Self-Directed Learning (sample section)
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Transcript of Self-Directed Learning (sample section)
Excerpt slides from…
Designing for Self-Directed Learning
A Change of Experience
How do students…
1. Seek answers to questions?
2. Correct misconceptions?
3. Build connections between ideas?
The Traditional Classroom
Self-Directed Learning
Responding Naturally
How do people…
1. Pursue information?
2. Assess their own efforts?
3. Solve problems?
Acquiring Competence
Educators and trainers must…
1. Identify ability gaps
2. Provide direct, immediate feedback
3. Nurture independence
Assumed Independence
Competence Levels
0 1 2 3 4
Formative assessment opportunities exist alongside
content introduction
Summative assessment exists alongside content exploration
opportunities
Responding to Need
Formative feedback…
1. Correlates with learning events
2. Responds to individual performance
3. Is not graded
Define Objective /Set Goals
Introduce Content
Attempt to Show Comprehension
Unsuccessful:Decrease Complexity
Successful:Increase Complexity
Successful.Unsuccessful:Review and Try Again
Successful: Increase Complexity
Unsuccessful: Review
Successful.Unsuccessful:Review.
Successful.
Move on.
Individualizing Instruction
When successful, we…
1. Desire greater challenge
2. Require less support
3. Pursue our new limitations
Problem #1
Problem #2(P1 Incorrect, terminology-
focused answer)
Problem #2(P1 Incorrect, design-focused
answer)
Problem #2(P1 Correct)
Problem #3A(P2 Incorrect, text-based design-
focused answer)
Problem #3A(P2 Incorrect, graphic-based
design-focused answer)
Problem #3B(P2 Correct)
Remediation: Text usage in a professional
presentation review/examples.
Reattempt.
Designing Supports
Questions for the future:
1. How do we address confusion?
2. Where are the ‘funnel’ points?
3. What if they don’t know?