self directed learning and micro teaching

1. D.Mary Magdaline
M.Sc nursing 1st year
NIMS COM

2. Learning is any relatively permanent change
for modification of behavior that results as a
result of practice or experience.
-Murthi & Gates
It is an episode in which a motivated
individual attempts to adopt behavior so as to
succeed in a situation which he perceived as
requiring action to attain a goal.
– Pressey

3. Self directed learning (SDL) views learners as
responsible owners and managers of their own
learning process. Self directed learning integrates self
management (Management of context, including the
social setting, resources and action) with self
monitoring (the process whereby the learners
monitor, evaluate and regulate their cognitive
learning strategies).
-Bolhuis,1996 & Garrison,1997.

4. Self directed learning is a process in
which the learner initiating learning making
decisions about what and how to learn self in
order to achieve a particular task.
-Neema baskar

5. • Self directed learning as a processing which individuals
take the initiative with or without the help of others, in
diagnosed their learning needs, formulating goals,
identifying human and material resources for learning
choosing and implementing appropriate learning
strategies and evaluating learning out comes.
-Knowles

6. • Self-directed learning as a “process in which
individuals take initiative, with or without the
help of others, in diagnosing their own
learning needs, formulating goals, identifying
human and material resources for learning,
choosing and implementing appropriate
learning strategies and evaluating learning
outcomes.”
-Malcolm Knowles1975,

7. • To plan and participate in of one’s own learning activates.
• To identify the requirement for a problem solving and
reaching the learning objectives.
• Important develop self discipline and time management
skills.
• Important in seeking critical evaluation of performance.
• Important to communicate with peers for information
exchange.
• There is growing evidence that people, who take initiative
learning, learn more and learn better than those who don’t.
• The evidence is also that they learn more deeply and
permanently.

8.  THE EDUCATER AS A FACILITATER
 IDENTIFCATION OF LEARNING NEEDS
 DEVELOPMENT OF LEARNING OBJECTIVES
 COMMITMENT TO A LEARNING CONTRACT
 IMPLEMENTATION PROCESS
 LEARNING EVALUATION

9. • Help the learner identify the starting point for a
learning project and discern relevant modes of
examination and reporting.
• Encourage adult learners to view knowledge and
truth as contextual, to see value frameworks as
cultural constructs, and to appreciate that they can
act on their world individually or collectively to
transform it.
• Create a partnership with the learner by
negotiating a learning contract for goals,
strategies, and evaluation criteria.
• Be a manager of the learning experience rather
than an information provider.

10. • Help learners acquire the needs assessment techniques
necessary to discover what objectives they should set.
• Encourage the setting of objectives that can be met in
several ways and offer a variety of options for evidence
of successful performance.
• Provide examples of previously acceptable work.
• Make sure that learners are aware of the objectives,
learning strategies, resources, and evaluation criteria
once they are decided upon.

11. • Teach inquiry skills, decision making, personal
development, and self-evaluation of work.
• Act as advocates for educationally underserved
populations to facilitate their access to resources.
• Help learners develop positive attitudes and
feelings of independence relative to learning.
• Recognize learner personality types and learning
styles.
• Use techniques such as field experience and
problem solving that take advantage of adults rich
experience base

12. • Encourage critical thinking skills by
incorporating such activities as seminars.
• Create an atmosphere of openness and trust to
promote better performance.
• Help protect learners against manipulation by
promoting a code of ethics.
• Behave ethically, which includes not
recommending a self-directed learning
approach if it is not congruent with the learners
needs.

13. PERSONAL ATTRIBUTES:
• Personal attributes refers to learners motivations
for the capability of taking responsibility for
their learning.
• Personal attributes also include resource use
and cognitive strategies
The personal attributes in context are
Resource use
Strategy use
Motivation

14. RESOURSE USE
• Gathering information can be a challenge to
students with the rise of electronic media.
Students need to evaluate the validity and
reliability of the resources accessed. It is
important to educate learners to pay attention to
the sources and the date of information so that
they could make better judgment whether the
information they have obtained is reliable and
valid.

15. STRATERGY USE
• Successful learning in every learning
environment involves the use of effective
strategies. Some research suggested that time-
management
• Strategies could help learners improve their
learning experience by having effective
communication with the instructor and peers.

16. MOTIVATION
• Research indicates that motivation to learn
may be a difficult task .when learners do
participation; they have a motivation to
contribute in depth thoughts and ideas.

17. PROCESS
• Process refers to learner’s autonomous
learning process.
• Learning autonomy is primarily manifested in
the process of planning, monitoring and
evaluating ones learning.
• Learner autonomy in learning process is
review as a continuum.

18. CONTEXT
• Context focus on environmental factors and how
those factors impact the level of self direction
provided to the learner.
• There are various factors in the learning context
that can impact a learner’s SDL experience.

