Supporting Self-Directed Learners and Learning Communities With Sociotechnical Environments

Fischer, Gerhard; Sugimoto, Masanori

doi:10.1142/s1793206806000020

Cited by 38 publications

(22 citation statements)

References 23 publications

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“…Skiff and Beckendorf [29] defines self-directed learning as the process of identifying learning needs, planning learning goals, discovering learning resources, implement required learning tactics and strategies, and subsequently evaluate learning outcomes. Self-directed learning thus nullifies the idea of a passive learner, but instead focuses on mutual dialogue between learner and educator, with the learner actively involved in knowledge construction [30]. Self-directed learning is thus principally and instructional method, focused on the actions of planning, implementing and evaluating learning.…”

Section: Introductionmentioning

confidence: 99%

Supporting Self-Directed Learning by Connectivism and Personal Learning Environments

Conradie¹

2014

IJIET

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Abstract-The traditional learning approaches (i.e. educational philosophies or paradigms) of behaviouralism, humanism, cognitivism, social learning theory and constructivism, have been the foundation of instructional design and teaching practice. Connectivism, considered a learning paradigm in its infancy by some and a learning theory by others, augurs a more intrinsic approach for learning in the 21 century. This study explores the perceptions of 76 higher education learners regarding the use of a connectivism pedagogical approach through the use of personal learning environments. Forming part of a project to evaluate the effectiveness of personal learning environments to support self-directed learning, and thus indirectly self-regulated learning, semi-structured interviews was utilized. Results obtained include improve learner motivation, engagement, collaboration and self-actualization. Of special interest was the element of self-actualization, generally associated with humanism. In addition, learners found the new learning environment challenging, requiring them to think critical about module content. Self-directed learning, supported by the pedagogical approach of connectivism and personal learning environments, is postulated to be a crucial skill set for the 21 century learner.

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Section: Introductionmentioning

confidence: 99%

Supporting Self-Directed Learning by Connectivism and Personal Learning Environments

Conradie¹

2014

IJIET

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“…These environments have explored (1) multiple perspectives of learning [7]; (2) new and different relationships between humans and computers [8]; and (3) alternative learning organizations [9]. We have explored, designed, and evaluated innovative approaches to learning in different social infrastructures including schools, universities, work environments, homes and social networks and we have focused on individuals (being interested and knowledgeable in special domains) and different communities (including communities of practice and communities of interest).…”

Section: Learning and Education In Renaissance Communitiesmentioning

confidence: 99%

“…• people can pursue their own interests and goals (selfdirected learning) and they can get feedback on their understanding from computational critics and from their peers [7];…”

Section: A Renaissance Communitiesmentioning

confidence: 99%

From renaissance scholars to renaissance communities: Learning and education in the 21st century

Fischer¹

2013

2013 International Conference on Collaboration Technologies and Systems (CTS)

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Abstract-The understanding, framing, and support of learning, working, communicating, and collaborating is media-dependent: tools, materials, and social arrangements have always been involved in defining and conceptualizing these activities. Historically the emphasis has been to educate and support individual "Renaissance scholars". In today's world, most of the significant problems are systemic problems that transcend not only the individual human mind but cannot be addressed by any one specialty discipline. To cope with these problems requires not only "Renaissance Scholars" but "Renaissance Communities" in which stakeholders coming from different disciplines can collaborate.Our research at the Center for Lifelong Learning & Design (L3D) over the past two decades has been focused on creating a new understanding of learning, new media, and new learning organizations. Our co-evolutionary perspective explores the dialectical relationship between:• how a deep understanding of learning creates innovative demands and design criteria for future generations of social-technical environments; • how the unique potential of computational media impacts and transforms learning by transcending "giftwrapping" and "technology-centered" approaches; and• how new learning organizations contribute to reconceptualizing and reinventing learning and education in the 21st century. The conceptual framework is illustrated by specific developments of social-technical environments that we have designed and evaluated including: collaborative, domain-oriented design environments, environments created by mass collaboration, and courses-as-seeds.

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“…Furthermore, they reflect currently communication and working patterns and are thus better fitted to preparing learners for the demands of society and endowing them with the necessary skills for a successful professional career [4]. Moreover, social computing tools recognise the diversity of users and, therefore, are expected to contribute to the personalisation of educational experiences, offering opportunities for flexible, distributed learning, which could provide learners with more varied opportunities to engage with learning and develop their own creative skills [5]- [8]. Thus, social computing applications are expected to promote independent, autonomous and self-directed learners endowed with a variety of social skills that enable them to connect, interact and collaborate successfully with a variety of people on different tasks and in diverse environments.…”

Section: Introductionmentioning

confidence: 99%

Teaching and Learning through Wikis in Higher Education

Gomes¹,

Sousa²

2013

IJIET

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Abstract-Higher education institutions (HEIs) can, like any other organisation, profit from the advantages of using web 2.0 tools, as these institutions need to balance acquisition processes with learners' participation and contributions. The use of these tools in training processes can contribute to pedagogical innovation and to developing students' learning and professional skills; thus, it must be promoted. This paper presents a case study which aims to validate the desired Wiki outcomes in a teaching and learning experience in the Information System Management classes of a Management Course in a Portuguese HEI, as well the importance of the Wiki for the regional community of management professionals. The results of the analysis of the information gathered during this pedagogical experience suggest that group process skills and behaviours regarding self-organization, integrity and openness clearly develop more (or are at least more easily perceived) than web skills, as do some editing skills.Index Terms-Wikis, pedagogical approach, group processes skills and behaviours of self-organization, integrity and openness.

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Supporting Self-Directed Learners and Learning Communities With Sociotechnical Environments

Cited by 38 publications

References 23 publications

Supporting Self-Directed Learning by Connectivism and Personal Learning Environments

Supporting Self-Directed Learning by Connectivism and Personal Learning Environments

From renaissance scholars to renaissance communities: Learning and education in the 21st century

Teaching and Learning through Wikis in Higher Education

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