1. Self-directed learning allows individuals to take primary responsibility for planning, implementing, and evaluating their own learning. It involves learners setting their own learning goals, identifying resources, and evaluating outcomes.
2. Self-directed learning promotes independence and enhances cognitive abilities like problem solving, decision making, and time management. However, it requires skills like self-motivation, awareness, and the ability to self-monitor and self-modify that some learners may lack.
3. While self-directed learning has benefits, it also has drawbacks like possible errors, misguidance, lack of full content learning if not combined with other methods, and being time consuming without team collaboration. Overall balance is important
Self directed learning, self directed, learning, Basic ideas of Self directed learning, Definition of Self directed learning, Goal of Self directed learning, characteristics of Self directed learning, competencies for being a Self directed learner, steps in Self directed learning, advantages of Self directed learning, Disadvantage of Self directed learning
Self directed learning, self directed, learning, Basic ideas of Self directed learning, Definition of Self directed learning, Goal of Self directed learning, characteristics of Self directed learning, competencies for being a Self directed learner, steps in Self directed learning, advantages of Self directed learning, Disadvantage of Self directed learning
the session on Networking talks about the various ways of establishing a community of good practice, how medical networking is achieved, & utility of medical networking & SWOT in Medical education units
Curriculum Development
Learning Strategies
Very basic ideas about curriculum development focused for teachers in medical education with medical background .
adult teaching methods and Av techniques ch 1&2.pptfuad80
Education
it is the process of imparting knowledge, values, skills and attitudes, which can be beneficial to an individual.
2. It is acquired by individuals.
3. It is something that one gets at some point in their life.
4. it is a formal process.
5. it is knowledge gained through teaching.
the session on Networking talks about the various ways of establishing a community of good practice, how medical networking is achieved, & utility of medical networking & SWOT in Medical education units
Curriculum Development
Learning Strategies
Very basic ideas about curriculum development focused for teachers in medical education with medical background .
adult teaching methods and Av techniques ch 1&2.pptfuad80
Education
it is the process of imparting knowledge, values, skills and attitudes, which can be beneficial to an individual.
2. It is acquired by individuals.
3. It is something that one gets at some point in their life.
4. it is a formal process.
5. it is knowledge gained through teaching.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
The content presented in the slides is mainly emphasizing on developing holistic perspective about the process of curriculum development in a broader manner.
MHR 6551, Training and Development 1 Course Learni.docxgertrudebellgrove
MHR 6551, Training and Development 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
1. Formulate different developmental approaches to training.
1.1 Create training activities based on a chosen theory.
2. Describe major training-related theories.
2.1 Discuss the primary tenets of a training theory.
2.2 Explain why a theory was chosen for a specific training situation.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in
Practice”
Article: “We Knew It All Along! Using Cognitive Science to Explain How
Andragogy Works”
Unit II PowerPoint Presentation
2.1
Unit Lesson
Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in
Practice”
Article: “We Knew It All Along! Using Cognitive Science to Explain How
Andragogy Works”
Fact Sheet: TEAL Center Fact Sheet No. 11: Adult Learning Theories
Unit II PowerPoint Presentation
2.2
Unit Lesson
Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in
Practice”
Article: “We Knew It All Along! Using Cognitive Science to Explain How
Andragogy Works”
Fact Sheet: TEAL Center Fact Sheet No. 11: Adult Learning Theories
Unit II PowerPoint Presentation
Required Unit Resources
In order to access the following resources, click the links below.
Chen, J. C. (2014). Teaching nontraditional adult students: Adult learning theories in practice. Teaching in
Higher Education, 19(4), 406–418. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=a9h&AN=94773613&site=ehost-live&scope=site
Hagen, M., & Park, S. (2016). We knew it all along! Using cognitive science to explain how andragogy works.
European Journal of Training and Development, 40(3), 171–190. Retrieved from https://search-
proquest-com.libraryresources.columbiasouthern.edu/docview/2085704057?accountid=33337
Teaching Excellence in Adult Literacy Center. (n.d.). TEAL Center fact sheet no. 11: Adult learning theories.
Retrieved from https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/adultlearning
UNIT II STUDY GUIDE
Major Training Theories
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=94773613&site=ehost-live&scope=site
https://search-proquest-com.libraryresources.columbiasouthern.edu/docview/2085704057?accountid=33337
https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/adultlearning
MHR 6551, Training and Development 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Major Training Theories
The manner in which adults and children learn is different. Therefore, before embarking upon the design and
development of any training/development program, it is important to consider adult learning principles and
how adults learn bes.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
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These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?
