Leader: Shawn Kalwat

Co-Leader: LaKrisha Perry

Support: Scott Kenny, Amnah Alabdulkarim

I commented on Group 2 Transformational Learning.

I commented on Final Demonstration of Group 2 Transformation Learning

Amnah Alabdulkarim

Survival Memo
https://www.youtube.com/watch?v=uMJ8zZpsfd4&feature=em-share_video_user

Demonstration
https://docs.google.com/presentation/d/13mJq60ma3e-tUD2DeURtBthlafPpCuCvcb42pj0Vg6o/edit

Audio of Final Project

https://soundcloud.com/amnah_habib0/first-audio-of-final-project

I commented on Group 2's Program Evaluation covering Transformational Learning.

LaKrisha Perry

I commented on Transformational Learning's program evaluation

  Amnah Alabdulkarim

On October 23, 2016, I commented on Group 2's Program Design covering Transformational Learning.

LaKrisha Perry

Program Evaluation

PROGRAM EVALUATION

Group 1: Self-Directed Learning

EDAC 634

Amnah Habib, Shawn Kalwat, Scott Kenney, LaKrisha Perry

Contributions to Group 1 Program Evaluation

Amnah Habib – Introduction

Shawn Kalwat – Group Lead, Solicited Wendy Cole's Evaluation, Group Reflection, Proofing

Scott Kenney – Table

LaKrisha Perry – Solicited Anne Wagner-Angel's Evaluation, Students' Responses, Proofing

Introduction

Our program is designed for teachers who would like to add English as a Second Language (ESL) skills to their teacher training. Our program would allow the usage of SDL along with collaborative learning through technological usage to complete continuing education credit (CEC) for teachers. Teachers will learn about the components of language acquisition and pedagogy through self-directed learning (SDL) and collaborative learning.  It is important teachers understand the components of ESL. These include listening, speaking, reading, and writing. Each of these are integral aspects of any language, and understanding the linguistic theories supporting ESL must be part of any educational program.  Teachers will be enabled to incorporate our program into their busy schedule to meet CEC requirements and meet the needs of their busy lives.

Teachers have busy schedules. Our program is tailored to meet the needs of a busy educator’s life. The ability to research theories online, view online videos of ESL classes, and participant in collaborative learning with other educators, our goal is to create a virtual program that is accessible and effective for busy educators.   By harnessing the unique opportunity of utilizing technology, teachers can participate in SDL to earn certification in ESL and implement these new skills immediately in their elementary classrooms.

Professionals’ Evaluations

Reviewer:         Anne Wagner-Angel, M.S.Ed, LMHC

What Anne likes most about the program -

I like the idea of self-directed learning and feel it could be a real possibility.  I liked the concept of your program idea.  Adult professionals have a lot on their plate and this could assist with furthering their knowledge and training.  Offering an online option for continuing education is a fantastic idea which I think many teachers would take advantage of the opportunity. I also think that this offering may allow for increased content versus what is only scratched on during a single day in person conference. 

What should be improved? Why? How?

I do not see a clean plan or design program. It reads more like an introduction to the concept of SDL rather than a clear idea that could be initiated. I think structural pieces of the paper should be corrected to make the flow of the paper easier for a reader to understand. I was confused at first what and who the SDL was intended to help. I was confused by the change of language between teacher" and "student" in beginning paragraphs. 

Can you explain some of the terminology throughout the paper such as hybrid?  Not all readers will understand what that means. Would you have a program track and organize training credits for easy documentation? You mentioned Canter issues, is there any objection to your program model learning by the licensing board or teaching associations?

Reviewer:         Wendy Cole - State Fair Community College, Columbia, MO

What Wendy likes most about the program -

The program uses technology in interesting ways, but there are a few issues that I can foresee in regards to scheduling and if the educators will be able to communicate. Teachers are busy and so do you think it will be possible for them to meet and complete continuing education credit while they are planning for school or will this be a summer time class?

Many areas in the country are rural. For example, I am in rural MO and so internet access is not the best. What will be a plan for those that are not able to use a webcam or stream live video? Will there be a way to do conference calls? Do you have a provider that will be able to set up conference calls?

What should be improved? Why? How?

The program is a great way to technology but the issues that I see are a problem will be connectivity. This could be a problem because many educators are rural and so this could be an issue. I would think that a conference call could work but it is up to the members of the group to work to get connected to other teachers that do not have great internet access.

The other issue that I see is about scheduling. Will the groups have a leader? Will the teacher or professor act as a guide? The groups will need to have guidance and so a schedule would work best. At the university that I work at, if we have a project or workshop communication of the plan is key and a schedule of what is to be accomplished in necessary to have any sort of success.

Students’ Responses

After reviewing the responses, most members of the group agree with the evaluators’ responses.  We realize we did not necessarily have a step-by-step program design that offered the evaluators the opportunity to critique what would be offered to the teachers enrolling in our program.  We need to improve our structure and purpose in the program design.

