Self M anaged Learning

1. Self Managed Learning Personal and Professional Development.

2. Self managed Learning. What is it SML, a term coined by Ian Cunningham in the late ‘70s, refers to a specific learning approach derived from elements of several other methods including self-development, self-directed learning and action learning. It is essentially a holistic approach to the individual and is underpinned by strong values. Ian Cunningham himself said in an interview, ‘in the pieces there’s nothing original ....it was putting all that together that was unique’ (Ross, 1997)

3. initiative • Self managed learning is based on the assumption that adults are independent and want to take control of their learning. • Therefore self directed learners take the initiative and responsibility for the planning, implementation and evaluation of their learning activities. • Self managed learners take the dual responsibility of Learning and Teaching.

4. It’s a four step process • Getting ready to learn. • Various skills and attitudes towards learning are required for successful independent study Signs of readiness for self-directed learning include being: autonomous, organized, self-disciplined, able to communicate effectively, and able to accept constructive feedback and engage in self-evaluation and self­-reflection.

5. 4 step process • Setting learning goals. • Communication of learning goals between a student and the advising member is critical or establishing clear goals for self. • Smart goals

6. 4 steps • Engaging in the learning process. • Students need to understand themselves as learners in order to understand their needs as self-directed learning • Students also need to understand their approach to studying: • Deep approach involves transforming – to understand ideas for yourself; be able to apply knowledge to new situations and use novel examples to explain a concept; learn more than is required for unit completion – most ideal for self-directed learning. • Surface approach involves reproducing – to cope with unit requirements; learn only what is required to complete unit in good standing; tend to regurgitate examples and explanations used in readings. • Strategic approach involves organizing – to achieve the highest possible grades; learn what is required to pass exams; memorize facts as given in lecture; spend much time practicing from past exams; most concerned with whether material will appear on exam. • Earlier academic work may have encouraged a surface or strategic approach to studying. These approaches will not be sufficient (or even appropriate) for successful independent study. Independent study requires a deep approach to studying, in which students must understand ideas and be able to apply knowledge to new situations. Students need to generate their own connections and be their own motivators.

7. 4 steps • Evaluation / self reflection . • Students must be able to engage in self-reflection and self-evaluation of learning goals and progress in a unit of study. • Students should be able to engage in self-validation of achievements, but should have the motivation to seek feedback on progress and ideas from someone or other available resources. • Self-evaluation involves asking: • How do I know I’ve learned? • Am I flexible in adapting and applying knowledge? • Do I have confidence in explaining material? • When do I know I’ve learned enough? • When is it time for self-reflection and when is it time for consultation with the advising faculty member?

8. Types of learners • These learning styles were developed by Peter Honey and Allan Mumford. These are learning approaches that individuals naturally prefer. And using the one that suits can maximise ones own personal learning. • Activist • Activists are those people who learn by doing. Activists need to get their hands dirty, to dive in with both feet first. Have an open-minded approach to learning, involving themselves fully and without bias in new experiences.

9. Types of learners • Pragmatist • These people need to be able to see how to put the learning into practice in the real world. Abstract concepts and games are of limited use unless they can see a way to put the ideas into action in their lives. Experimenters, trying out new ideas, theories and techniques to see if they work.

10. Types of learners • Theorist • These learners like to understand the theory behind the actions. They need models, concepts and facts in order to engage in the learning process. Prefer to analyse and synthesise, drawing new information into a systematic and logical 'theory'.

11. Types of learners • reflector • These people learn by observing and thinking about what happened. They may avoid leaping in and prefer to watch from the sidelines.  Prefer to stand back and view experiences from a number of different perspectives, collecting data and taking the time to work towards an appropriate conclusion.

12. Reflexive modernisation theory • Philosophical epochs • Pre modernism(Beginnings up to 1650's) • Epistemology. The primary epistemology of the pre modern period was based upon revealed knowledge from authoritative sources. In pre modern times it was believed that Ultimate Truth could be known and the way to this knowledge is through direct revelation. This direct revelation was generally assumed to come from God or a god. • Sources of Authority. The church, being the holders and interpreters of revealed knowledge, were the primary authority source in pre modern time. Additionally, • http://www.postmodernpsychology.com/Philosophical_Systems/Overview.htm • Reflexive – look back upon self or origin.

