Dr Panos Vlachopoulos Lecturer in Academic Practice Centre for Learning Innovation and Professional Practice ALTC 2011 The context New Zealand Student No17 United Kingdom Student No 7 My interpretation of studentdirected learning ID: 345168
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E-moderating student-centred learning: shifting responsibilities or developing abilities?
Dr Panos Vlachopoulos, Lecturer in Academic PracticeCentre for Learning Innovation and Professional Practice
ALT-C 2011Slide2
The context
New Zealand
Student No=17
United Kingdom
Student
No= 7Slide3
My interpretation of student-directed learning
If learning is to be truly student -directed, then there should be a period of learning activity during which the activity, the decisions which matter, the interpretations placed on sourced material and experiences, should be the
dole responsibility of the learners, free at that time from pro-active inputs by people who set out to teach
, however they define that word, and with whatever benevolent intent.Slide4
The Learning Design Framework
Vlachopoulos, P. & Cowan, J. (2010) Reconceptualising e-moderation of asynchronous online discussions: a grounded theory study, Distance Education, 36 (1), 23-36Slide5
Technology-enhanced student directed learning: examples from two UniversitiesSlide6
ResearchWhat are the features of learning design which will effectively promote student-directed learning in online distance education
? What features of facilitative “nudging” are effective for promoting student-directed learning in online distance education?
Data were collected using reflective journals and a social-network analysis style questionnaire distributed to all participants at the end of each activity.Slide7Slide8
Facilitative ‘nudging’ (or e-moderating)One track mindTop of the list
Going the second mileCritical friendBalancing prioritiesRescuing
Vlachopoulos, P., & Cowan, J. (2010) Choices of approaches in e-moderation: Conclusions from a grounded theory study.
Active Learning in Higher Education
11(3) 213–224Slide9
So, what is it all about?
It both about shifting responsibilities AND developing abilities on both sides (the learner and the teacher).There is substantial resistance on the part of both the University and th
e students ( risky, time consuming, unsettling, inconvenient and annoying to be asked to take control of the decision-making process).
It takes that the teacher will work as a facilitator who accepts a student’s choices and decisions with unconditional positive regard and who have departed from any position in which they can manage, direct, or require .
Students often report that this is a ‘liberating’ experience! They see learning as more personally significant.