Our group has begun the process of drilling down to what we need to accomplish. Going forward, the design will be geared toward elementary education teachers completing their CECs in ESL courses.  We will be consistent in addressing the students as elementary education teachers (EETs) to eliminate confusion as they will be the participants in the program.  The program will go through the following modules which will provide structure for the program and allow the EETs to understand an overview of the programs offerings.

Module 1 – The History of ESL

Module 2 – Understanding the needs of ESL students and basic delivery methods to students

Module 3 – Intermediate methods of delivery

Module 4 – Advanced methods of delivery and engaging students and their parents in the education process

Module 5 – Capstone teacher project, implementing ESL into the classroom
             setting

EETs will be able to complete the modules when class in not in session during the summer months.  Each module will have a deadline to be completed so the EETs stay together during each step of the learning process.  This will allow them to reach the capstone at the same time.  The system will track the progress of the EETs and will provide the completion certificate to the EETs and the school the EETs lists at the beginning of the process. 

This program does allow EETs to complete their CECs online allowing them to direct their own learning processes.  With this method, it will allow for those EETs with the required technology to participate.  We understand this method will not allow all EETs to participate due to their limited resources. 

Group Reflection
Highlights

The program that we have created calls upon the usage of technology in a way that many programs do not currently utilize. Our demographic for the program are EETs that are wanting to complete continuing education courses in ESL. Because of the need for such a program and the busy schedule of a teaching professional, the medium of technology coupled with the usage of new technology allows the educator to attain the flexibility of a SDL classroom with the ability to work with other EETs around the United States.

Uniqueness

Our program is unique because it creates a malleable program that meets the needs and requirements of EETs. With the advent of new technology, SDL EETs can work autonomously in addition to completing group projects. Our program allows for collaborative learning of EETs and meets the needs of their busy schedules. EETs attain ESL training and continuing education credit in tandem. Therefore, educators can see the value in attaining multiple requirements and opportunities in a flexible and malleable environment.

Significant parts

The most significant part of the program is the collaborative learning environment. SDL students have often worked alone to complete a course. Our program allows EETs to interact via webcam and conference calls to complete a final project. The project is meant to allow EETs to use the knowledge they have attained in the SDL environment to complete the final project as a group. The group work allows EETs to share their classroom experiences and crowdsource issues they have encountered in the classroom. Therefore, through the final project EETs can create a strategy for dealing with issues in regards to implementing ESL in the classroom and learn from their peers about their experiences.

Process

The process for our group project was completed through the usage of conference calls and emails.  At times, it was trying to contact everyone as we all have busy schedules of work and family but the project was completed. The lessons can be taken away from the group project experience is to have strong leadership in the beginning. Leadership gives direction to the group and communicates with all members through multiple channels of communication. If the communication is created early in the group, the project seems to overcome issues smoothly. The importance of understanding that everyone works at a different pace is paramount to success. Leadership must understand that some members are fine working on a project a few days before the deadline while others need substantial time to prepare for their part of the assignment. Therefore, having communication and deciding what role the members will play alleviates stress and feelings of loss.
Summary of Program Evaluation

Evaluator	Ideas for Improving Program Design	Revisions/Responses
Anne Wagner- Angel MS.Ed, LMHC	·         A clear plan or more structured format to program design. ·         Some language is confusing- “teacher” and “student” is interchanged frequently. ·         Some terminology can be clarified “hybrid”. ·         How will program track or organize credits? Will there be any documentation provided?	·         We cleared up our design by creating 5 modules that will provide structure for ESL teachers wanting to earn CECs. ·         The participants will be addressed as elementary education teachers (EETs) to eliminate confusion. ·         The “hybrid” teaching environment deals with the combination of collaborative learning and SDL efforts. ·         With the completion of all 5 modules, our program will track the progress of ESL teachers so they receive a certificate of completion and earn their CECs online.
Wendy Cole State Fair Community College, Columbia, MO	·         Are there any means to assist if certain areas in the U.S. have problems with specific resources? For example, no access to a web cam or connectivity issues with the internet. ·         There might be scheduling issues with the collaborative work. ·         Will certain groups have leaders or a guide to assist to make sure everything is accomplished on time?	·         Unfortunately, technology is a large portion of our SDL program and these resources are critical in completing our program.  ·         There will be deadlines for each module to ensure that each ESL teacher reaches the capstone at the same time. ·         Deadlines are incorporated into the program.  We understand with each group project there will generally be an individual that will rise as the leader of the group.