19. • As the model illustrates, there are design
elements and support elements. Design
elements include the resources, structure and
nature of the task in the learning context.
These resources could be designed by the
instructor as an instructional support.
• Another set of elements in the learning context
that have a impact on learner’s SDL is the
learner context. The support can be come from
the instructor’s feedback or peer collaboration
and communication.

20. • The interaction between personal attribute and
process is important and has been the primary focus
of SDL theory and research to date. The model
presents the interactive relationship between the
learning process and personal attribute. For learners
to take control of the planning, monitoring and
evaluating learning process, they rely on their use of
strategies and resources and their ability to motivate
themselves to involve in the learning process.

22. PLANNING
MONITORING
EVALUATION

23. • TIER I. LEARNING BY PREPARING:
Exploring interests, extending knowledge,
creating ideas, envisioning
Possibilities.
• TIER II. LEARNING BY DOING:
Conducting activities, developing skills,
overcoming obstacles, achieving
Goals.

24. • TIER III. LEARNING BY REFLECTING ON
DOING:
Recording project history, analyzing the process
employed, reflecting on personal performance,
assessing success.
• TIER IV. LEARNING BY MOVING FORWARD:
Celebrating success, Considering, “Where am I
now?”. Imagining possible futures.

25. • Goal setting skills.
• Processing skills.
• Decision making skills.
• Self awareness.
• Some competence or aptitude in the topic or a closely
related area.
• Other cognitive skills

26. GOAL SETTING SKILLS
• Here the individual identifies the problem
rather than developing a cognitive ability to
engage in problem identification and solving.
• They have a good observation skills and ability
to determine what is important in their learning
environment.

27. PROCESSING SKILLS
• Observing the ability to see and understand.
• Seeing and translating the ability to translate
visual information to notes and records.
• Reading the ability to read ,translate and
compared written material
• Listing the ability to receive and process aural
information and related it is existing
information

28. DECISION MAKING SKILLS
• This denotes the learners thinking ability.
• Some might refer to it as being logical in
thought, Others might prefer analytical.
• learner must develop the ability to identify,
prioritize; select validate, evaluate and
interpret information obtained through
processing.

29. SELF AWARENESS
• The successful self directed learner has the
ability to be aware self.
• It enables the individuals to be aware of
their learning processes their weakness and
strengths to know of their ability to use
different in their environment,
• To know when how and what is distracting
in their environment.
• To know when they need assistance, and to
have a realistic perception of their ability to
achieve learning goal.

30. CONTENT COMPETENCE
• Here some personal observation indicates that
people skilled in certain areas tend to
emphasize those while avoiding topics and
activities in areas in which they are less
competent.
• for example one who knows the own language
may learn another language based on first
language.

31. OTHER CONGNITIVE SKILLS
• other cognitive skills appear to be associated with
self directed learning success. They are-
• Sensory- including ability to select, identify and
classify information
• Memory- working memory is important in the
processing of information before it is assimilated
into existing long-term memory.
• Elaboration-includes the ability to taken item from
working memory and process it by imaging,
deducing, discriminating generalizing etc....

32. Information technology
Teleconferencing
Internet and intranet
Distance education
CD-ROM drives

33. ADVANTAGES OF SELF DIRECTED LEARNING
• Increase self esteem
• Improve the knowledge and learning skills
• It enhance the thinking ability of the learner
• There will be minimal aptitude or competence
• Promotes a self awareness
• Helps in decision making

34. • Possible for frequent errors
• Self directed learning is quite time consuming.
• It needs an organized manner of planning;
inquiring skills, decision making and self
evaluation of work.

35. INDIVIDUAL PROJECTS:-
• A student undertake research projects individually by
the guidance of the teacher, the projects are
completed. The projects are where the students take
up and in varied settings.
CASE STUDIES:-
• Case study as a method of teaching probably has been
used in the teaching of nursing more extensively and
for longer time than any other method. The case study
describes the life history of an individual or all of the
factors which affect a situation. It tries to give as
much breadth and depth of an individual in situation.

36. THE CASE ANALYSIS METHOD:
• Focuses on central which requires some decision
or solution. It presents a concrete case for analysis
and discussion by group of students under the
leadership of the instructor. Sufficient information
is presented to the students for them to make
judgments on the problem or situation.
THE CASE INCIDENT METHOD:
• It focuses on the critical or crucial incident in a
case or situation which requires immediate
decision &action. It does not present any
background information just pinpoints the
incident which require solution.

37. 1. The concept of self directed learning is based on
the principles of adult education and can take many
different formats.
2. Self directed learning has many benefits.
However, acquiring the necessary skills is depend
on students’ preference and readiness for self
directed learning and nurse educators’
implementation of the concept.
3. In implementing self directed learning, nurse
educators become facilitators of learning and
require ongoing staff development

38. 4. Matured students may be more self directing
than school – levels.
5. There are many potential benefits, including
increased confidence, autonomy, motivation
and preparation for lifelong learning.