Presentation of a workshop on Self Directed Learning (Brussels, June 2014, Corporate Universities Summit). What would our workplace look like if we could increase Self-Directed Learning?
Investigating Self-Directed Learning Dimensions: adapting the Bouchard FrameworkInge de Waard
This presentation was given at the EC-TEL conference in September 2015. The presentation shares the background, methods and analysis used to gain insight in the learning experiences, and learning actions that experienced learners take while being enrolled in FutureLearn courses (a brand of MOOC courses).
The following framework has some essential self-directed learning questions broken down into further key points for consideration. This isn’t an all-inclusive framework, but it’s a basic guideline for further exploration and development. Have learners use these points to examine the value of each question and consider how to apply it to their own self-directed learning pursuits.
Investigating Self-Directed Learning Dimensions: adapting the Bouchard FrameworkInge de Waard
This presentation was given at the EC-TEL conference in September 2015. The presentation shares the background, methods and analysis used to gain insight in the learning experiences, and learning actions that experienced learners take while being enrolled in FutureLearn courses (a brand of MOOC courses).
The following framework has some essential self-directed learning questions broken down into further key points for consideration. This isn’t an all-inclusive framework, but it’s a basic guideline for further exploration and development. Have learners use these points to examine the value of each question and consider how to apply it to their own self-directed learning pursuits.
Adult learning:Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values
The Adult Learner: Chapter Outlines and Main PointsMike Ramsey
This is a 200 slide presentation outlining the book The Adult Learner by Malcolm Knowles. As you may know this book is some dry reading so I and my peers converted it into a four hour lecture. This was in 2004 and our powerpoint skills were basic. I hope this helps you with some insight into androgogy and the adult learner as well as some insight to the leading minds of the time.
Content created by: Brian Shearer, Rufus Brown, David Koleson, Jason Howsare, Karl Kilthau, and Mike Ramsey
The Adult Learning Theory - Andragogy. Malcolm Shepherd Knowles (1913 – 1997) was an American educator well known for the use of the term Andragogy as synonymous to the adult education. According Malcolm Knowles, andragogy is the art and science of adult learning
ReadySetPresent (Adult Learning PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Whoever adults are, they should be taught by methods which acknowledge and respect the fact that they are adults rather than children. Adults need to be involved in the planning and evaluation of their instruction, their experiences provide the basis for learning activities, and they are most interested in learning subjects that have immediate relevance to their job or personal life.
Les comparto esta presentación sobre adult learning. en particular a mis colegas inscritos en el programa de desarrolllo de habilidades docentes clinicas
Teaching Self Directed Learning for Healthier CommunitiesAlicia Davis
Democratic communities are built on foundations of trust and respect. All students can make decisions regarding their own learning. Read a Case Study of one 5 year old and his teacher and mother as they navigate their way through constructivism and emergent learning.
Short excerpt from training I developed and delivered on the use of feedback in a self-directed environment. Key questions or points were interspersed with supporting graphic representations.
Adult learning:Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values
The Adult Learner: Chapter Outlines and Main PointsMike Ramsey
This is a 200 slide presentation outlining the book The Adult Learner by Malcolm Knowles. As you may know this book is some dry reading so I and my peers converted it into a four hour lecture. This was in 2004 and our powerpoint skills were basic. I hope this helps you with some insight into androgogy and the adult learner as well as some insight to the leading minds of the time.
Content created by: Brian Shearer, Rufus Brown, David Koleson, Jason Howsare, Karl Kilthau, and Mike Ramsey
The Adult Learning Theory - Andragogy. Malcolm Shepherd Knowles (1913 – 1997) was an American educator well known for the use of the term Andragogy as synonymous to the adult education. According Malcolm Knowles, andragogy is the art and science of adult learning
ReadySetPresent (Adult Learning PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Whoever adults are, they should be taught by methods which acknowledge and respect the fact that they are adults rather than children. Adults need to be involved in the planning and evaluation of their instruction, their experiences provide the basis for learning activities, and they are most interested in learning subjects that have immediate relevance to their job or personal life.
Les comparto esta presentación sobre adult learning. en particular a mis colegas inscritos en el programa de desarrolllo de habilidades docentes clinicas
Teaching Self Directed Learning for Healthier CommunitiesAlicia Davis
Democratic communities are built on foundations of trust and respect. All students can make decisions regarding their own learning. Read a Case Study of one 5 year old and his teacher and mother as they navigate their way through constructivism and emergent learning.