I commented on Narrative Learning's program design 

Program Design

PROGRAM DESIGN

Group 1: Self-Directed Learning

EDAC 634

Amnah Habib, Shawn Kalwat, Scott Kenney, LaKrisha Perry

Contributions to Group 1 Program Design

Amnah Habib – Introduction

Shawn Kalwat – Group Lead, Objectives, Table 2, Table 3

Scott Kenney – Rationale-Features of Programs, Program, Reflection, Table 3

LaKrisha Perry – Rationale-Features of Literature, Program Examples, Proofing

Introduction

This program is designed for elementary education teachers in curriculum and instruction who desire to learn more about differentiated learning approaches through self-directed learning (SDL). A workshop will be utilized to educate elementary education teachers in curriculum and instruction through the continuing education credit courses.  The workshop will allow the students to collaborate with other students, based on their respective individual areas of study.  The research will include not only studies that students are able to research on their own through technology and literature, but will also include resources available to them such as usage of webcams and conference calls to collaborate with other students.  Additionally, trained program facilitators will be available to offer assistance and guidance to self-directed learners. The goals of the program are for elementary education teachers to be able to utilize technology to complete continuing education courses and to create a program that other educators can draw upon to complete their continuing education credits.

 Students will have opportunities to independently explore areas of interest related to curriculum and instruction.  The students will determine which aspect of Curriculum and Instruction they will research.  Students will participate in research outside of a classroom, however, a trained course facilitator will be available to guide them and offer assistance if they need it.  The course facilitator will also be able to put them in contact with other students who are involved in the same SDL course, so that they may professionally collaborate.  The course facilitator will provide a database of resources and collaboration possibilities so that students are provided a full and complete learning experience to supplement their independent study on SDL.

Objectives

Technology is a useful tool in SDL. Technology enables students from around the globe to coordinate projects and ideas in ways that were not possible in the past. SDL utilizes technology through the usage of internet, web cam videos, and conference calls or face time. Each of these mediums allows the SDL student to remain independent to complete the tasks of the class and to work collaboratively with other SDL students in group projects.

The objective of this program will be to utilize technological mediums for elementary education Teachers (EET) to work collaboratively in the completion of a workshop. The EET will use the internet, webcams and conference calls to coordinate activities to complete the workshop. The workshop will include a project that will help the EET to use SDL to complete continuing education requirements for their teaching certifications. The workshop is designed to educate EET about how technology and SDL can be used to help complete continuing education requirements.

The workshop will allow the EET to be able to complete their continuing education requirements when they graduate from the program. The usage of SDL for the workshop will allow students to work independently but still be able to collaborate via technology. The workshop will require the usage of group meetings on a weekly basis via webcam to coordinate project activities. After the meetings, each member will work independently via SDL to complete their piece of the project. The goal of this hybrid program is to allow educators to brainstorm and coordinate activities but to still allow the student to use SDL to complete tasks.

Because this is a pilot program, the EET will be helping to benchmark and error proof the system. Benchmarks for the workshop will include best practices for webcam collaboration, SDL prompting and project milestones to ensure the project is complete by the end of class. The EET will error proof the system by using the new software and finding weaknesses in the software and technology that can be fixed by our IT team.

The outcome for the workshop will be the ability of new teachers to utilize this new technology and SDL to complete continuing education credits. As part of adult learners being self-directed in the workshop, the usage of collaboration with other classmates will help students work through challenges and aid them in the completion of their own individual tasks.

Rationale - Literature

Self-directed learning can be more effective for elementary education teachers when utilized appropriately.  Technology is increasingly coming to the forefront of adult education.  However, many adults have not learned, been taught, or trained in areas of technology to be successful to utilize technology in their educational journey.  According to Hiemstra (2003):

“The learning orientations of today's younger people tied to expectations of what the Web promises, and even the growing pervasiveness of virtual information in almost any location may actually make self-directed approaches to teaching and learning the default norm.”

Technological skills of the teachers should be first assessed before attempting to incorporate technology in the SDL curriculum.  With a better understanding of each teacher’s abilities as they relate to technology, educators can be better prepared to meet the teachers' needs.  Assessments, will at times, find the teachers are not prepared to enter into a SDL class utilizing technology as the source of delivering instruction.  “Students’ prior knowledge can dictate their readiness to learn new material” (Mello, 2016).

Not all of the teachers are prepared to enter into this type of learning environment.  Administrators must “assist the learner in becoming more self-aware and able to assess his or her skills, assets, and liabilities” (Bryan, 2015).  Steps should be taken to understand the knowledge and needs of the teachers before entering this learning environment.  Assessing each individually will determine their readiness for technology based SDL.  From the assessment results, some will find they are not quite ready to enter into the SDL technological learning environment.  Preparation for these teachers is the key to their success in the learning environment.  The elementary teachers that find they are not quite ready for the environment should be allowed an opportunity to take an instructional session to prepare them for the technological requirements.  This additional step will prove to be beneficial not only for the teacher, but for the instructor as they will be able to deliver information with confidence in knowing the teacher as a student is prepared to receive information with an understanding of how to utilize the delivered content.  As stated by Bryan (2015):

“When technology is infused into the curriculum, it can promote development of skills and attitudes for lifelong, self-directed learning.”

