SYLLABUS
for
AED 5250
SELF-DIRECTED AND INDIVIDUALIZED ADULT LEARNING
Roger Hiemstra, Professor, Adult
Education,
Phone and Fax: 315-637-0029
Email: rhiemstra@elmira.edu; Web Page: www-distance.syr.edu
Spring, 2003,
Course Rationale
Adult education is an exciting field to study and is equally exciting to be associated with as a course participant or as a professional. It is a field that is dynamic, growing, and full of opportunity. One of the field's most dynamic areas of activity and study is self-directed adult learning. Tough's initial work on adults' learning projects (1971, 1979) and the subsequent research of many has resulted in the awesome awareness of how much people are involved with self-directed study and how little prepared professional adult educators are to provide assistance with such study. Further, Cross (1981) urged the study of "the improvement of the help and resources available for self-directed learning." (p. 195)
Two publications dealing directly with self-directed learning in book-length form are by Brockett and Hiemstra (1991) and Candy (1991). These authors provide up-to-date information on the relevant research and practice. Needed in the future are new instructional skills, a better understanding of needed roles for adult educators, and policy guidelines for future funding, training, and resource development.
This course will focus on the literature, research, and resources related to self-directed and individualized adult learning. Special attention will be given to what this information means in terms of individualizing learning in various training and education settings. Learners will participate in small groups and create corresponding teaching and learning approaches. They also will have opportunities for self-directed study.
Therefore, the general purposes of this course are as follows: (a) to provide a comprehensive view of present research and practice related to self-directed, individualized learning; (b) to facilitate an assessment of the potential for such learning in various training and continuing education settings; (c) to provide opportunities for participants to study, discuss, and derive needed policies, institutional change, educational resources, and recommendations for the trainer or professional adult educator.
In keeping with the nature of this course's content, it is my philosophy that active involvement by an adult student involves the assuming of personal responsibility for learning. Such involvement should include adequate preparation through related pre and post-course readings, critical thinking about the various issues raised, participation in class discussion where appropriate, and preparation of various materials required for the learning activities.
The nature of an intensive course also dictates that the facilitator do considerable preplanning and organizing. Thus, I have prepared much of the content that will be presented during the first two days. However, considerable individual latitude is possible through a personal learning contract. Given the course purposes and this assumption of personal responsibility, students have considerable flexibility and self-directed learning opportunities.
Areas of Learning
The following broad topics illustrate the range of possible study areas likely to be covered during the course. Some of the areas will be analyzed in great detail, some in passing, while others may become focal points for in-depth personal study. The list is not exhaustive, and as needs develop, more may be added (or subtracted).
Competency Expectations
At the completion of the course, given active participation, each learner should be able to perform with excellence in the following ways:
1. Understand the state of art regarding knowledge about self-directed and individualized adult learning.
2. Successfully conduct an organizational audit of some educational or training agency to determine its potential for self-directed, individualized learning -or- carry out interviews with at least ten adult learners to determine their current involvement with self-directed, individualized learning.
3. Contribute to the discussion of implications for adult educators and trainers related to future practice in various organizations.
4. Develop a corresponding set of recommendations for needed changes, required resources, and the future training of educators in such agencies.
5. Complete a self-directed, individualized study or project related in some way to the course content and personal interests or needs.
The Teaching and Learning Process
I use a teaching and learning process based on the premise that adult students are mature learners who flourish in settings where considerable independence is expected or permissible. Thus, the process is a dynamic one that actively involves the learner in determining personal needs, potential, and capabilities. At the same time, I also assume that learners develop this independence at differing rates. Some people will be ready for considerably independent learning and will use the course requirements and the corresponding learning activities as vehicles for enhancing or supplementing personal learning. Other learners will require guidance, at least initially, in setting goals, establishing learning activities, and evaluating individual progress. The learning contract technique is used and either allows considerable freedom or may provide a fairly prescriptive path throughout the course depending on the learner.
