the capacity to articulate the norms and limits of learned society, and personal values and beliefs” (Goddu, 2012).In self-directed learning, the instructor shifts from the leader of the learning experience to the “facilitator of learning,” becoming“a source to be tapped, as required by the learner” (Robotham 1995, as cited in Goddu 2012). Self-directed learning provides students with the “opportunity and freedom to choose the means of acquiring knowledge that is best suited” to them based on their own self-knowledge (Alex et al., 2007). In online or blended environments, self-directed learning canbe offered through the creation of “dynamic learning environments where students may go beyond content presented by the instructor to explore, interact with, comment on, modify, and apply the set content and additional content they discover or create through the learning process” (LeNoue, 2011).

      This article reviews effective teaching characteristics and effective teaching methods and strategies to engage adult learners. The piece goes further in exploring five specific teaching methods to support adult learning: self-directed, active, experiential, collaborative, and narrative.

      9/10

    1. Humans participate in social learning for a variety of adaptive reasons, such as reducing uncertainty (Kameda and Nakanishi, 2002), learning complex skills and knowledge that could not have been invented by a single individual alone (Richerson and Boyd, 2000; Tomasello, Kruger, and Ratner, 1993), and passing on beneficial cultural traits to offspring (Palmer, 2010). One proposed social-learning mechanism is prestige bias (Henrich and Gil-White, 2001), defined as the selective copying of certain “prestigious” individuals to whom others freely show deference or respect in orderto increase the amount and accuracy of information available to the learner.Prestige bias allows a learner in a novel environment to quickly and inexpensively choose from whom to learn, thus maximizing his or her chances of acquiring adaptive behavioral so lutions toa specific task or enterprisewit hout having to assess directly the adaptiveness of every potential model’s behavior.Learners provide deference to teachers in order to ingratiate themselves with a chosen model, thus gaining extended exposure to that model(Henrich and Gil-White, 2001).New learners can then use that information—who is paying attention to whom—to increase their likelihood of choosing a good teacher.

      Throughout this article are several highlighted passages that combine to form this annotation.

      This research study presents the idea that the social environment is a self-selected learning environment for adults. The idea of social prestige-bias learning is intriguing because it is derived from the student, not an institution nor instructor. The further idea of selecting whom to learn from based on prestige-bias also creates further questions that warrant a deeper understanding of the learner and the environment which s/he creates to gain knowledge.

      Using a previously conducted experiment on success-based learning and learning due to environmental change, this research further included the ideal of social prestige-biased learning.self-selected by the learner.

      In a study of 167 participants, three hypotheses were tested to see if learners would select individual learning, social learning, prestige-biased learning (also a social setting), or success-based learning. The experiment tested both an initial learning environment and a learning environment which experienced a change in the environment.

      Surprisingly, some participants selected social prestige-biased learning and some success learning and the percentages in each category did not change after the environmental change occurred.

      Questions that arise from the study:

      • Does social prestige, or someone who is deemed prestigious, equate to a knowledgeable teacher?
      • Does the social prestige-biased environment reflect wise choices?
      • If the student does not know what s/he does not know, will the social prestige-bias result in selecting the better teacher, or just in selecting a more highly recognized teacher?
      • Why did the environmental change have little impact on the selected learning environment?

      REFERENCE: Atkinson, C., O’Brien, M.J., & Mesoudi, A. (2012). Adult learners in a novel environment use prestige-biased social learning. Evolutionary Psychology, 10(3), 519-537. Retrieved from (Prestige-biased Learning )

      RATINGS content, 9/10 veracity, 8/10 easiness of use, 9/10 Overall Rating, 8.67/10

  6. Sep 2016
    1. When educators are actively experimenting in the classroom, students in turn are more likely to confidently take creative risks themselves. It is also important that educators provide opportunities for students to take ownership of their learning and depart from teacher-defined outcomes without being penalized

      Why isn't this in the Horizon HE report? It's more applicable to HE students who have greater opportunities and resources for experiential/self-directed learning.

  7. Jul 2015
    1. While I’d struggle to tell you how I learn best, there is one question that I’d always be able to answer enthusiastically: What would you like to learn next? Right now I’m learning JavaScript and have plans to give Spanish another go. I should probably pick up those guitar lessons again soon as well. Thankfully we live in a time when it’s trivially easy to gain access to resources and to learning activities. The problem is finding out the ones that work best for you. Perhaps that’s why we carry around in our pockets devices that can access pretty much the sum total of human knowledge yet use them to LOL at amusing pictures of cats. What are the barriers here? I’d suggest there are three main ones: 1 Curriculum - the series of activities that build towards a learning goal 2 Credentials - the ability to show what you know 3 Community - the cohort of peers you feel you are part of, along with access to ‘experts’

      How do I learn best? What resources are the best ones for me?

  8. Jun 2015
    1. That power is unleashed when teachers see the portfolio process as dependent upon the clarity of goals for student performance through their work in the liberal arts and professional education curriculum; when they attend to the quality of the assignments, projects and assessments that they provide for their students; and when they take the responsibility for teaching students the process of reflection and self assessment.

      That's a lot to throw in here at the end. It does make me wonder about how focusing too much on assessment might become the tail wagging the dog, if you know what I mean. Because ultimately it gets back to working together to create quality assignments and teaching the process of self-directed learning.