Sdl aku
1. Dr Rajesh G Konnur
Professor
KHFH
“NO MATTER HOW GOOD TEACHING MAY BE, EACH
STUDENT MUST TAKE
THE RESPONSIBILITY FOR HIS OWN EDUCATION"
2. Self activity as the basic principle of learning is universal in its
application. An individual can learn only through her own
reactions to situations. There can be no learning where there has
been no self activity. This principle of self activity may be stated
simply: A student learns through his / her own activities.
• The process of learning in which the learner assumes primary
responsibility for planning, implementing, and evaluating a
learning project. The learner chooses what to learn and how to
learn, and also decides when to continue and when to end the
learning project.
3. • A process in which individuals take the initiative,
with or without the help of others, to diagnose
their learning goals, identify resources for learning,
select and implement learning strategies, and
evaluate learning outcomes.
- It is also known as adult learning.
- Self-directed learning (SDL) is a type of instructional
strategy in which the individual or small group
has ownership over the learning process. The key
components involved in SDL include learner self-
management and monitoring, assessing learning
needs, collaborative learning, and self-evaluation.
4. Learning is a life long process- Womb to Tomb.
Lg 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
5. SDL existed even from classical antiquity. Ex. Self-
study played an important part in the lives of Greek
philosophers as Socrates, Plato & Aristotle ,
Alexander the Great, Caesar , Erasmus & Descartes.
Social conditions & lack of formal educational
institutions necessitated that many people learn on
their own.
SDL took place some 150 years ago in USA.
Craik ( 1840) documented & celebrated the self-
education efforts of several people. About this same
time in Great Britain , Smiles (1859) published a book
entitled Self- Help , that applauded the value of
personal development.
6. Enhance the ability of adult learners to be self-
directed in their learning.
Promote transformational learning as key to
SDL.
Promote emancipatory learning & social action
as an integral part of SDL.
7. Learning efforts, self- planned learning (Tough
, 1997) , Self- regulated learning (Zimmerman
1990).
Last stage of learning – Usually reserved for
the adults.
Learner takes the initiative in the planning ,
executing & the evaluation of their own
learning.
8. 1. Self planned learning & learning projects:- Acc to Tough’s (1979)
research on learning episodes shows that most learning projects exceed 7
hour minimum. A typical adult spends 500 hrs a year in such learning
approximately 70% planned by the learner. This self- planning
predominance spanned considerable research on self- directed learning.
2. Autonomous learning : Associated with independence of thought ,
individualized decision-making & critical intelligence.
3. Autodidaxy : Candy (1991) urges that self- direction be differentiated as
a goal for learner control of decision-making from an educational method in
which teachers use processes for promoting self- direction. He proposes
autodidaxy as term for referring to self- instruction which takes place
outside of formal institutional settings.
4. Self- education:- SDL can be called something else from country to
country or culture to culture. For ex, in Russia it is known as Self-
education.
9. Open- learning :- Individualized study often is
associated with external degree, open- learning
or non traditional programs where most
learning takes place outside formal classrooms.
1969- England’s Open University started.
Currently , development of many distance
education efforts using new research &
understanding regarding how technology can
enhance SDL.
10. SDL views learners as responsible owners &
managers of their own learning processes. SDL
integrates self management (management of
context, including the social setting, resources
& action) with self monitoring (the process
whereby the learners monitor, evaluate &
regulate their cognitive learning strategies).
Bolhuis (1996) & Garrison (1997)
11. 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
material resources for learning, choosing and
implementing learning strategies and evaluating
learning outcomes “
Malcolm Knowles
1975
“ a process in which individuals take the initiative
without the help of others in diagnosing their learning
needs , formulating goals, identifying human and
material resources & evaluating learning outcomes”.
- Knowles
12. To plan and participate in one’s own learning
activities.
• To develop the capacity of learning and
thinking of learner.
• To develop the sense of independence by
enhancing.
Emancipatory learning.
• To develop the problem solving approaches.
• To develop time management skills.
• To develop decision making skills.
13. 1. The educator as a facilitator.
2. Identification of learning needs.
3. Development of learning objectives.
4.Identification of appropriate resources.