As individuals enter this continuing education program, it may be thought instructor guidance is not needed on the same level as their undergraduate instruction.  This is correct, to certain limit.  Instructor guidance when determining the direction of which the instructor desires is essentially necessary.  Online videos, discussion boards, and the ability to collaborate with individuals are essential to the technological SDL environment. However, understanding the desired outcome of the instructor is also essential to the success of the individual student.

Rationale - Features of Practice Programs

Using different technological mediums to guide self-directed learners is what our program will be based around.  We have found several online learning examples that use technology to support the idea of learning collaboratively, but also containing several self-guided methods.

The learning website, http://onlinestaffdevelopment.com, emphasizes a lot of what our program will be centered around.  The website is generated for elementary teachers who seek out professional development-behavior interventions, motivational tactics in classrooms, progress monitoring, and student success by using a proprietary online system that lets you work collaboratively and independently.  There are several courses offered without physically attending workshops or educational conferences.  The benefits for such online professional development are as follows: it allows teachers to participate on their own schedules, at their own pace, from any location with internet access, and schools recognize the cost savings over live professional development.  This particular educational website allows for certain teachers to navigate through certain areas of instruction via “Home Page”, course handouts, videos, reading resources or literature pieces, and reflective questions that can be answered at any time.  Once the elementary teacher completes their course they will take an online quiz for the course to be considered complete.  There are a series of featured presenters that specialize in each course subject and there are several Online Help Desks offered to help guide teachers through some of the technical problems if they arise.

Another example of an online self-directed method of learning for adults in education were Canter classes.  This was another series of online classes that were developed for educators to enhance their professional development and instructional practices.  It was focused on self-paced distance learning models that allowed for teachers to study when it was most convenient for them whether before school, after-school, or during prep.  These courses offered many routes of instruction with several online videos, webcam discussions, online postings and reflections, and alternative assessments towards the end of a course or topic.  Unfortunately, due to the evolving of state requirements for certain licensing procedures, Canter classes ceased to continue to offer services in 2014.  However, these Canter classes were solely created to offer many more opportunities for educators to increase their professional development and craft as self-guided methods for adult learners.

Program

After analyzing the two examples, we decided to create web-based workshops and programs that will allow educators (primarily elementary) to continue their education.  These workshops will allow teachers to sign-up for specific elementary educational courses (response to interventions, differentiation, evidence-based practices, etc.) that will allow them the ability to renew their teaching requirements online.  Once an EET has registered for a course, they will be allowed to access certain online resources that will guide them through the course.  There will be collaborative learning efforts in which EET will connect via web cams, discussion boards, and conference calls to coordinate project activities.  After the completion of the group work, teachers will be guided through the online program and continue on to a specific course at their own pace.  This type of instruction will be self-guided in that there will be specific videos to watch, specific readings to research, and critical questions to reflect on.  At the completion of the group work and SDL components, teachers will then be allowed to earn continuing education credit hours for the renewal of their teaching license by completing different types of assessments.  Our goal is to help elementary teachers become more self-guided in their learning by creating a user-friendly program which offers numerous self-help desks and instructors offering assistance when needed.  This will allow adults to feel more at ease with using technology, and they can also use their peers for assistance via online discussion boards.  This also reemphasizes the self-direction piece of adult learning. Teachers can use their technological resources as guidance to solve problems along the way.

Reflection

As a group, we feel adults learn more when they are motivated and self-directed in the learning process.  With our program, we will emphasize a lot of those principles for self-guided learning with elementary educators.  We feel technology is one of the most important self-guided tools for adults to learn; therefore, we want technology to be a focal part for our program.  Along with technology, we believe SDL can be more than just learning on your own.  Additionally, we want to stress the significance of collaborative learning amongst teachers with technology.  Therefore, an important piece of our program will be to interweave individualized instruction and collaborative learning through technology.

            Lastly, our group was a little slow to get started on putting things together for our program design.  We had some members step up their game in communicating to the group, and others that can increased their time management for upcoming assignments for our program.  Communication will be key for our group moving forward and we look forward to developing the implementation process.

Table 2: Literature Review

Main Themes of Literature	Application of Main Themes in Practice
Defining self-directed learning	Depending on how you define the term will determine how it will be
Taking ownership of learning	SDL requires students to take ownership of their education
Motivation is intrinsic	Internal motivation is the key to students being successful in SDL
Benefits from usage of technology	Technology allows SDL learners to interact and collaborate

Table 3: Summary of Program Design

Purpose	Group 1 will create a program to aid teachers in using technology to create collaborative learning through a workshop for continuing education credit.
Objective	The objective of the program is to create a collaborative and self-directed learning platform to allow teachers to have interaction via technological resources to complete a workshop for continuing education.
Rationale – Ideas from literature	Technology has created a medium that can all adult learners to work both independently and collaboratively. This program is designed to use technology to complete a workshop that will require collaborative learning through web-based technology.
Rationale – Features from practical cases	Online staff development programs for educators allow for teachers to achieve professional development through self-paced courses that are more cost effective. Canter Classes also allowed for teachers to enhance their educational careers by renewing their license through online courses that were centered around self-paced lessons.
Highlights and the major components of the program	Our Program will allow for teachers to continue their education by earning credit hours upon the completion of specific web-based workshops and courses that are based around collaborative group work and self-directed learning methods.