I will assume many if not all of the following roles sometime during the course process:
· Serving as a resource on most course content areas and as a specialist on some of them
· Providing direct information on certain topics through lecturing, electronic inputs, my WWW home page, facilitating group discussion, and various other learning aids
· Serving as a resource locator or securing new information on certain topics that emerge
· Arranging for special resources on particular topics, setting up outside learning experiences as appropriate, and providing resources or resource ideas on various areas
· Working as a stimulator or sounding board for learners as they progress through the course requirements
· Promoting discussion, the raising of questions, and a positive attitude about the learning endeavors
· Planning a sequence of learning activities and experiences that will maximize your opportunity to learn about distance education
· Serving as a validator, verifier, or evaluator of learner accomplishment both throughout and at the end of the course's time allotment.
Evaluation and Feedback
Evaluation and feedback are integral parts of any learning system whether a semester-long course, an intensive three-weekend experience, or a personal learning endeavor. Evaluation is a tool for measuring personal progress toward individual or course goals. In addition, a formal institution like Elmira College requires that grades be established as marks for transcripts and degree completion.
Thus, in terms of feedback it is my expectation that the communication process will indeed be a two-way street. Feedback should reflect not only how well class objectives are being met, the effectiveness of any instructional facilitation, and the extent to which your individual needs are being fulfilled, but also the quality of student contribution and involvement. Consequently, your oral and written feedback relative to questions or concerns you may have, more information you need, and any evaluation you have of the process, the content, or me will be welcome at any time.
I also will use a couple of techniques throughout the course to help in this evaluation and feedback. In addition, I will provide evaluative feedback, if appropriate, via comments, advice, and resource suggestions in response to most submitted materials. Hopefully, these activities will provide you some modeling regarding evaluation possibilities.
Personal evaluation and validation will come through the learning contract. Letter grades will be mutually negotiated and I assume the quality of work submitted will be at a level reflecting the contracted grade. I will use the plus and minus feature of the Elmira College grading system as a means of adjudicating for major differences in terms of learners' participation in the course and/or the quality of any submitted learning products.
Textbook Requirements
The first three books are required for the course. The fourth book is optional, but it will be of value to some learners. An extensive bibliography provided in the course workbook shown below. In addition, various resources will be provided via or available through the World Wide Web.
Course Requirements
Following are the suggested course requirements:
1. Learning Activity #1 - Course Participation
Participate in the course activities, including appropriate study, in-class discussion, and evaluation activities occurring during the course. In addition, you can access my web page via your own computer or through a terminal on campus to obtain materials before, during, and after the face-to-face meeting time. Actively participate in the study, discussion, and creative activities occurring in the course, including working in small groups. Complete the readings and recording of the literature related to self-directed, individualized adult learning. Aside from the recommended texts and material in the workbook, you may desire to obtain additional information as you complete the various learning activities. References included in the workbook, in the texts, or through the World Wide Web can serve as your guide. You also should consider magazines, books, and journals directly related to your specialized area of interest or professional work
2. Learning Activity #2 - Learning Contract Design
Complete a self-diagnosis of needs relevant to the course content, design and submit a learning contract (or plan) for meeting many of those needs, and carry out the planned activities.
Objective: To facilitate your ability to diagnose, articulate, and meet individual learning needs.
3. Learning Activity #3* - Complete and self-score the SDLRS (Self-Directed Learning Readiness Scale by Lucy Guglielmino, 1977). The instrument and associated material will be distributed in class. Derive a statement of personal reflection and assessment based on the findings.
Objective - For learners to improve their understanding of personal self-directed learning abilities.
4. Learning Activity #4* - One of the following two options:
a. Complete a learning projects interview of at least ten adults (Tough, 1971). The interview schedule and associated material will be distributed in class. Derive a statement of personal reflection and assessment based on the findings.
Objective - For learners to improve their understanding of the self-directed, individualized adult learning that goes on in society.
b. Participate individually or in a small group and carry out an organizational audit of some training or educational agency. Derive a report of their current self-directed, individualized adult learning opportunities and resources and suggest recommendations for future improvements.
Objective - For learners to improve their skills in evaluating on-going educational programs for adults and recommending potential improvements.
