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SDL Dr . Ashok Mhaske.pptx
- 1. Self Directed Learning Challenges identified and Overcoming challenges
- 2. Objectives •Overview SDL •Discuss Challenges •Take home message Sunday, 24 July 2022 Dr. Ashok Mhaske 2
- 3. Understanding of SDL ?? Sunday, 24 July 2022 Dr. Ashok Mhaske 3
- 4. Video 1 Sunday, 24 July 2022 Dr. Ashok Mhaske 4
- 5. SDL •SDL [Hiemstra R 1994] •Any study forms in which individuals have Primary Responsibility for •Planning, •Implementing, and •Even evaluating the effort Sunday, 24 July 2022 Dr. Ashok Mhaske 5
- 6. SDL.. •SDL •Learner chooses – •What to learn •How to learn •When to learn and when to stop the learning project Sunday, 24 July 2022 Dr. Ashok Mhaske 6
- 7. •Self-directed learning (SDL) is a modality where learners are expected •to take responsibility for their own learning, •diagnose gaps in their learning, •frame their own goals and resources for learning, •implement appropriate learning strategies and •evaluate learning outcomes. Sunday, 24 July 2022 Dr. Ashok Mhaske 8
- 8. •SDL is a habit of practice. •SDL is a set of skills that can be taught, learned, and acquired. •Teachers need to provide opportunities for students to inculcate this habit. •Restricting SDL to only a few sessions or only for knowledge-based tasks is an error, which needs to be avoided. Sunday, 24 July 2022 Dr. Ashok Mhaske 9
- 9. CBME -2019 •With the introduction of the new Competency- based Medical Education in 2019, which describes an Indian Medical Graduate’s role as a lifelong learner, there is immense scope for self-directed learning (SDL). •The Medical Council of India (MCI) mandates around 250 hours of self-directed learning during the entire MBBS course. Sunday, 24 July 2022 Dr. Ashok Mhaske 10
- 10. Few Observations/Challenges •Whenever a change is introduced, resistance is expected. •Regulatory norms might not be sufficient to implement change. • Faculty training is mandatory to erase any misgivings that they might have. Sunday, 24 July 2022 Dr. Ashok Mhaske 11
- 11. Few Observations / Challenges •The transition to self directedness in these learners must be done in a phased manner, gradually nudging them towards SDL. Sunday, 24 July 2022 Dr. Ashok Mhaske 12
- 12. SDL helps- •To optimize learning •Caters to individual learning needs , goals and interests •Promotes Collaborative learning and Critical thinking •Promotes deep learning ( Spencer & Jordan 1999) Sunday, 24 July 2022 Dr. Ashok Mhaske 23
- 13. Challenges Self directed learning Sunday, 24 July 2022 Dr. Ashok Mhaske 26
- 14. Motivation Entering task/ Goals Sunday, 24 July 2022 Dr. Ashok Mhaske 27
- 15. Self management Stick to your plan Sunday, 24 July 2022 Dr. Ashok Mhaske 28
- 16. Self monitoring Accountable to yourself Sunday, 24 July 2022 Dr. Ashok Mhaske 29
- 17. Not learning from standard curriculum It is individual need felt Sunday, 24 July 2022 Dr. Ashok Mhaske 30
- 18. Not Assessment driven Sunday, 24 July 2022 Dr. Ashok Mhaske 31
- 19. Lack of skills required for SDL Sunday, 24 July 2022 Dr. Ashok Mhaske 32
- 20. Not learning with the same pace as others Sunday, 24 July 2022 Dr. Ashok Mhaske 33
- 21. Myths Sunday, 24 July 2022 Dr. Ashok Mhaske 38
- 22. •The teacher has no role to play in SDL Sunday, 24 July 2022 Dr. Ashok Mhaske 39
- 23. •SDL means learning alone Sunday, 24 July 2022 Dr. Ashok Mhaske 40
- 24. Indian Study.. Self-directed learning readiness of Indian medical students: a mixed method study at CMC Vellore Sunday, 24 July 2022 Dr. Ashok Mhaske 41
- 25. Student reflection… •Because the curriculum demands, I mean for all of us, we just want to get through the exams, so if you are studying something else, then you might be missing something that is important for your exam … Sunday, 24 July 2022 Dr. Ashok Mhaske 42
- 26. Student reflection…. •Personally I think in medicine, no one can teach you everything, you have to learn on your own but the difficulty comes in the fact that... we have been conditioned in a way since childhood, we were taught everything, and then suddenly, that is not what you need and we don’t know what to do…. Sunday, 24 July 2022 Dr. Ashok Mhaske 43
