14 Matching Annotations
  1. Jan 2020
    1. ollowing areas for investigation, all of which could expand our under-standing of adult learning through SDL:


    2. “the real challenge . . . is how totake the study of self-direction to a new level” (p. 543). The development ofanother instrument, a focus on the quality of the experience, studying howpeople engage and manage their self-directed learning, and asking about theethical use or misuse of SDL are suggestions for this new work (Brockett, per-sonal communication, September 28, 2000).

      possibility of SDL; concern on quality; study of how students self-direct; ethical or misuse of SDL

    3. In an attempt to address this issue, Brockett et al. (2000) conducteda content analysis of 122 articles on self-directed learning published in four-teen periodicals between 1980 and 1998. They found that there has been asteady decline in the number of articles on SDL since the mid-1980s.

      so SDL could be generally seen as in decline?

    4. Current Assessment of SDL

      Assessment stage of paper

    5. the literature can be categorized accordingto the learner and the extent to which self-directedness is an a priori personalcharacteristic and associated with other variables such as educational level, cre-ativity, learning style, and so on.

      Variables: education level, personality traits, learning styles, etc.

    6. The earliest models proposedby Tough (1971) and Knowles (1975) are the most linear, moving from diag-nosing needs to identifying resources and instructional formats to evaluat-ing outcomes.

      early model

    7. self-directed learning positioned more for social and political action than indi-vidual learning. Both Brookfield (1993) and Collins (1996) call for a morecritical, political analysis of SDL. An example of this orientation is a recentstudy by Andruske (2000), wherein she investigated the self-directed learn-ing projects of women on welfare. She found that the women became “polit-ical change agents as they attempt[ed] to control and to initiate change intheir everyday worlds in response to oppressive external structures” (p. 11)

      this field is all over the place, honestly.

    8. The third goal for self-directed learning is the promotion of emancipa-tory learning and social action.

      Class consciousness, lmao

    9. our job as adult educators “to assistadults to learn in a way that enhances their capability to function as self-directed learners” (Mezirow, 1981, p. 137)

      educator responsibility

    10. A second goal is the fostering of transformational learning (Brookfield,1986, Mezirow, 1985). Transformational learning as presented by Mezirow(see Chapter Two) posits critical reflection by the learner as central to theprocess (2000). This critical reflection is an “understanding of the historical,cultural, and biographical reasons for one’s needs, wants, and interests
    11. Thosegrounded in a humanistic philosophy posit that self-directed learning shouldhave as its goal the development of the learner’s capacity to be self-directed
    12. The Goals, the Process, the Learner.

      Summary portion

  2. Nov 2019
    1. The article explains three theories of adult learning: andragogy, SDL, and transformational learning. The authors additionally provide practical application of the theories in the classroom.


    1. Rossiter and Garcia evaluate the use of digital storytelling in adult learning classrooms, primarily through the use of "autobiographical learning" where learners share personal experiences and connections with the content. They outline "three key dimensions" that make storytelling valuable in adult learning: voice, creativity, and self-direction.