5. Learning Activity #5* - Create a real or simulated approach to the design of a self-directed or individualized approach to adult learning. This can be something for a group of individual learners or something for a continuing education or training agency/organization. Time will be devoted in class for you to detail some of your initial planning and receive feedback from colleagues. Detailed information appears in the course workbook, but the intent is to facilitate your using your instructional design, teaching, and/or planning skills in creating a self-directed or individualized learning experience for some adult learners. Time will be allotted during the last weekend for you to share your results with your colleagues. Note: This activity possibly can be combined with a term project activity if negotiated ahead of time as a part of your learning contract.
Objective: To facilitate your obtaining some in-depth knowledge about a particular educational need and then creating a corresponding self-directed learning effort.
6. Term Project - Prepare a final course paper, project, or product by choosing one of the following options (the result typically is a 5-25 page paper or product submitted by the end of the time period allotted for course completion after the face-to-face meeting time.
a. Acquaint yourself with the literature related to self-directed learning and individualized instruction. Complete an interactive reading or theory analysis experience. The focus could be of a general nature related to supplementing the readings normally done for the course. The end product would be an interactive journal, reading log, theory log, or some other means of recording your personal ideas, reactions, and learnings.
b. Participate in a study group activity with 2 or more other people to develop in-depth understanding on some topic, problem, or issue related to self-directed learning.
c. Develop a term paper on a topic related to the course area. The paper should draw upon both theory and practice pertaining to some aspect of self-directed learning or individualized instruction, should be well-documented, utilize appropriate literature, and follow conventional standards of style (APA 4th Edition is recommended).
d. Plan and, if possible, implement the plan related to an actual use of some aspect of self-directed learning for a training or teaching purpose.
e. Using Chapter 10 in the Brockett and Hiemstra textbook as a basis, develop a paper comparing the differences in two or more cultures regarding outlooks or approaches toward self-directed, individualized adult learning.
f. Negotiate some activity of your own choosing.
Objectives: To facilitate your carrying out in-depth study, acquisition, and comprehension of knowledge related to some aspect of the course's content area.
To enhance your analytical skills in comparing, contrasting, and critically reflecting on various sources of information pertaining to self-directed learning and individualized instruction.
____________________________
*Or a negotiated alternative if you have already completed a similar learning activity or if some other activity better fits your needs.
Tentative Schedule for the Course
WEEKEND ONE:
Introductions, administrative details
Course overview and requirements/materials
Needs assessment process and learning contracts
Beginning presentation of information on self-directed, individualized
adult learning
Small group discussion of various self-directed learning issues and the pre-read materials
Understanding the terminology, literature, theory, and approaches related
to self-directed learning and individualized instruction
Self-Directed Learning Readiness Scale (introduction to learning activity #3)
Learning projects and organizational audit materials (introduction to learning activity #4)
Group formation as needed pertaining to working together on future learning activities
Self-directed learning approaches
The PRO model and associated implications
Small group discussion on the implications of the PRO model and personal responsibility
WEEKEND TWO:
Discussing the Self-Directed Learning Readiness Scale results
Discussion of the two texts
Time for discussing Learning Activity #5 plans
Various strategies for involving learners
in self-directed learning
Small group work on strategies
Continue presentation of information
on self-directed, individualized adult learning as needed
General discussion of self-directed learning continued
Small group time
Individual or small group consultation with the instructor as needed
WEEKEND THREE:
Continue presentation of information
on self-directed, individualized adult learning as needed
General discussion of self-directed learning continued
Small group time as needed
Report on your Learning Activity #5 plans and/or results to large group and dialogue on findings
Continue presentation of information on self-directed, individualized adult learning as needed
The International Symposium on
Self-Directed Learning
The future of self-directed learning
Final discussion, evaluation, and wrap-up
References
Brockett, R. G. & Hiemstra, R. (1991). Self-direction in learning: Perspectives in theory, research, and practice. New York: Routledge.
Candy, P. C. (1991). Self-direction for lifelong learning. San Francisco: Jossey-Bass.
