Self-determined Learning Action: Lifelong Learning in Open Range or Fenced Land? - Inge de Waard #EDENRW9

1. Self-determined Learning Action: Lifelong Learning in Open Range or Fenced Land? Inge de Waard

2. Synopsis Academics should reclaim our societal voice, in order to support self-determined learning opportunities for all !

3. State of MOOCs 2016 Online Course Report: numbers by Dhawal Shah from Class Central.

4. Gartner Hype Cycle of key MOOC events Bozkurt, A., Keskin, N. & de Waard, I. (2016). Research Trends in Massive Open Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave. Open Praxis 8(3), 203–221 (ISSN 2304-070X)

5. Learner centered learning concepts • Self-regulated learning • Self-directed learning • Self-determined learning (self-managed learning, autonomous learning…) Picture: http://etec.ctlt.ubc.ca/510wiki/Creating_a_Learning- Centred_Environment

6. Discussions happen… to improve knowledge! Cartoon by Nick Kim: http://www.lab-initio.com/

7. Agency Goal Who initiates the learning? Who creates structure? Motivatio n Timeline Small defined goals Big defined goals Specific focus Self-regulated Learning The course/training organisers Formal, the knowledge institute (training dep. corporation, university…) More extrinsic than intrinsic Yes, specified and part of learning goal Yes, task specific No Meta-learning and awareness Self-Directed Learning Selection curated content available on interest Mostly formal, some informal More intrinsic than extrinsic Yes, course related Yes / no Small %: career, interest Choosing between what is available Self- Determined Learning The learner internet and beyond All of us: participative, formal, informal Intrinsic No, lifelong learning Yes Yes The sky is the limit: human agency

8. A Self-Regulated Learning MOOC research • GUSCO-school (Flemish school) • Academic year 2015 – 2016 • Three classes in ‘vrije ruimte’ (free space): 2 English groups, 1 French group – 42 students, 3 teachers • 2 hours per week

9. Process increasing autonomous learning Three major parts: • GroupMOOC: introducing MOOC, the elements, platforms, interactions… Class/group progress • EigenMOOC (OwnMOOC): students choose from a selection. • Evaluation & production: evaluate the whole process and build an intro for next year’s students GroupMOOC OwnMOOC Evaluate and Produce

10. Instruments (open science/access) In class: • Adapted SAM scale view here (Scale for measuring Attitudes and Skills) – used by teachers • Weekly logbook – used by students Outside class: • Self-regulated questionnaire view here: monitoring self-esteem, motivation, digital literacy

11. Key results Students: • More fluent language use • Daring to speak • Lot to learn about learning! Meta-learning enhanced Teachers: • Flipped teacher role: from teacher to guide-on-the-side • More online savvy • Daring to let go! Role shift gave a feeling of uncertainty

12. A self-directed learning MOOC research project What characterises the informal self-directed learning of experienced adult online learners engaging in individual and/or social learning using any device to follow a FutureLearn MOOC? (Full thesis here) • Which individual characteristics influence the learning experience? • What are the technical and media elements influencing the learning experience? • How does individual and social learning affect the participants’ learning? • Which actions (if any) did the learners undertake to organise their learning?

13. 3 FutureLearn courses 3 FutureLearn courses: 1 September – 15 November 2014 (4 – 6 week courses: Science of Medicines, Decision making in a complex & uncertain world, Basic science: understanding experiments) Target population: 56 participant selected, all experienced adult online learners

14. Method: 3 phases for collecting data • Phase 1 - expectations: using an online survey delivered to all participants one week prior to FutureLearn course. • Phase 2 – keeping learning logs: self-reported learning logs kept by the learner during the course. • Phase 3 – reflections: structured one-on-one interviews after the course had finished. Expectations Experiences Reflections

15. Results: self-directed learning data emerged 5 components, 2 key learning inhibitors/enablers Intrinsic motivation & Personal learning goals Technical & media elements Individual & social learning Individual characteristics Organising learning Context (people & content)

16. Agency Goal Who initiates the learning? Who creates structure? Motivati on Timing Small defined goals Big defined goals Specific focus Teacher/profess or/guide… Self- regulated Learning The course/traini ng organisers Formal, the knowledge institute (training dep. corporation, university…) More extrinsic than intrinsic Specific time related to task Yes, task specific No Meta- learning and awareness Teacher present, possible guide-on- the-side Self- Directed Learning Selection curated content available on interest Mostly formal, some informal More intrinsic than extrinsic Specific to learning content Yes / no Small %: career, interest Choosing between what is available Background facilitator Self- Determin ed Learning The learner internet and beyond All of us: participative, formal, informal Intrinsic Lifelong learning Yes Yes The sky is the limit: human agency Guide to those who want to