REFERENCES

Bryan, V. C. (2015). Self-Directed Learning and Technology. Education Digest,

          80(6), 42-44. Retrieved from

          http://proxy.bsu.edu/login?url=http://search.ebscohost.com/login.aspx

          direct=true&db=tfh&AN=100899083&site=ehost-live&scope=site

Hiemstra, R. (2003). More Than Three Decades of Self-Directed Learning: From Whence Have We Come?  Adult Learning, 14(4), 5-8.

Mello, L. (2016). Fostering postgraduate student engagement: online resources

          supporting self-directed learning in a diverse cohort. Research In Learning

          Technology, 24.  doi:http://dx.doi.org/10.3402/rlt.v24.29366

Introduction-Amnah

This program is designed for elementary education teachers in curriculum and instruction who desire to learn more about differentiated learning approaches through self-directed learning. A workshop will be utilized to educate elementary education teachers in curriculum and instruction through the continuing education credit courses.  The workshop will all the students to collaborate with other students, based on their respective individual areas of study.  The research will include not only studies that students are able to research on their own through technology and literature, but will also include resources available to them such as usage of webcams and conference calls to collaborate with other students.  Additionally, trained program facilitators will be available to offer assistance and guidance to self-directed learners. The goals of the program are for elementary education teachers to be able to utilize technology to complete continuing education courses and to create a program that other educators can draw upon to complete their continuing education credits.

Purpose-Amnah

 Students will have opportunities to independently explore areas of interest related to curriculum and instruction.  The students will determine which aspect of Curriculum and Instruction they will research. Students will participate in research outside of a classroom, however, a trained course facilitator will be available to guide them and offer assistance if they need it.  The course facilitator will also be able to put them in contact with other students who are involved in the same self-directed learning course, so that they may professionally collaborate.  The course facilitator will provide a data base of resources and collaboration possibilities so that students are provided a full and complete learning experience to supplement their independent study on self-directed learning.

Objectives-Shawn

Technology is a useful tool in self-directed learning(SDL). Technology enables students from around the globe to coordinate projects and ideas in ways that were not possible in the past. SDL utilizes technology through the usage of internet, web cam videos, and conference calls or facetime. Each of these mediums allows the SDL student to remain independent to complete the tasks of the class and to work collaboratively with other SDL students in group projects.

The objective of this program will be to utilize technological mediums for elementary education Teachers (EET) to work collaboratively in the completion of a workshop. The EET will use the internet, webcams and conference calls to coordinate activities to complete the workshop. The workshop will include a project that will help the EET to use self-directed learning to complete continuing education requirements for their teaching certifications. The workshop is designed to educate EET about how technology and SDL can be used to help complete continuing education requirements.

The workshop will allow the EET to be able to complete their continuing education requirements when they graduate from the program. The usage of SDL for the workshop will allow students to work independently but still be able to collaborate via technology. The workshop will require the usage of group meetings on a weekly basis via webcam to coordinate project activities. After the meetings, each member will work independently via SDL to complete their piece of the project. The goal of this hybrid program is to allow educators to brainstorm and coordinate activities but to still allow the student to use SDL to complete tasks.

Because this is a pilot program, the EET will be helping to benchmark and error proof the system. Benchmarks for the workshop will include best practices for webcam collaboration, SDL prompting and project milestones to ensure the project is complete by the end of class. The EET will error proof the system by using the new software and finding weaknesses in the software and technology that can be fixed by our IT team.

The outcome for the workshop will be the ability of new teachers to utilize this new technology and SDL to complete continuing education credits. As part of adult learners being self-directed in the workshop, the usage of collaboration with other classmates will help students work through challenges and aid them in the completion of their own individual tasks.

Rationale Literature-LaKrisha

Self-directed learning can be more effective for graduate students when utilized appropriately.  Technology is increasingly coming to the forefront of adult education.  However, many adults have not learned, been taught, or trained in areas of technology to be successful to utilize technology in their educational journey.  According to Hiemstra (2003):

“The learning orientations of today's younger people tied to expectations of what the Web promises, and even the growing pervasiveness of virtual information in almost any location may actually make self-directed approaches to teaching and learning the default norm.”