Cross, K. P. (1981). Adults as learners. San Francisco: Jossey-Bass.
Guglielmino, L. (1977). Development of the self-directed learning readiness scale. (Doctoral dissertation, University of Georgia). Dissertation Abstracts International, 38, 6467A.
Tough, A. (1971). The adult's learning projects. Toronto: Ontario Institute for Studies in Education.
Tough, A. M. (1979). The adult's learning projects (2nd ed.). Austin, Texas: Learning Concepts.
Selected Bibliography
Brookfield, S. D. (1989). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. San Francisco: Jossey-Bass.
Gross, R. (1977). The lifelong learner. New York: Simon and Schuster.
Hiemstra, R. (1991). Self-directed learning for older adults. In American Association of Retired Persons, Resourceful aging: Today and tomorrow (Volume V, Lifelong Education, Conference Proceedings), Washington, D.C.: American Association of Retired Persons, 1991.
Hiemstra, R. (1992a). An analysis of Stephen Brookfield -- Self-directed learning: From theory to practice. In G. J. Confessore & S. J. Confessore (Eds.), Guideposts to self-directed learning, King of Prussia, PA: Organization Design and Development.
Hiemstra, R. (1992b). Individualizing the instructional process: What we have learned from two decades of research on self-direction in learning. In H. B. Long and Associates, Self-directed learning: Application and research. Norman, OK: Oklahoma Research Center for Continuing Professional and Higher Education, University of Oklahoma, 1992.
Hiemstra, R., & Brockett, R. G. (1994a). From behaviorism to humanism: Incorporating self-direction in learning concepts into the instructional design process. In H. B. Long & Associates, New ideas about self-directed learning. Norman, OK: Oklahoma Research Center for Continuing Professional and Higher Education, University of Oklahoma.
Hiemstra, R. (1994b). Helping learners take responsibility for self-directed activities. In R. Hiemstra & R. G. Brockett (Eds.), Overcoming resistance to self-direction in learning (New Directions for Adult and Continuing Education, No. 64). San Francisco: Jossey Bass.
Hiemstra, R. (1996). Self-directed adult learning. In DeCorte & Weinert (Eds.), The international encyclopedia of developmental and instructional psychology, Oxford: Elsevier Science. Also in A. Tuijnman (Ed.), The international encyclopedia of adult education and training (second edition), Oxford: Elsevier Science, 1996
Hiemstra, R. (1998). Self-advocacy and self-directed learning: A potential confluence for enhanced personal empowerment. A paper presented at the SUNY Empire State College Conference, “Disabled, But Enabled and Empowered,” Rochester, NY. Available only on-line: http://home.twcny.rr.com/hiemstra/advocacy.html
Hiemstra, R. (in process). Thirty years of self-directed learning: From whence have we come? Adult Learners (to be published in 2003).
Hiemstra, R., & Sisco, B. (1990). Individualizing instruction for adult learners: Making learning personal, empowering, and successful. San Francisco: Jossey-Bass.
Jones, J. E. (1994). Portfolio assessment as a strategy for self-direction in learning. In R. Hiemstra & R. G. Brockett (Eds.), Overcoming resistance to self-direction in learning (New Directions for Adult and Continuing Education, No. 64). San Francisco: Jossey Bass.
Knowles, M. S. (1975). Self-directed learning. New York: Association Press.
Knowles, M. S. (1986). Using learning contracts. San Francisco: Jossey-Bass.
Sisco, B. R. (1991). Setting the climate for effective teaching and learning. In R. Hiemstra (Ed.), Creating environments for effective adult learning (New Directions for Adult and Continuing Education, Number 50). San Francisco: Jossey Bass.
Straka, G. A. (Ed.). (2000). Conceptions of self-directed learning: Theoretical and conceptional considerations. Berlin/New York: Waxmann.
In addition, there a various papers related to self-directed learning available only at http://home.twcny.rr.com/hiemstra/sdlinfo.html. Finally, be sure to check out the various resources shown at /sdlhome.html.