17. Self-determined learning • “One core difference is that we are much more explicit in the assumption of human agency as a universal human characteristic.” • “Information is now available to just about anyone with the right technology.” But human agency & tech is laden with symbolic capital (citations from Stewart Hase: https://heutagogycop.wordpress.com/2015/12/05/self- directed-learning-and-self-determined-learning-an- exploration/ )

18. Self-determined learning: plan a project Intrinsic motivation & Personal learning goals Technical & media elements Individual & social learning Individual characteristi cs Organising learning Context (people & content)

19. What are MOOC boundaries? • Technical & media elements: tech is not without assumptions and embeds regional powers (mLearning) • Individual characteristics: self-esteem, socio-economic background • Organising learning: depends on learning skills and daily life (2 jobs to pay the rent?) • Context: gatekeepers say which content rules, curated content by ‘top’-uni’s, cultural convention, Northern references, colonialism • Individual or social learning: preferences, and societal acceptance

20. This is not about critical science, this is about history …Carl von Ossietzky When German democracy was coming under siege (1924): • “Whoever has learned from the events of the past five years knows that it is not the nationalists, the monarchists who represent the real danger, but the absence of substantive content and ideas.”

21. Self-determined learning is LifeLong Learning SDL includes self-regulated and self-directed learning, and embraces kindergarten to retirement and beyond

22. Is self-determined learning possible? Do all citizens, from birth, have the agency to self-determine their learning, their life long?

23. How can we, academics, support self-determined Learning? Giving guidance to enable personalised learning: • Digital literacy • Critical thinking • Digital skills Do learners have the agency to actually learn what they want?

24. Self-determined learning… needs Action

25. Self-determined (call for) Action! • We, the intellectuals, are the brain of society • Yet, our voices are only sporadically heard (dry voice) • If we fail, societies brain fails

26. Kardashians: Age of nonsensical opinions Social media helps opinions at this moment https://www.theguardian.com/media/2016/jul/12/how-technology-disrupted- the-truth

27. Are we academics slowly socialised into the no-argument Age? Where is our voice?

28. 1968, almost 60 years ago • University professors, students, citizens entered societal debates • Where are we – the academics, the professors - now?

29. Divide and conquer academics? The joke of the 2 academics… The need to create stepping stones, in between ourselves, and towards all layers of society.

30. We – Academics are at risk • Buried by increased paperwork: trying to get funding and writing reports validating expenditures • Precarious jobs: 1 year contracts or early researchers (early is flexible term) • Decreasing budgets: more people for less project money

31. Precarious academic jobs

32. What do we earn? • Zero hour contracts (UK, the Guardian), teaching paid per hour. • See here http://gawker.com/the-horrifying-reality-of-the-academic-job- market-1776914525 and http://gawker.com/the-misery-of-adjunct- professors-keeps-higher-education-1772267323

33. When academics loose impact, society and education looses democratisation The Democratisation of education is in decline (Dutch: Luc De Schepper, dean of University of Limburg, Belgium) (OESO reports) 1980’s 2016 Uni students from parents who have 1 diploma of secondary school 51% 40% Uni students from parents without a secondary school diploma 30% 22%

34. Change does not happen overnight? But by being ferociously present in society (think multi-writers)

35. Making our voices heard … vibrating society Teachers/professors Guide-on-the-side Societal presence supporting learning

36. Learning in open range or fenced land? Self-determined learning needs self-determined action. We must reclaim and regain our place at the core of society. Stepping up to our role as Masters of the Mind.

37. Questions? Remarks? Contact? … 37 E-mail: ingedewaard (at) gmail.com Blog: ignatiawebs.blogspot.com Twitter: http://twitter.com/Ignatia Papers: https://open.academia.edu/IgnatiaIngedeWaard Presentations/workshops: http://www.ingedewaard.net/pubconsulpres.htm Presentations: http://www.slideshare.net/ignatia linkedIn: http://www.linkedin.com/in/ingedewaard

Self-determined Learning Action: Lifelong Learning in Open Range or Fenced Land? - Inge de Waard #EDENRW9

Self-determined Learning Action: Lifelong Learning in Open Range or Fenced Land? - Inge de Waard #EDENRW9

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Self-determined Learning Action: Lifelong Learning in Open Range or Fenced Land? - Inge de Waard #EDENRW9