5.Implemetation of process.
6. Commitment to a learning contract.
7.Evlauation of learning process.
14. It involves a continual process of:
- Self –motivation
- Self-management
- Self-monitoring
- Self-modification
15. Motivation affects the learning strategies and
cognitive processes an individual employs
(Dweck& Elliott, 1983). It increases the
likelihood that people will pay attention to
something , study a something, study and
practice it, and try to learn it in a meaningful
fashion. It also increases the likelihood that they
will seek help when they encounter difficulty.
• Motivation directs an individual toward certain
goals and fulfill their objectives.
16. - Establishes clear goals.
- Thoroughly gathers information.
- Persistently stays with a task.
- Uses a systematic approach to problem solving,
- Organizational planning, and decision-making.
- Uses articulate, thoughtful communication
- Continuous process
17. Consideration of the ramifications of thoughts,
plans, decisions & actions.
Metacognition - the process of consciously
monitoring one’s own thinking.
Self -reflection - process of reflecting on one’s own
thinking patterns, plans decisions & actions.
Self -evaluation
18. Revises strategies and implies a great effort to
maximize his / her effectiveness based on
feedback.
Changes in one’s behavior based on the data
gathered during self- monitoring & on feed
back received from others.
19.
20.
21. Learner Teacher
Stage 1 : Dependent Authority, Coach
Ex. Coaching with immediate feedback. Drill. Informational
lecture. Overcoming deficiencies & resistance.
Stage 2 : Interest Motivator , Guide
Ex. Inspiring lecture + Guided discussion , Goal setting & lg
strategies.
Stage 3: Involved Facilitator
Ex. Discussion facilitated by teacher who participates as equal.
Seminar , Group projects.
Stage 4: Self Directed Consultant , Delegator
Ex. Internship, dissertation, individual work or self directed
study group.
22. 1. Deciding what detailed knowledge and skill to learn;
2. Deciding the specific activities, methods, resources, or
equipment for learning ;
3. Deciding where to learn;
4. Setting specific deadlines or intermediate targets;
5. Deciding when to begin a learning episode;
6. Deciding the pace at which to proceed during a learning
episode;
7. Estimating the current level of knowledge and skill and
progress in gaining the desired knowledge and skill;
23. 8. Detecting any factor that has been backing or
hindering learning ;
9. Obtaining the desired resources or equipment;
10. Preparing or adapting a room;
11. Saving or obtain the money necessary for the
use of certain human or nonhuman resources.
12. Finding time for the learning; and
13. Taking certain steps to increase the motivation
for learning.
24. • In 1984, Knowles suggested 4 principles that are
applied to adult learning:
• Adults need to be involved in the planning and evaluation
of their instruction.
• Experience (including mistakes) provides the basis for the
learning activities.
• Adults are most interested in learning subjects that have
immediate relevance and impact to their job or personal
life.
• Adult learning is problem-centered rather than content oriented.
(Kearsley, 2010)
26. • 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. • 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 & related it is existing information
schemes.
28. • This denotes the learners thinking ability.
• learner must develop the ability to identify,
prioritize; select validate, evaluate & interpret
information obtained through processing.
29. • 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. • Here some personal observation indicates that
people skilled in certain areas tend to emphasize
those while avoiding topics & 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 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. • Self-directed learning allows learners to be more effective learners &
social beings.
• It enhances the ability to think and learn.
• It promotes emancipatory learning process.
• Self-directed learners are curious and willing to try new things.
• They can view problems as challenges, desire change, and enjoy
learning.
• Self-directed learners are motivated and persistent, independent,
self- disciplined , self – confident & goal oriented.
33. • Self-directed learners demonstrate a greater awareness of their
responsibility in making learning meaningful & monitoring themselves.
• Self-directed learning encourages students to develop their own rules &
leadership patterns.
SDL is more deep and permanent.
• It helps to develop time management skills.
• It helps to identify the requirements for a problem solving process.
• It increases self esteem.
• Helps in decision making.
• It promotes self awareness.
34. • Research have proved that some adults are unable
to engage in self directed learning because they
lack independence, confidence or resources.
• Possible for frequent error and sometimes it
misguides the student how to learn.
• Self directed learning needs to be combined with
other learning methods for content to be fully
learned.
• Self directed learning is quite time consuming.
• It lacks team spirit.