- 27. Faculty … • Faculty concurred that curriculum should provide students with enough time to study. • In addition, students need to be orientated on SDL and SDL should be tried in small groups first for better impact. • They stated that peer learning and change in the assessments would also promote SDL. • Faculty development plays an important role in implementing such changes. Sunday, 24 July 2022 Dr. Ashok Mhaske 44
- 28. Never stop Learning Because Life never stops teaching Sunday, 24 July 2022 Dr. Ashok Mhaske 45
- 29. Video 2 Sunday, 24 July 2022 Dr. Ashok Mhaske 46
- 30. Take home message… •Promotion of SDL is not a task which can be successful if only one or few teachers veer students towards self- directedness. •It requires a collective effort of the entire institution as a policy. Sunday, 24 July 2022 Dr. Ashok Mhaske 47
- 31. SDL – Learn to teach Yourself Thank You Sunday, 24 July 2022 Dr. Ashok Mhaske 48
Editor's Notes
- Few things need to stressed at the outset- 1- How to navigate through the world which is constantly changing so far as knowledge / Skills / competency 2-Despite numerous advantages of SDL, there are several challenges and limitations due to the lack of specific and defined guidelines for its implementation. Our students are not exposed to SDL in primary schools. 3- Faculty induction is the Ist steps for which we are here today. With CBME in operation , numerous newer methods are addressed – Electives, Integrated teaching, ATCOME One of them is sdl
- Overview of SDL - to identify challenges in implementation for faculty , undergraduate students and run through the issues of professionals.
- Understanding of SDL is important to address challenges
- Telling students to sit in the classroom or library and read a chapter is not SDL. What makes self-directed learning different is the ‘locus of control.’ In SDL, it is the learner who takes the initiative and controls the direction of learning. ‘Locus of control’ refers to learners’ belief in their abilities to control life events
- SDL is a set of skills that can be taught, learned, and acquired. It is not a teaching strategy, but a philosophy to be imbibed. The SDL process needs personal and environmental characteristics for identification and correction of gaps in understanding [11]. SDL is a habit of practice. Teachers need to provide opportunities for students to inculcate this habit. Restricting SDL to only a few sessions or only for knowledge-based tasks is an error, which needs to be avoided. The educational environment should be tailored to allow flexibility in methodology to achieve SDL goals.
- It is mainly of two types: Facilitated learning, where the teacher plays the role of a facilitator, designs the learning process, teaches when necessary, corrects when wrong, and assesses the learner at the conclusion; Self-paced learning, in which the learner has a more active role in choosing his material of study, learns at his own pace and attends assessments guided by a teacher. The types of facilitated learning include Audio-video lectures, Small group discussions, donut rounds, flipped classrooms and the types of self-paced learning include online courses and digital or e-books. With or without facilitator- depends upon the stage the learner is.. Diagnose one’s own learning needs Diagnose gaps and frame goals 1- Undergraduate – SDL Skill set needs to be understood. Gaps can be identified which are set as goals 2- As professional – Needs felt are your goals – which makes you a life long learner
- Medical Education requires a student to be familiar with the concepts of self-directed learning and this helps a graduate prepare himself to be a lifelong learner.
- These expectations need to be communicated and clarified right in the beginning of professional courses. In fact, right in the Foundation course, learners can be oriented towards the concept of Metacognition (awareness and understanding of one’s own learning), Self-regulated learning (ability to under-stand and control one’s learning environment), and SDL (taking charge of their own learning process), and provided with guidance on how they might learn skills of time management, and project management.
