Gerda Reitsma,North-West University, South AfricaLucy Guglielmino, Florida Atlantic University, USA

MOVING AN INSTITUTION TOWARD SDL: THE CASE OF NORTH-WEST UNIVERSITY

©Lucy Guglielmino & Gerda Reitsma, 2011

All education springs from some image of the future. If the image of the future held by a society is grossly inaccurate, its education system will betray its youth.

• Alvin Toffler, Learning for Tomorrow, 1974

How is the move to SDL initiated?

Ideally, in a strategic planning process that considers: Mission and Values SWOT Analysis: Strengths, Weaknesses,

Opportunities, Threats Goals and Objectives

And follows up with: Action Planning Implementation Assessment and Review

First, the Vision The NWU College of Education faculty has a

proud history of teacher training since 1919. Why the move toward SDL now?

Living their mission statement, “to develop and present quality pre- and in-service training opportunities for teachers,” in the light of major changes in the world, required changes in their approaches.

Faculty identified the implementation of self-directed learning as a strategic priority.

Infrastructure for Reflection and Change

The ongoing NWU Teaching-Learning Committee reports directly to the Executive Committee of the Faculty

Their function: to promote innovation in teaching and learning in the faculty by organising internal staff development opportunities, investigating problem areas, and making recommendations regarding the improvement or advancement of teaching and learning. Three faculty from each School Director of the School of Education Representative of Administration Three-year terms

Strong institutional support

What preparation is needed for faculty?

Action Steps: Faculty-led Colloquia

November, 2009--SDL definition, conceptualizations, benefits

May, 2010--Examples from practice Intensive workshop with an outside expert—

August, 2010 Individual Faculty consultations—August,

2010

What preparation is needed for faculty?

How can we revise the preservice teacher education program to prepare teachers who are more highly self-directed learners?

What do we need to know to address this problem?

Brainstorming:What do we need to know?

Full understanding of SDL What is the process? What characteristics does a highly self-

directed learner have? What are the benefits of SDL?

Tools, Resources, Strategies for promoting SDL

What do we need to know?

How to implement? Transition structures Support structures

Who is involved? College / Program / Classroom Faculty / Students / Administration

It all starts with you…..

Reflection

Hopes? Concerns?Questions?

Most were positive about SDL, but unsure of how to implement without adversely affecting students.

Reinforcement of the validity of their choice to promote SDL

Detailed information on the SDL process, characteristics, benefits

Famous quotes supporting SDL Research evidence supporting

SDLR as a developable capacity SDLR correlates SDLR links with improved academic

achievement SDLR links with high workplace performance

Tools, Resources, Strategies for Promoting SDL

Participants were invited to divide themselves into task groups:

Assessment for SDL Critical thinking/reflection Learning communities Peer coaching Problem-based learning Project-based learning Technology to promote SDL

Their task: to present their topic to the group.

What is it? (Help us understand—especially if there is a process)

How can it be used to promote SDL? (Give us examples of application)

Incorporate learner involvement (Such as an exercise, application, reflection).

Use some media (PowerPoint, flip chart pages, handouts, video).

Time-30 minutes. Allow 10 for questions. Provide your references.

Wrapping It Up……

Summarizing and Expansion Session:

How Do We Prepare Learners for Lifelong, Self-Directed Learning?

Climate, Promoting Awareness of Self as Learner, Transition Structures, Support Systems, Recognition of Progress and Success

Action Planning

Institutional changes needed (mission statement, program goals, guides?)

Plans for student transition (introductory module? gradual shifting of responsibility?)

Student support Faculty support/transition Integration with context: community &

country needs, current practice in schools

And the circle continues…

Alvin Toffler amended:All education springs from some

image of the future. If the image of the future held by a

society is grossly inaccurate [or if education is not adapted to prepare for that future], the education system will betray [its citizens].