Sdl using techonology
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This document discusses self-directed learning (SDL) using technology. It defines SDL as a process where individuals take responsibility for their own learning by determining needs, setting goals, finding resources, and evaluating outcomes. The document outlines 5 stages of an SDL model from dependent to self-directed. It lists advantages like increased confidence and motivation but also limitations like potential for errors. Finally, it suggests newer technologies that can enable SDL, including e-libraries, e-books, search engines, journals, videos, medical apps, email groups, and blogging.
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The document discusses self-directed learning (SDL), which involves individuals taking initiative to diagnose learning needs, formulate goals, identify resources, implement strategies, and evaluate learning. SDL skills include developing curiosity, formulating questions, identifying needed data, locating reliable sources, and organizing information. Medical students need SDL skills to keep learning and engage in continuing education as the field rapidly advances. SDL can be facilitated in medical colleges through problem-based learning, small group teaching, and creating an autonomy-supportive environment that incorporates old and new concepts. This helps develop students' cognitive, psychomotor, and affective skills while achieving benefits like greater enthusiasm, better question-asking, and enhanced retention of knowledge. Technologies like websites, videos,
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The document discusses improving self-directed learning (SDL) through technology and educational networking. It describes SDL as a process where learners take initiative in diagnosing their own learning needs, formulating goals, and evaluating outcomes. It emphasizes the need for SDL in medical education given changing knowledge and practice contexts. It outlines how technology like e-learning, mobile learning, and open educational resources can support SDL and how educational networking among students, teachers and institutions can help share resources and facilitate lifelong learning.
SDL
Self-directed learning (SDL) involves learners taking initiative and responsibility for their own learning. The document defines SDL and describes its importance for lifelong learning. It outlines stages of SDL including dependent, interested, and self-directed stages. SDL has advantages for medical education as medical knowledge evolves, requiring doctors to continually learn. Problem-based learning is an example of how SDL can be integrated in medical curricula by having students identify learning needs to solve presented problems.
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1. Members of the networking group who have experience implementing OSCEs could provide advice and share resources on developing cases, creating checklists, training examiners, and evaluating students.
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3. Feedback from the network could help identify and address any challenges in order to refine the OSCE process before the high-stakes examination.
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This document discusses improving self-directed learning through technology. It aims to promote self-directed learning among students and explore options to use technology to improve self-directed learning. The document outlines that medical knowledge is doubling rapidly, so students need to continue learning after college to keep their skills updated. It advocates for a self-directed learning approach where students take responsibility for their own learning by identifying needs, goals, resources and evaluating outcomes. The role of the teacher shifts from authority to facilitator as students progress from dependent to self-directed. E-learning methods like e-libraries, learning videos, mobile apps, podcasts and blogs can be integrated into the curriculum to support self-directed learning.
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This document discusses the changing trends in medical education and the role of medical education units (MEUs). It outlines several key points:
1. The role of medical teachers is expanding from simply lecturing to guiding learning, managing student needs, and assessing learning.
2. MEUs are promoting new approaches to medical education like problem-based and integrated learning as well as community-based training instead of traditional hospital-based models.
3. Advances in technology and changes in assessment methods like OSCEs, mini-CEXs, and portfolios require medical teachers to develop new skills through faculty development programs conducted by MEUs.
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The document discusses improving self-directed learning (SDL) through technology and educational networking. It describes SDL as a process where learners take initiative in diagnosing their own learning needs, formulating goals, and evaluating outcomes. It emphasizes the need for SDL in medical education given changing knowledge and practice contexts. It outlines how technology like e-learning, mobile learning, and open educational resources can support SDL and how educational networking among students, teachers and institutions can help share resources and facilitate lifelong learning.
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Self-directed learning (SDL) involves learners taking initiative and responsibility for their own learning. The document defines SDL and describes its importance for lifelong learning. It outlines stages of SDL including dependent, interested, and self-directed stages. SDL has advantages for medical education as medical knowledge evolves, requiring doctors to continually learn. Problem-based learning is an example of how SDL can be integrated in medical curricula by having students identify learning needs to solve presented problems.
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1. Members of the networking group who have experience implementing OSCEs could provide advice and share resources on developing cases, creating checklists, training examiners, and evaluating students.
2. Volunteers from other institutions could assist in piloting the OSCEs or serving as standardized patients to prepare for the real assessment.
3. Feedback from the network could help identify and address any challenges in order to refine the OSCE process before the high-stakes examination.
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This document discusses improving self-directed learning through technology. It aims to promote self-directed learning among students and explore options to use technology to improve self-directed learning. The document outlines that medical knowledge is doubling rapidly, so students need to continue learning after college to keep their skills updated. It advocates for a self-directed learning approach where students take responsibility for their own learning by identifying needs, goals, resources and evaluating outcomes. The role of the teacher shifts from authority to facilitator as students progress from dependent to self-directed. E-learning methods like e-libraries, learning videos, mobile apps, podcasts and blogs can be integrated into the curriculum to support self-directed learning.
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This document discusses the changing trends in medical education and the role of medical education units (MEUs). It outlines several key points:
1. The role of medical teachers is expanding from simply lecturing to guiding learning, managing student needs, and assessing learning.
2. MEUs are promoting new approaches to medical education like problem-based and integrated learning as well as community-based training instead of traditional hospital-based models.
