Sebastian Fiedler
ABSTRACT
Apart from teaching general strategies for self-direction in formal education, we need to provide our students with opportunities to acquire some expertise regarding the selection and combination of a diverse set of networked tools and services for their own purposes. The knowledge, skills and orientations needed to select, use, connect and reconnect different networked tools and services in a meaningful way form an important part of the dispositions necessary to cope with many authentic challenges in today's increasingly networked and mediated life. The various practices that are emerging around social media seem to be a promising field of experimentation in this regard. We illustrate our line of argumentation with some empirical data collected from a pilot course "E-learning methods" taught at Tallinn University, Estonia. This master's level course was initiated with an attempt to create an educational challenge for students to enhance their dispositions for self-directed study activities with the support of social media.
- Brockett, R. G., Hiemstra, R. (1991). Self-direction in adult learning: perspectives on theory, research and practice. London and New York: Routledge.Google Scholar
- Candy, P. C. (1991) Self-direction for Lifelong Learning. A comprehensive guide to theory and practice, San Francisco: Jossey-Bass.Google Scholar
- Candy, P. (2004). Linking thinking: Self-directed learning in the digital age. Retrieved October 23, 2005, from http://www.dest.gov.au/sectors/training_skills/publications_resources/profiles/documents/Google Scholar
- Fellenz, R. A. (1985). Self-direction: A clarification of terms and causes. In Proceedings of the 26th Annual Adult Education Research Conference (pp. 164--169). Tempe, AZ.Google Scholar
- Fiedler, S. (2003). Personal webpublishing as a refective conversational tool for self-organized learning. In T. D. Burg, BlogTalks. (pp. 190--216). Vienna, Austria.Google Scholar
- Fiedler, S., Pata, K. (2008). Distributed learning environments and social software: in search for a framework of design. (in press).Google Scholar
- Harri-Augstein, E. S., Webb, I. M. (1995), Learning to Change, McGraw-Hill, London.Google Scholar
- Hiemstra, R. (1994). Resistance to Self-Direction in Adult Learning: Myths and Misunderstandings. In Hiemstra, R., Brockett R. G. (eds). Overcoming resistance to self-direction in adult learning. Jossey-Bass Inc. Publishers, San Francisco.Google Scholar
Index Terms
- Supporting self-directed activities with social media
Recommendations
Exploring self-directed learning and the role of virtual badges in a mobile social learning platform
This paper presents experiences from a seamless mobile learning project in Singapore. It describes SamEx mobile learning application design by focusing on the possibilities for self-directed learning and the role of virtual badges gathered by the ...
Supporting learners' self-regulated learning in Massive Open Online Courses
AbstractIn MOOCs, learners are typically presented with great autonomy over their learning process. Therefore, learners should engage in self-regulated learning (SRL) in order to successfully study in a MOOC. Learners however often struggle to self-...
Highlights- Learners struggle to regulate their learning in massive open online courses (MOOCs).
- A self-regulated learning (SRL) intervention was implemented in three MOOCs.
- Learners' SRL was measured with trace data variables.
- ...
Supporting Distance Learning Activities and Social Interaction: A Case Study
ICALT '08: Proceedings of the 2008 Eighth IEEE International Conference on Advanced Learning TechnologiesThe success of Web 2.0 technologies in providing support for social interaction in educational spaces depends on how learning environments benefit from the affordances of Web 2.0 services. These services can be combined with the management of learning ...
Comments