Technological skills of students should be first assessed before attempting to incorporate technology in the SDL curriculum.  With a better understanding of the student’s abilities as they relate to technology, educators can be better prepared to meet the student’s needs.  Assessments, will at times, find the student is not prepared to enter into a SDL class utilizing technology as the source of delivering instruction.  “Students’ prior knowledge can dictate their readiness to learn new material” (Mello, 2016).

Not all students are prepared to enter into this type of learning environment.  Administrators must “assist the learner in becoming more self-aware and able to assess his or her skills, assets, and liabilities” (Bryan, 2015).  Steps should be taken to understand the knowledge and needs of the student before entering this learning environment.  Assessing individual students will determine their readiness for technology based SDL.  From the assessment results, some will find they are not quite ready to enter into the SDL technological learning environment.  Preparation for these students is the key to their success in the learning environment.  Students that find they are not quite ready for the environment should be allowed an opportunity to take an additional class or instructional session to prepare them for the technological requirements.  This additional step will prove to be beneficial not only for the student, but for the instructor as they will be able to deliver information with confidence in knowing the students are prepared to receive information with an understanding of how to utilize the delivered content.  As stated by Bryan (2015):

“When technology is infused into the curriculum, it can promote development of skills and attitudes for lifelong, self-directed learning.”

As individuals enter graduate school, it is often thought instructor guidance is not needed on the same level as undergraduate instruction.  This is correct, to certain limit.  Instructor guidance when determining the direction of which the instructor desires is essentially necessary.  Online videos, discussion boards, and the ability to collaborate with individuals are essential to the technological SDL environment. However, understanding the desired outcome of the instructor is also essential to the success of the individual student.

Purpose	Group 1 will create a program to aid teachers in using technology to create collaborative learning through a workshop for continuing education credit.
Objective	The objective of the program is to create a collaborative and self-directed learning platform to allow teachers to have interaction via technological resources to complete a workshop for continuing education credit
Rationale-Literature	Technology has created a medium that can all adult learners to work both independently and collaboratively. This program is designed to use technology to complete a workshop that will require collaborative learning through web-based technology.

Bibliography

Bryan, V. C. (2015). Self-Directed Learning and Technology. Education Digest, 80(6), 42-44.

Retrieved from http://proxy.bsu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=100899083&site=ehost-live&scope=site

Hiemstra, R. (2003). More Than Three Decades of Self-Directed Learning: From Whence Have We Come?  Adult Learning, 14(4), 5-8.  

Mello, L. (2016). Fostering postgraduate student engagement: online resources 
             supporting self-directed learning in a diverse cohort. Research In Learning 
             Technology, 24. doi:http://dx.doi.org/10.3402/rlt.v24.29366

I commented on Amnah Alabdulkarim's literature review (self-directed learning)

I commented on Allison Wynbissinger's literature review (experimental learning)

Scott Kenney- Literature Review

Scott Kenney Literature Review

Self-Directed Learning

“Every man who rises above the common level has received two educations: the first from his teachers; the second, more personal and important, from himself.”

-Edward Gibbon-

Introduction

Self-directed learning is where an individual takes on a much larger ownership role in the learning process. Unlike pedagogy, adults are motivated more by intrinsic motivating factors than extrinsic motivating factors.  Adults are less motivated by grades and rewards, but find more learning opportunities with being “hands on” within the learning process. One of the key components of andragogy is an adult’s sense of independence and self-direction toward their learning.

Knowles defines self-directed learning as “Self-directed learning is a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and materials resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes. (Knowles, 1975, p.18).  Self-directed learning is one of the most popular researched areas in the field of adult education. One of the first important pieces of research about self-directed learning came from Allan Tough and Malcolm Knowles. Tough’s studies concluded that much of adult learning did not come from instructors, but of one’s self-direction. Later, Malcolm Knowles, one of the most central figures in adult education in the mid-1900’s, furthered that research with more analysis on self-directed learning. He proposed the “the hallmark of adult learning is that learners become increasingly self-directed as they mature” (Knowles, 1970, 1980). This paper will recognize the goals of self-directed learning, analyze the models of self-directed learning, and review certain examples to promote self-directed learning.

Goals of Self-Directed Learning

There are three goals towards self-directed learning. The first goal is to enhance the ability of the adults to be self-directed in their learning. The assumption with this goal is that an individual will be able to plan, execute, and evaluate their own learning (Merrian, Caffarella, Baumgartner, p. 107). This first goal’s foundation is that adult’s learn from personal growth and they will seek out advice if needed. Therefore, adults take on a much more ownership role in the learning process. For example, an online student may ask a professor for guidance about a certain project or assignment, such as locating resources, but ultimately it is up to the student to follow through with the completion of the particular assignment. This goal has recently been questioned due with its application to adults only. This can be something done at all levels to promote the idea of “lifelong learners” with elementary, middle, and high school students. (Schrader-Neff, p.107).

