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A Seminar about Self-Directed Learning

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A Seminar about Self-Directed Learning And its Importance in the EDIT Studio Lloyd Rieber Myths about learning and teaching in K-12 schools Joseph Campbell's ... – PowerPoint PPT presentation

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Title: A Seminar about Self-Directed Learning


1
A Seminar about Self-Directed Learning
  • And its Importance in the EDIT Studio
  • Lloyd Rieber

2
Myths about learning and teaching in K-12 schools
First, about the word "myth...
  • Joseph Campbell's definition A "myth" is not a
    falsehood, but a world view about something.
  • Don't be insulted by being asked to use this term
    to describe your belief systems.
  • I often equate "myth" to "mental model", a term
    more aligned with our field.

3
Myths about learning and teaching in K-12 schools
  • Students would not know how to handle the
    opportunity to take more responsibility for their
    own learning.
  • School has to teach students to do things they
    don't want to do because that's the way life is.
  • Everything in the curriculum is important to
    know.
  • Teachers should never put their own learning
    first.
  • Good teaching is when the teacher talks and
    students listen.
  • Teachers have to know everything about a topic
    before they try to teach it.
  • The role of a student is to try to figure out
    what the teacher already knows.
  • Classrooms are quiet places in which the teacher
    dominates.
  • Teaching is the hard part, everything else a
    teacher has to do is easy.

4
Myths about learning and teaching in a university
graduate program
  • ?
  • ?
  • ?

5
Stories about self-directed learning
experiences.....
stories about successful self-directed learning
experiences. stories about not so successful
self-directed learning experiences.
6
Motivation
  • Motivation
  • Hallmarks of intrinsic extrinsic motivation
  • Self-determination
  • Hallmarks of self-determination
  • Self-Regulated Learning
  • Intrinsic motivation, metacognitive awareness,
    willingness to act to ensure one's own learning
  • Flow theory

7
Issues in any learning experience involving
technology
  • The constant risk of triggering the phenomenon of
    "learned helplessness".
  • Confronting group-based "negativism"

8
The Studio structure's relationship to
self-directed learning (1 of 4)
  • Changing of roles traditionally associated with
    the "student" and the "teacher".
  • Greater freedom/flexibility begets greater
    responsibility.
  • On Sebastian Fiedler's "Conversational" framework
  • Recognizing the need to talk about self-directed
    learning and one's myths about learning and
    teaching

9
The Studio structure's relationship to
self-directed learning (2 of 4)
  • Studio expectations of students
  • Accept responsibility for one's learning
  • Take much greater responsibility for personal
    time and work management
  • Recognize the need to leave one's "comfort zone"
  • Participate in the defining of criteria for
    evaluation
  • Be willing to accept and give critical feedback
    (giving it may be the harder of the two)
  • Expect help from those with more experience or
    skill
  • Expect to give help to those with less experience
    of skill

10
The Studio structure's relationship to
self-directed learning (3 of 4)
  • Studio expectations of instructors
  • Give students the expectation that you can be
    trusted
  • Believe that students will make good decisions
    when given the opportunity
  • Expose all personal agendas
  • Manage the studio macro-structures well
  • Provide scaffolding and other support structures
  • Continually monitor all studio support structures
  • Continue to develop professionally

11
The Studio structure's relationship to
self-directed learning (4 of 4)
  • Weaknesses of the Studio model
  • Lack of a stable community of learners
  • Inappropriate competition Understanding that
    participants have different areas of focus and
    that resulting projects will be different as a
    result.
  • The never ending need for resources (hardware,
    software, human)
  • ?
  • ?

12
Some of Lloyd's observations over the past 3 years
  • When the studio structure works well for an
    individual student, it works very well. I have
    seen some of the most outstanding projects of my
    teaching career over the past 3 years.

13
Some of Lloyd's observations over the past 3 years
  • The studio structure has not worked well for all
    students. Students who cannot "break out" of the
    "one-course, one-instructor led, controlled, and
    organized" model have been quite frustrated.
  • Students who continue to focus on "the final
    grade" as the hallmark of success or failure find
    themselves having a difficult time coping.

14
Some of Lloyd's observations over the past 3 years
  • The studio shifts the source of feedback and
    support away from one individual (i.e. the
    instructor) and towards a group of people which
    one may call the Studio Community. The
    instructors are but part of this community.

15
Some of Lloyd's observations over the past 3 years
  • The time-honored "game" (er, learning strategy)
    of figuring out what the instructor really wants
    or values as the most important does not work
    well in the Studio. There are still a variety of
    instructor expectations that must be met, but
    design knowledge and skills are not crystallized,
    but remain fluid and dependent on the context of
    the design problem.

16
Some of Lloyd's observations over the past 3 years
  • Because the Studio Experience is based in a
    university setting, we still confront the
    realities of having to assign grades. We have
    therefore tried to be as explicit as possible in
    the Handbook about how grades are determined. I
    have no difficulty assigning grades lower than an
    "A" when necessary and appropriate and I consider
    it ethical and fair to do so. However, I feel the
    emphasis should be on the personal and
    professional outcomes and consequences. Good
    grades should be a secondary outcome, not the
    focus. A more telling assessment of a person's
    professional success is the willingness of a
    colleague to write a letter of recommendation and
    the tenor of that letter.

17
Some of Lloyd's observations over the past 3 years
  • Confronting one's needs and goals in an
    environment founded on self-directed learning is
    crucial for making sense of the experience.

18
Some Final Thoughts
  • I think this represents a truer, more honest
    approach to how this stuff is really learned.
  • The studio approach at UGA is being watched
    closely by other programs.
  • Im proud that we had the courage to take
    advantage of the opportunity to do this!
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