9. GOALS AND PURPOSES FOR LEARNING
INDIVIDUAL AND SITUATIONAL DIFFERENCES
Institutionalgrowth
Subjectmatterdifferences
Situationaldifferences
Societalgrowth
Individual learner differences
Individual growth
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10. •Individual and situational differences shape learning
strategies
•Subject-matter differences
Not all subjects can be taught in the same matter
•Situational differences
Micro-level
Macro-level
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13. 1. Learner’s need to know
Why /What /How
2. Self-concept of the learner
Autonomous
Self-directed
3. Prior experience of the learner
Resource
Mental models
4. Readiness to learn
Life related
Developmental task
5. Orientation to learning
Problem solving
Contextual
6. Motivation to learn
Intrinsic value
Personal payoff
GOALS AND PURPOSES FOR LEARNING
INDIVIDUAL AND SITUATIONAL DIFFERENCES
Institutionalgrowth
Subjectmatterdifferences
Situationaldifferences
Societalgrowth
Individual learner differences
Individual growth
CORE ADULT LEARNING PRINCIPLES
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14. Learner’s Need to Know (1)
• Appealing to learner’s self-concept as independent learners
• Even when learning content is prescribed, shared control over the
learning strategies makes learning more effective
• Engaging adults as collaborative partners satisfies learner’s need to
know
• 3 dimensions investigated in organizational setting
HOW learning will be conducted
WHAT learning will occur
WHY learning is important
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15. • Training fulfillment - fulfillment of learners’ expectations and
desires
Related to:
• Organizational commitment
• Self-efficacy
• Motivation to use what has been learned
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16. • High degree of choice leads to higher motivation to learn and
more learning
• Learning satisfaction
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17. • Job and career utility are significant predictors of training motivation
• Training decision
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18. Self-Concept of the Learner (2)
• What is self-directed learning?
• Self-teaching – e.g. independent study
• Personal autonomy – assuming ownership of learning
• Can a learner possess both?
• Situational
• Any particular learner in a particular learning situation is likely
to exhibit different capabilities and preferences
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19. GROW’S STAGES IN LEARNING AUTONOMY
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STAGE STUDENT TEACHER EXAMPLES
Stage 1 DEPENDENT Authority, Coach Coaching with immediate feedback.
Drill. Informational lecture. Overcoming
deficiencies and resistance.
Stage 2 INTERESTED Motivator, Guide Inspiring lecture plus guided discussion.
Goal-setting and learning strategies.
Stage 3 INVOLVED Facilitator Discussion facilitated by teacher who
participates as equal. Seminar. Group
projects.
Stage 4 SELF-DIRECTED Consultant,
Delegator
Internship, dissertation, individual work
or self-directed study-group.
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20. GARRISON’S DIMENSIONS OF SDL
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MOTIVATION
(Entering/Task)
SELF-MONITORING
(Cognitive Responsibility)
SELF-MANAGEMENT
(Contextual Control)
SELF-DIRECTED LEARNING
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21. GARRISON’S SDL MODEL
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SELF-MANAGEMENT
(Control)
Collaborative experience - transactional aspect of the model
Are the students independent and isolated learners?
Facilitators provide the support, direction and standards necessary for
a successful educational outcome
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22. GARRISON’S SDL MODEL
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SELF-MANAGEMENT
(Control)
Depends upon a context – contextual control
Balancing the factors of proficiency, resources, and interdependence
Consideration of the many variables associated with these factors will help
determine the appropriate degree of learner self-management
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23. GARRISON’S SDL MODEL
23
SELF-MONITORING
(Responsibility)
Thinking about our thinking
“the process whereby the learner takes responsibility for the construction
of personal meaning”
The purpose?
Integration of new and existing knowledge structures in a meaningful
manner so that learning goals are being met
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24. 24
Cognition is a core variable in self-directed learning.
Learners will not succeed and persist in their learning without cognitive
abilities and available strategies.
Learners’ self-direction depends very much upon their proficiency (abilities
and strategies) in conjunction with contextual and epistemological
demands.
GARRISON’S SDL MODEL SELF-MONITORING
(Responsibility)
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How do learners self-monitor?
Via 3 self-regulated learning processes:
self-observation
self-judgement
self-reaction
That is, during the learning process students self-monitor their progress
by observing, judging, and reacting to their tasks and activities
GARRISON’S SDL MODEL SELF-MONITORING
(Responsibility)
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CRITICAL REFLECTION + COLLABORATIVE CONFIRMATION
Self-monitoring involves both internal and external feedback
Internal feedback alone may lack accuracy and explicitness
(Butler & Winne, 1995)
Learner’s challenge is to integrate the external feedback
GARRISON’S SDL MODEL SELF-MONITORING
(Responsibility)
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MOTIVATION
(Entering/Task)
Entering motivation
Decision to participate
Establishing of commitment to a particular goal and the intent to act
Task motivation
The effort required to stay on task and persist (task motivation)
The tendency to focus on and persist in learning activities and goals
GARRISON’S SDL MODEL
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28. Prior Experiences of the Learner (3)
• Increasingly important area of focus, particularly in HRD
• Experience:
Creates a wider range of individual differences
Provides a rich resources for learning
Effects adults’ self-identity
Creates biases that can either enrich or inhibit learning
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29. • Chris Argyris and Donald Schon (1987)
• Distinguished between single-loop and double-loop learning
individuals adjust their actions in an automatic way based
on prior experiences and values
individuals question the values and assumptions that led to
the actions in the first place
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Prior Experiences of the Learner (3)
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31. How prior experience influences learning?
•3 streams of research:
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SCHEMA THEORY INFORMATION PROCESSING MEMORY RESEARCH
32. Schema Theory
• Cognitive structures built over time from learning and experience
• Why do we need cognitive structures?
• Enable us to function on day-to-day basis
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Accretion
Tuning
Restructuring
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36. Readiness to Learn (4)
• Adults are most ready to learn when the learning meets their
developmental needs.
• If learning is not perceived as relevant, adults will struggle to
learn
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37. Orientation to Learning (5)
Problem-solving orientation
Subject-centered orientation
• Which one you prefer?
• Real-life context
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Editor's Notes
Should responsibility precede control or vice versa?
It is very difficult for learners to assume responsibility for their own learning without feeling they have some control over the educational transaction.
There is evidence that collaborative control results in more effective self-monitoring and, therefore. improved performance