The second goal to foster transformational learning as central to self-directed learning. Transformational learning is about change- dramatic, fundamental change in the way we see ourselves and the world we live (Merriam, Caffarella, Baumgartner p. 130). Transformational learning is connected to self-directed learning in that a transformational moment in someone’s life can help trigger one’s habit of mind or point of view (Merizow, 1997). A transformative moment could be a birth of a child, a diagnosis of cancer, the loss or a love one, or a career-altering moment in one’s profession. These changes in someone’s life allow for critical reflection to take place. This critical reflection is key towards changing one’s perspective on life. Also, Merizow states the “key” for self-directedness is “becoming critically aware of what has been taken for granted about one’s own learning” (p.17). Therefore, a transformative event not only can alter an individual’s point of view, but it can also help them become a more self-directed learner about a certain cause. For example, a married couple might reevaluate what they know about Down’s Syndrome if they give birth to a son or daughter with that particular birth defect. They might become more self-directed in learning about the genetic disorder, reaching out to other families with Downs Syndrome, or donating or volunteering for a local charity to help support fundraising. Another key component towards the second goal is the critical reflection.  Brookfield states, “the most complete form of self-directed learning occurs when process and reflection are married in the adult’s pursuit of meaning (Brookfield 1986, p. 38). I completely agree that the reflection and process should be linked together for an individual to learn on their own. Learning can be experimental in many phases; however, analyzing and reflecting on one’s processes fosters a greater sense of meaning. This deeper reflecting time helps promotes autonomy within one’s self and a greater sense of social action.

The third goal towards self-directed learning is enhancing the ability of individual learners to be more self-directed in their learning (Merriam, Caffarella, Baumgartner p. 108). This goal is intended to promote emancipatory learning and social action. This third goal has received criticisms over the consistency and political factors of each group of adults that were being studied. Brookfield claims that certain groups or adults might receive preferential treatment based on costs for privileged groups and educators of adults should shift control over to the learners as much as possible throughout the learning process. It’s imperative to keep things consistent with adult learners, and that is key towards the success of goal number three with self-directed learning.

Self-Directed Learning as a Process

Learning on your own happens all of the time because adults are always aware of their surrounds and are more comfortable with their identity. There are three types of models with the process of self-directed learning- linear, interactive, and instructional. Tough’s (1967) and Knowles’ (1971) models are both linear in that there are certain steps towards learning in a self-directed manner. Tough, through his learning projects from Ontario Canada, claimed that 70% of adult learning came from the learners themselves and devised a thirteen-step process in which students learned on their own. Knowles model, which closely resembles Tough’s model, also has a six step process that involves diagnosing learning needs, formulating goals, implementing strategies and evaluating outcomes. While the sequencing of these linear steps appear valid, there are other models of self-directed learning that involve more interaction and instructional processes. I believe the more interactive and instructional processes hold true even more because learning should be more interactive.

The second form of processing as a self-directed learner is not of linear events, but rather a much more interactive model. Rather than learning via a sequential order, several other models introduce a much more involved way of learning. Spear’s model (1988) claims that certain events that are “clustered” together help promote one’s desire to want to learn. For example, an individual might move into a new house that is in need of several new updates and fixings. That, combined with the helpfulness of a handy-man new neighbor with some prior knowledge of carpentry will lead to a more successful self-led learner when it comes to fixing up their new house. Another example of processing interactively is the Personal Responsibility Orientation model.  This model, introduced by Brockett and Hiemstra argues that learners assume primary responsibility for planning, implementing, and evaluating their learning experiences (Merriam, Caffarella, Baumgartner, p. 113). Another interactive model, Garrison’s model introduces a multidimensional model that connects self-monitoring, motivation, and self-management. The balance of responsibility and control, along with the combination of motivation allows for learner to help construct meaning of their learning, which ultimately leads to more self-direction in the learning process.

The third model of self-directed learning involve learning through instructional practices. These models are aimed to promote more self-direction in learning. Grow’s (1991, 1994) Staged Self-Directed Learning model identifies four stages of learners- the dependent learner, the interested learner, the involved learner, and the self-directed learner. Highlights of this model have instructors focus more on student-led discussions, discovery learning, and letting the instructor play more of monitor in the learning process rather than lecturing and commanding types of instructional methods. Another instructional model by Hammond and Collins (1991) promotes the social action and emancipatory learning as key components to self-directed learning. In this particular model, the authors have outlined a seven-step framework that emphasizes a more purposeful approach to learning. Therefore, adults can examine and critical reflect on their own social, political, and environmental factors to develop personal and social learning goals.

Implications

After reviewing several pieces of literature on self-directed learning, it is essential for adults to have some type of ownership towards their learning and some type of intrinsic motivation to learn. There are a number of ways to promote self-direction in a formal and non-formal educational setting, but are there any examples that help promote ownership and motivating factors? As an educator, I am constantly trying to make my classroom more student-driven with handing more ownership to my students. However, what about fostering more self-direction learning with adults? After reviewing certain examples, Edcamps are great examples of promoting ownership towards adult learning.

