Session 2: Self-directed & Collaborative Learning
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Exploration of the concepts of self-directed and collaborative learning with ICT.
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Session 2: Self-directed & Collaborative Learning
- 1. Session 2 Self-Directed and Collaborative Learning with ICT
- 11. Incidental self-directed learning Teaching students to think independently Self-managed learning Self-planned learning Self-directed learning Source: http://www.selfdirectedlearning.com/SDLProgram.html Low degree High degree
Editor's Notes
- We focus on collaborative and self-directed learning as two possible aspects of achieving meaningful learning.
- The key characteristics of SDL are found in the note pages of slide 9 whereas those of CL are found in slide 13. SDL and CL may overlap when SDL takes place in a group setting like in the edutopia video case. When that happens, some common features include: Skills and processes related to setting goals, making plans and initiating actions. Clear articulation of the role(s) of the individuals in the learning context Reflection on the learning experience
- Tutors can visit the following URLs to anchor their discussions on what SDL is: http://www.selfdirectedlearning.com/SDLProgram.html (SDL exisits in a spectrum) http://www.selfdirectedlearning.com/HelpStudents.html (There are many ways of learning when learning is self-directed) Key characteristics of SDL (Gibbons, 2002:11): Student control over as much of the learning experience as possible. Skill development Students’ learning to challenge themselves to their best possible performance. Student self-management - management of themselves and their learning enterprises. Self-motivation and self-assessment
- Each stage of the SDL spectrum may not be clearly demarcated, especially between self-managed learning, self-planned learning and the highest degree of self-directed learning. The common characteristics of different forms of SDL are more important. This slide redirects the student teachers’ attention to what their class may look like or what they can expect their students to be doing when their students engage in self-directed learning. The definitions, as cited from the URL on SDL spectrum: The spectrum refers to degrees of SDL ranging from entirely teacher-directed learning (TDL) to SDL as defined above. The spectrum includes the following stages or degrees of movement toward SDL. Incidental Self-Directed Learning The occasional introduction of SDL activities into courses or programs that are otherwise teacher-directed (e.g. individual projects, stations, or brief introduction of any other forms of SDL on the spectrum). Teaching Students to Think Independently Courses or programs that emphasize the personal pursuit of meaning through exploration, inquiry, problem solving and creative activity (e.g. debates, case studies, investigations, trials, dramatizations, fieldwork). Self-Managed Learning Courses or programs presented through learning guides that students complete independently. Self-Planned Learning Courses or programs in which students pursue course outcomes through activities they design themselves. Self-Directed Learning Courses or programs in which students choose the outcomes, design their own activities and pursue them in their own way.
- Adapted from http://www.indiana.edu/~reading/ieo/digests/d169.html
- Adapted from http://www.indiana.edu/~reading/ieo/digests/d169.html
- Nussbaum, E. M. (2008). Collaborative discourse, argumentation, and learning: Preface and literature review. Contemporary Educational Psychology, 33 , 345-359.
- Additional Resource: http://www.thirteen.org/edonline/concept2class/coopcollab/index.html. Key characteristics of collaborative learning (Chai & Tan, 2009): (1) Establishment of common goals (2) Division of labour/co-labouring (3) Clear individual and group accountability (4) Positive interdependence (5) High interactivity and negotiability (6) Mature group processing