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?