Sunday, 31 January 2016

Journal Entry two

Entry Two:

Quote:
“Myth 3 – Self Directed Learning is the best approach for adults…”[1]
Section:
Myths of Self Directed Learning
Ch. 4
Self Directed Learning

Objective:

In this section of the text, we are learning the ideas of Self Directed Learning. Although something that has been around a long time, research on this subject did not actually start until the 1960s by researchers like Tough, and Houle. As 90% of adults are in engaged in some type of SDL, I thought it would be an interesting section to explore. I concentrated on the Myths that are associated with SDL. In particular, the third myth:
“Self directed learning is the best approach for adults, can cause problems if the unique needs and goals of learners are not taken into account when structuring learning activities.”[2]
This chapter also looks at the goals of SDL, the process, personal attributes, and even ODDI Continuing Learning Inventory and Self-Directed Learning Readiness Scale. Many instructors favor the approach of lecturing the first three levels of Bloom’s Taxonomy (knowledge, comprehension, and application). However, the inverted classroom concept, suggests this a poor use of the student’s time in the class, and suggest that the trainer concentrate on the three upper levels of Bloom’s Taxonomy (Evolution, Synthesis, and Analysis), as this is better suited to the trainer’s occupational competence.

Reflective:

Again, this was a fairly natural choice in so much as all of the learners in the 3100 course of the PIDP through VCC are taking some form of SDL (I being one of them). This quote was interesting, because there is a large management drive in my college for strictly SDL in the adult learning courses we offer. The idea is that it is the best option for the target market we have. That being First Nations learners in remote locations. Although a good option in many cases, it does not look at some of the unique learning needs of these students specific to their situation, and thus it falls short of being an effective strategy. One has to remember with FN learners, they are coming from a history of Residential Schools, and government programs that “knew” best for the communities. I was lucky enough to work for the First Nations Technology Council prior to my present employment, which understood, that there was a need for a blended approach for these communities, based on some of their unique needs and situations.

Interpretive:

One of the problems that we have with the perpetuation of these myths is that the understanding of self-directed learning is not always fully understood. If we look at Brockett & Hiemstra’s PRO model, which has been around since 1991. Although a very good model for defining SDL. It does not signify that it is the only option for mature learners. This may seem to be contradictory until we look at the other models of SDL. Candy (1991) suggests that personal autonomy, self-management, independent pursuit of learning, and learner-control of instruction also play a role in SDL. Without one of these four, would hinder the use of SDL[3]. In fact, Brockett & Hiemstra (2012) go on to conclude in their updated SDL Pro model that not all adult learners are suitable candidates for SDL, because each learner’s needs are unique.[4] There are many options for learning, and a blending of SDL and Trainer led learning may be needed.

Decisional:

In this case, learning needs analysis should be pursued with respect to mature learners. Some may require special considerations in their learning plan. Although it is the ultimate goal to have mature students partake in SDL, it may take some steps to get there, or it may not be appropriate for others. Our college utilizes skills assessments and Learning Needs Analysis.




[1] Brockett, R. G., & Hiemstra, R, (1991). Self-directed in adult learning: Perspectives on theory, research
[2] Merriam S.B. & Bierema, L. L (2014). Adult Learning: Linking Theory and Practice. Wiley & Sons.
[3] Candy, P.C. (1991). Self-direction for lifelong education. San Francisco, CA: Jossey-Bass.
[4] Brockett, R. G., & Hiemstra, R, (2012). Reframing the Meaning of Self-Directed Learning: An Updated Model, http://www.adulterc.org/proceedings/2012/papers/hiemstra.pdf

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