- Promotion of SDL is not a task which can be successful if only one or few teachers veer students towards self-directedness. It requires a collective effort of the entire institution as a policy. This holds true in our circumstances where students might not have been exposed to SDL in their school years. The transition to self-directedness in these learners must be done in a phased manner, gradually nudging them towards SDL. These expectations need to be communicated and clarified right in the beginning of professional courses. In fact, right in the Foundation course, learners can be oriented towards the concept of metacognition (awareness and understanding of one’s own learning), self-regulated learning (ability to understand and control one’s learning environment), and SDL (taking charge of their own learning process), and provided with guidance on how they might learn skills of time management, and project management. In all, the educational environment determines whether students will embrace SDL.
- It is a process to become a self directed learner
- It is a process of self directed learner SSDL should be kept in mind i.e Dependent , interested, involved and self directed.
- Self Managed Outcomes predefined Activities in frame work with guides Pursue in their own way Self Planned Outcomes predefined Design there own activities Pursue in their own way Self Directed Outcome self defined Design there own activities Pursue in their own way
- Students need to take initiatives identify objectives formulating Goals resources strategies monitoring / evaluating outcomes Note – something are done and somethings are not done not done becomes new goal and the cycle goes on repeating
- IMG is a life long learner
- How to identify goals ?? Video ” A guide to self directed learning as learning stratergy for medical students – Dr. Swati Tikare
- Student centered You felt the need Set target Monitor progress and out come
- Most important independent factor Students should have clear understanding of competency Students needs to develop interest Then they can feel gaps in the competency Which can be taken as goals
- Self-management helps you become a successful learner. It refers to strategies, techniques and approaches we use to direct our activities and behaviours effectively.
- Self-monitoring teaches students to self-assess their behaviour and record the results. Though it does not create new skills or knowledge, self-monitoring but boast moral. An example of self-monitoring at work could include using a checklist to stay focused on the tasks you need to complete and observing how often you get off task with non-work related activities.
- It is the felt need that may or may not be a part of core curriculum
- Assessment drives learning As it may or may not be a part of core curriculum – desired objectives - competency it may not be assessed.
- SDL is a process / institutional strategy / philosophy which has to be mastered to be a habit.
- Peer pressure is not there as it is individualised Explicitly teaching students how to assess their own work, and the work of their peers, has many benefits. It promotes student understanding of their learning, and provides opportunities for critical analysis of their own efforts encouraging them to become more autonomous learners.
- Assessment does not ensure actual learning – it is said to be for clearance of examination.
- The term ‘self- directed learning’ does not imply that there is no need for a teacher. Let us recall Knowles’ [4] definition here, where he talks about learning ‘with or without help’ from others. One of the key skills of self-directed learners is to know when to seek help or support . A learner may choose to learn on his own, or with the help of others, or to learn with others. It is the student’s prerogative to ask for help if required. When a learner seeks help, a teacher must be accessible or available to help. The teacher’s role is that of a facilitator of learning, rather than a dispenser of content. They ensure that the learner does not deviate from the intended learning objectives. Student initiates request for help from facilitator .
- Learning can happen in different settings. The social interaction between peers in an educational environment is key to constructing one’s own learning. It promotes student understanding of their learning, and provides opportunities for critical analysis of their own efforts encouraging them to become more autonomous learners.
- We will review the feedback from students and Faculty
- Assessment was a key factor that both facilitated and deterred SDL. Some students perceived that assessment can drive SDL only if it means something to the final exams. However, others perceived assessments as a hindering factor to SDL. The curriculum is loaded with various activities targeted towards the various assessments which occur at frequent intervals of learning. Students are assessment-oriented and as such, all learning is focused on acquiring skills and knowledge that will enable them to excel in assessments. There is limited time set aside for SDL. Students considered that the frequency of tests was an SDL deterrent. In addition, faculty indicated that the current form of teaching is some- times exam-oriented due to the rigid curriculum. This like- wise influences instructors’ form of teaching in trying to achieve the required standard.
- ‘That is where the curriculum has to come in
- Move from dependent learner to an independent learner In life you diagnose gaps , identify resources, do strategic planning and then reflect/evaluate