An Edcamp is a much more organic approach towards teacher development. It is where a group of educators meet in small groups and discuss meaningful instructional methods, curriculum development, social-emotional concerns, integrational of technology, and any other relevant topic in education. The beauty of an Edcamp is that there is no time table, no expert or instructor, or no agenda to regulate the conversations. The idea of Edcamps is relatively new in the educational world, but the concept is growing. The Edcamp model has spread rapidly since our first event in 2010, not only throughout the United States (41 states are now represented) but also internationally to Sweden, Ontario, British Columbia, Japan, Vietnam, Indonesia, Australia, Belgium, Abu Dhabi, Denmark, Hong Kong, Ukraine, and Chile. Fifty-one Edcamp events were held in 2011, 127 were held in 2012, and 190 were held in 2013 (Swanson p. 39-40).

The concept of Edcamps directly align with the principles, goals, and processes of self-direction in learning. As for the goals of self-direction in learning, Edcamps enhance one’s ownership of the learning process. People may speak freely about a particular topic and are also encouraged to ask questions if they need assistance by their peers or colleagues. They also promote critical reflection on their thoughts on educational topics. Not only do Edcamps promote social action amongst educators, but they also foster emancipatory learning because of the loose nature and comfortability of small groups discussions. They also take on a much more interactive process for adults to become self-directed in their learning. There are plenty of positive and meaningful conversations within small groups. It’s a true form of authentic learning that has adults feeling a sense of ownership by contributing via conversation with like-minded teachers and intrinsic motivating factors because teachers are gaining knowledge to help them become stronger and more effective educators.

Conclusion

Self-directed learning is a key component toward adult learning. This literature review provided an overview of different theories, goals, processes, and examples of self-direction in learning. It is important to promote self-direction with the field of education. The idea of becoming “a lifelong learner” is a fundamental idea in regards to any type of education. As adults grow more mature throughout their life, they tend to develop a stronger identity. With a stronger sense of identity, they become more aware of their surroundings around the world and how they learn on their own. This ultimately leads to stronger citizens

	Main idea of literature	Application of Main Ideas
Idea 1	There are 3 goals of self-directed learning 1.       Enhance ability of adults to be self-directed 2.       Encourage transformational learning as central to self-directed learning 3.       Promote emancipatory learning and social action	-          Learners should be taught how to be independent learners at an early age. -          Self-direction can also be impacted by profound changes in an individual’s life. -          Reflection and process are married in adult’s pursuit of meaning. -          Self-directed learners should learn autonomy and seek action towards making positive changes.
Idea 2	There are three models of processing self-direction in learning 1.       Linear models- step-by-step process to self-directed learning 2.       Interactive models- focusing on moments and experiences to find self-direction in learning 3.       Instructional models- promoting self-direction in learning environments	-          There is an order to becoming more self-directed in the learning process. -          Fortuitous actions or events that have been “clustered” can lead to more self-direction. -          Educators must transfer control of learning into the learner’s hands as much as possible. -          Use examples of self-directed learning frequently so learners can implement these strategies on their own.
Idea 3	The idea of Edcamps showcase several beneficial pieces of the goals and processes of self-directed learning.	-          Self-guided discussions in small groups help enhance self-direction. -          Conversations between colleagues helps foster critical reflections, intrinsic motivation factors, and ownership of learning. -          Edcamps offer authentic learning through meaningful conversations -          No expert or instructor leads to more interaction and collaboration amongst educators.

References

Brookfield, S. D. (1994). ‘Self-directed learning’, in YMCA George Williams College ICE301 Lifelong learning, Unit 1 Approaching lifelong learning. London: YMCA George Williams College.

Gibbon, Edward. (1911), The Autobiography of Edward Gibbon, Oliphant Smeaton ed. (p. 66) J. M. Dent & Sons Ltd, London.

Knowles, M.S. (1968). Andragogy, not pedagogy. Adult Leadership 16 (10) 350-352, 386.

Knowles, M.S. (1975). Self-Directed Learning. New York: Associated Press

Merriam, S., Caffarella, R., & Baumgartner, L. (2007), Learning in Adulthood: A Comprehensive Guide, (pp 105-129) Jossey-Bass Publishing, San Francisco, CA.

Mezirow, J. (1997) Transformative Learning: Theory to Practice. Retrieved September 22, 2013 from http://www.dlc.riversideinnovationcentre.co.uk/wp-content/uploads/2012/10/Transformative-Learning-Mezirow-1997.pdf

Swanson, Kristen. (2014). ‘Edcamp: Teachers Take Back Professional Development’, in Professional Learning Reimagined. Volume 71, Number 8 (pp. 36-40).