13. Philosophical epochs • Modernism (1650-1950's) • Epistemology. Two new approaches to knowing became dominant in the modern period. The first was empiricism (knowing through the senses) which gradually evolved into scientific empiricism or modern science with the development of modernist methodology. The second epistemological approach of this period was reason or logic. Often, science and reason were collaboratively or in conjunction with each other. • Sources of Authority. As the shift in power moved away from the church, politics (governments, kings, etc.) and universities (scholars, professors) took over as the primary sources of authority. Oftentimes, a religious perspective was integrated into these modern authority sources, but the church no longer enjoyed the privilidged power position.

14. Last epoch • Postmodernism (1950's to current times) • Epistemology. Postmodenism brought with it a quesioning of the previous approaches to knowing. Instead of relying on one approach to knowing, they advocate for an epistemological pluralism which utilizes multiple ways of knowing. This can include the premodern ways (revelation) and modern ways (sceince & reason), along with many other ways of knowing such as intuition, relational, and spiritual. • Sources of Authority. Postmodern approaches seek to deconstruct previous authority sources and power. Because power is distrusted, they attempt to set up a less hierarchial approach in which authority sources are more diffuse. • Epistemological (The branch of philosophy that studies the nature of knowledge, its presuppositions and foundations, and its extent and validity.)

15. Back to reflexive modernisation • This is essentially the modernisation of moden society. • As modernisation reaches a certain stage it radicalises it self. It begins to transform. ( for the second time ) not only institutions such as government but the very principles of society. This applies to learning as well. The traditional teacher student system is radicalised, questioned and transformed. • http://conceptsinsts.wikispaces.com/file/view/Beck+Theory+of+Reflexive+Modernization.pdf

16. Klobs learning cycle.

18. Klob Explained • Kolb's learning theory sets out four distinct learning styles (or preferences), which are based on a four-stage learning cycle. • Kolb includes this 'cycle of learning' as a central principle his experiential learning theory, typically expressed as four-stage cycle of learning, in which 'immediate or concrete experiences' provide a basis for'observations and reflections'. These 'observations and reflections' are assimilated and distilled into 'abstract concepts' producing new implications for action which can be 'actively tested' in turn creating new experiences.

19. Similarity? • There is arguably a strong similarity between the Honey and Mumford styles/stages and the corresponding Kolb learning styles: • Activist = Accommodating • Reflector = Diverging • Theorist = Assimilating • Pragmatist = Converging

20. Exercise • You as an adult is a self learner. • Think of a past incident where you conducted a self study taking initiative. • Workout the type of learner you were in this instance. • Activist = Accommodating • Reflector = Diverging (separate from another route and go in a different direction.) • Theorist = Assimilating (take in and understand fully) • Pragmatist (someone who is practical and focused on reaching a goal. A pragmatist usually has a straightforward, matter-of-fact approach and doesn't let emotion distract . )= Converging ( meet at a certain point) • Explain your findings to class.

21. Exercise 2 • You are the learning and development manager of singer srilanka. • You have identified the need for development programs for technicians who assemble machines on site. • From your research you have identified that out of the 25 people you will need to train 19 of them are activists whilst 6 are reflectors. • Develop a program where the learners can start on a self managed learning course that will deliver the required results.

22. approaches • Learning through research • From others • Coaching seminars, • Interviews • Bulletin boards. • In more detail next week.

23. Bibliography • Ross, J (1997) How was it for you? Exploring the Learner’s Experience of SML An unpublished MSc study, Roffey Park Management Institute • Cunningham, I (1981) Self Managed Learning and Independent Study in T. Boydell and M. Pedler (Eds) Management Self-Development: Concepts and Practices. Hants: Gower • https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/self-directed-learning/self-directed-learning-four-step-process • Honey, P. & Mumford, A. (1982) Manual of Learning Styles London: P Honey • http://www.businessballs.com/kolblearningstyles.htm