3. Advances in technology and changes in assessment methods like OSCEs, mini-CEXs, and portfolios require medical teachers to develop new skills through faculty development programs conducted by MEUs.
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2. Successful self-directed learning relies on learners having skills like goal setting, decision making, self-awareness, and using learning strategies and resources. The role of educators is to facilitate self-directed learning.
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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.
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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
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The document discusses the key aspects of a learner-centred curriculum. It states that learner-centred curriculum shifts the focus from teacher-centered learning to seeing learners as curious individuals with unique abilities and goals. The curriculum is customized for each learner by focusing on their interests, needs and dreams. In this approach, the teacher acts as a facilitator rather than instructor, and learners are empowered to shape their own learning path. The goals are to develop independent, active learners through collaborative learning opportunities.
Curriculum centered learning and curriculum overview of class 9th and 10th pr...
The document discusses learner-centered curriculum and frameworks. It begins with background on the shift from teacher-directed to student-centered learning in the 1980s. It then describes the key components of a learner-centered curriculum framework, including learner populations, objectives, learning models/theories, and required support services. The framework aims to design curriculum based on student needs and abilities. Effective implementation requires understanding diverse learners and allowing student voice, choice, and self-directed learning. Assessment in this model involves student participation. Application in higher education has shown student-centered approaches improve learning experiences and outcomes.
Learner centered teaching
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
approaches in teaching learning process
This document discusses four different approaches to education: teacher-centered, learner-centered, subject-centered, and learning-centered.
In the teacher-centered approach, knowledge is transmitted from teacher to students who passively receive information. The subject-centered approach focuses on specific subjects arranged in a logical sequence.
The learner-centered approach aims to give students autonomy over their learning by involving them in the process and addressing their needs and interests. In the learning-centered approach, both students and teachers are co-learners, it places the student at the center, and focuses on helping students acquire skills for lifelong learning through practices like collaborative and experiential learning.
The art of teaching
The document discusses various aspects of teaching including:
1. It defines teaching as a process that prepares students for learning and provides structure to enable productive learning.
2. It outlines the key roles of teachers as subject matter experts, pedagogical experts, excellent communicators, student-centered mentors, and assessors.
3. It discusses characteristics of quality teaching including a focus on student achievement, effective links between school and context, and pedagogy that promotes self-regulation and discourse.
Roles of teacher
Teacher roles include:
1. Facilitating the learning process through preparing lessons, creating a conducive learning environment, and encouraging student participation.
2. Fulfilling administrative duties like serving on committees and assisting students.
3. Wearing multiple hats as instructors, curriculum developers, counselors, researchers, evaluators, and more to support students' academic and personal growth.
Self directed learning (SDL)
Self-directed learning allows students to take responsibility for planning, implementing, and evaluating their own learning. It involves a continual process of self-motivation, self-management, self-monitoring, and self-modification. Successful self-directed learners have skills like goal setting, decision making, self-awareness, and content competence. While it has advantages like enhancing thinking and promoting independence, self-directed learning also has disadvantages such as being time consuming and potentially misguiding students.
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Sdl using techonology
- 1. Self Directed Learning using technology (SDL) Dr.Surendra Babu Assistant Professor Department of community Medicine MEU,GSL Medical College
- 2. “No matter how good teaching may be, each student must take the responsibility for his own education.” John Carolus S. J. 2
- 3. 3
- 4. Learning Objectives Promote self directed learning among students Use technology to improve self directed learning List the options available to teachers and students 4
- 5. Self Directed Learning • 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 strategies for learning and • evaluating learning outcomes. 5
- 6. Stages of self-directed learning model Dependent Interested Involved Self directed 6
- 7. Role of student Role of teacher Example • Dependent • Authority • Coach • Coaching with immediate feedback • Just informal lecture 7
- 8. Role of student Role of teacher Example • Interested • Motivator, guide • Inspiring lecture plus guided discussion. 8
- 9. Role of student Role of teacher Example • Involved • Facilitator • Discussion facilitated by teacher • Seminar & Group Discussion 9
- 10. Role of student Role of teacher Example • Self directed • Consultant / Delegator • Internship • Dissertation • Individual work 10
- 11. 5 steps in self directed learning 1. Set goals 2. Create plan 3. Monitor learning 4. Seek help when needed 5. Reflect on processes 11
- 12. Advantages Promotes self confidence, initiative and life satisfaction Helps learners to be motivated, independent, self reflective and goal oriented Improve work performances 12
- 13. Limitations Prone to errors Time consuming 13
- 14. SDL in Medical Education 14
- 15. Why ?15
- 16. 16
- 17. What is E learning ? Use of electronic media, information and communication technologies (ICT) in Education 17
- 18. Exercise Enumerate newer methods of technology using SDL Time : 2 Min List out two per group 18
- 19. E – Library19
- 20. E- Books20
- 25. Medical Apps25
- 26. E mail groups26
- 27. Blogging 27
- 28. 28
Editor's Notes
- Malcolm Knowles
- At the end of the session participants shall be able ton
- Learner is more knowledgeable of subject matter and ready to explore with help
- Working in the complex and ever-changing healthcare settings forces the doctors and medical students to be equipped with lifelong learning skills.
- independent learning lets the students take the responsibility of their own learning and participate actively in the learning process. This increases the sense of belonging to learning and enhances the students’ positive motivation