Short excerpt from training I developed and delivered on the use of feedback in a self-directed environment. Key questions or points were interspersed with supporting graphic representations.
Neuroscience and leadership : an introductionBert De Coutere
Part of the presentation given by Monica and Bert during the Neuroscience and Leadership workshop at the CCL EMEA Associate Learning Days (La Hulpe, June 2012)
Empowering self-directed learners: Practical strategies and tools for L&DBrightwave Group
In a recent webinar Brightwave's Caroline Freeman discussed a range of self-directed learning strategies, sharing concrete examples of what works. She explored the surprising and effective ways today's new generation learning tools put the learner firmly in control.
To hear the full recording of this lively and interactive webinar session, visit: http://ow.ly/oQbt30hyGQp
Workplace learning loses unless we engage learnersBert De Coutere
In today’s workplace, we support our employees to be engaged and active learners. In a constantly changing business environment, constant learning makes our careers and our businesses future-proof. The reality however is different from the dream: in today’s workplace we are busy being busy, and learning loses out - often unintentionally. In this session for anyone involved in corporate learning, we will together: - assess the reality of today’s workplace learning: - explore the bad habits and biases that stand in the way of learning more: - get inspiration to set up experiments to engage our learners for action. (From oeb.global conference, Nov 2019)
The Theory Part - Learning about learning | SPELT | Wali ZahidWali Zahid
The Theory Part - Learning about learning - A talk by Wali Zahid at 29th SPELT Conference 2013
This Powerpoint will be useful if read with this detailed document:
http://www.slideshare.net/wali11/the-theory-part-learning-about-learning-wali-zahid-24849318
http://www.scribd.com/doc/157515625/The-Theory-Part-Learning-About-Learning-Wali-Zahid
For a Knowledge Management Round Table, Melbourne. An exploration workshop into using design thinking to support workplace change coupled with digital technologies.
learning in the digital age looks at the way our students our controlled and constrained by orthodox protocols and methodologies. The presentation challenges conventional beliefs yet grounds the challenge in a 'can do' way. We have to work from within a system in order to be able to change it.
The implementation of the Australian Curriculum has been an opportunity for reform within the educational landscape. One of the areas of reform has been in teacher pedagogy, particularly around being able to cater to each and every student within our learning environments.
This workshop is a hands-on practical workshop that explores with the teachers what are the habits, structures and routines that will creating a learning environment that builds independent learners. We will discuss the factors that hinder, support and boost independence such that students can develop the capacity to be learning partners rather than receivers.
Similar to All we really need is us (on Self-Directed Learning) (20)
Slides used at the OEB MidSummit in Reykjavik - June 8 2017.
Somehow over the past decades leadership development became elitist and expensive. It got confused with a job position. At its core though, leadership is a social process. It is about how we get things done together - ALL of us. When you look at the many challenges we face as teams, organisations or societies - perhaps more than ever in 2017 - leadership is always part of the answer. So how can we scale up leadership development to reach everyone working together on a common goal? How do we scale it up from the happy few to billions? Technology brings us unprecedented possibilities to do just that.. In this session we will create new solutions to bring leadership development to all.
Deck 0 of the "Let's talk about competent people" workshop. This shows selected quotes when workshop participants come in, before the actual workshop starts.
10 pictures taken from the book "homo competens" that talk about competent people in the network age.
Are you a HoCo? I think you are. A HoCo is not a dirty word. It is short for 'homo competens', and that is not an insult. That is Latin for 'competent person'. If you are a HoCo, or want to be one, this site is for you.
If talented people are indeed our greatest asset, why would we keep treating competence as a black box? If you ask me, competence is far too important to discuss in vague terms or to leave to chance.
Sample how-to of the 6C learning framework via 6 questions.
6C learning says you need to pay attention to 6 areas to make a succesful learning project.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Model Attribute Check Company Auto PropertyCeline George
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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For more information, visit-www.vavaclasses.com
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
All we really need is us (on Self-Directed Learning)
1. All we really
need is us…
How to increase the
number of self-directed
learners (SDL) in our
organizations?
Bert De Coutere
Corporate Universities Summit
Brussels – June 2014
2. Nice to meet you!
Bert De Coutere lives in Belgium, works for the Center for
Creative Leadership, blogs on homocompetens.blogspot.com
and is a fan of competent people.
3. I discovered
that all my
professional
interests over
the years had
one common
theme…
self-directed
learning
4. The plan for today
(from structured to …)
• Bert will share 5 things about self-directed learning
• We’ll introduce ourselves at our tables and reflect on
our own learning ability
• Then we’ll go over the increased importance of SDL and
look at some definitions and models
• We’ll imagine what it would be like to have more SDL in
our organizations
• Case 1: the Quantified Self movement
• Then we’ll list the ‘ingredients’ of successful learning
• Case 2: MOOCs and the LeaderMOOC experience
• Let’s experience SDL at our table groups
• What is the one action we will take after this workshop
to increase the level of SDL in our organization?
14. What’s in a
word?
Do you need
one definition?
Let’s give you
several!
• Autodidact
• Self-Directed
Learning
• Self-Regulated
Learning
• Self-Organized
Learning
• DIY Learning
• Learning Agility
• Heutagogy
16. Knowles (1975)
Self-Directed Learning (SDL) is “a process in which individuals
take the initiative, with or without the help of others, to
diagnose their learning needs, formulate learning goals,
identify resources for learning, select and implement learning
strategies, and evaluate learning outcomes”.
Knowles also provided the following characteristics for SDL:
(a) self-directed learning assumes that humans grow in
capacity and need to be self-directing;
(b) learners' experiences are rich resources for learning;
(c) Individuals learn what is required to perform their
evolving life tasks;
(d) an adult's natural orientation is task or problem-centered
learning;
(e) self-directed learners are motivated by various internal
incentives, such as need for self-esteem, curiosity, desire
to achieve, and satisfaction of accomplishment
17. “the degree of choice that learners have within
an instructional situation.” “open-ended
opposite of “dependent” learning.” (Grow,
1991: 128)
Self-regulation abilities include goal setting,
self-monitoring, self-instruction and self-
reinforcement.
19. Poll – What do you estimate is
the % of people in your
organisation that is currently
capable of SDL?
20. Poll – What might that %
become in the future? (eg in
two years time)
21. Envelope 2 –
Imagine all the
people…
How would your organization look like
when it had more SDL learners?
1. Spread out the Visual Explorer ™ cards on
your table.
2. Individually, pick a card that for you best
anwers the question “How would your
organization look like when it had more
SDL learners?” (Hint: It helps to do this in
silence. Sometimes people say that the
‘card picked them’.
3. Individually, take a minute to write down
what you see in the picture, why you
selected it. What are the benefits you see
of an environment with more SDL
learners?
4. Now with your neighbour, discuss why you
picked the card and what you see in the
picture. Let your neighbour also comment
on what he or she sees additionally in
your card.
5. Swap roles – now your neighbour shows
their card and explains and you add
comments what you see in their card.
6. If time permits, repeat for other people
on the table.
22. Poll – So, what were some of
the benefits of SDL you could
imagine?
23. Case 1: The
Quantified Self
movement
• What did you do?
• Why did you do it?
• What did you learn?
25. Envelope 3
– The
ingredients
of learning…
What do we need to be able to
learn? What does it take to drive
our own learning?
1. This envelop contains models
of learning and various hints to
explore. You may or may not
find it useful to discuss some
of the material.
2. Have a discussion with the
entire table on the questions
above. Take note of the
‘ingredients of learning’.
26. Poll – What does it take to
drive your own learning?
32. What we learned from our pilot.
Nothing really new, just more of it.
Rather
New
33. What we learned from our pilot.
So what?
(Warning: limited audience interaction ahead.)
The answer to life, the
universe and everything.
The raw data
M for massive dropouts
Educational Darwinism
How far can we go?
Learning outcomes
Show me the money
In search of a business
model
It’s what you do with it.
Technology matters.
Maybe this will work.
Three experiments.
M for massive work
No traffic jams on the
extra mile.
The after-MOOC
The cult of the wicker-man.
<insert incredibly
insightful question
here>
Anything else
34. Envelopes 4–
Experience SDL
• How do other people
do it? What are best
practices?
• Identify actions YOU
can take to grow SDL
in yourself or your
organisation
35. Poll – What is one action you
will take to increase SDL in your
organization?
36. Let’s end this
session by
adapting a
Chinese
proverb…
Give a man a fish and you
feed him for a day.
Teach a man to fish and
you feed him for a lifetime.
Make a man a better
learner and he’ll have a
varied menu for the rest of
his life..