simons towards a constructivistic theory of self-directed learning

Towards a constructivistic theory of self-directed learning
P.R.J. Simons
University of Nijmegen
the Netherlands
Abstract
In this article a theory of self-directed learning is presented based on social constructivistic starting points. Social constructivism focuses on the exchange of perspectives on reality between people who are willing to maintain and strengthen each other's identities. For learning this means that perspectives and perspective taking are important processes in learning. Moreover collective meaning construction is essential. Learning is described as a social-interactive, contextual, constructive, self-regulated and reflective process. The theory focuses on three kinds of learning functions (preparatory, executive and closing) as building blocks that can be used in three different ways: in guided environments, in self-directed learning and in situations where learning is a side effect of other activities only. Learning functions are psychological processes and activities that people execute when learning, be it consciously or unconsciously. The three ways to learn (guided, self-directed, unconsciously) are described as three different ways to organize the same learning functions in different ways. We describe the success factors for these three ways to learn. Skills of self-directed learning are also different for the three ways to learn. In guided environments, skills of learner control consist mostly of executive learning functions. The skills for self-directed learning (or action learning in working situations) are described next. Here the preparatory and closing learning functions tend to dominate. Finally, skills of experiential learning are described. In this way of learning the key skill is to design and look for environments that may lead to unconscious forms of learning where the learning functions follow from action automatically.

http://igitur-archive.library.uu.nl/ivlos/2005-0622-190617/5701.pdf

mijn notes

• a constructivistic theory of self-direction in learning should take into account that self-directed learning is a social-interactive, contextual, constructive, self-regulated and reflective process
• learning functions are psychological functions to be fulfilled before, during and after learning by a learner alone or with the help of outsiders like teachers, fellow students, computers or bosses
• a self-directed learner is able and ready to prepare learning independently, to execute the executive learning functions indenpendently and to close learning independently.
• guided learning is more likely in formal education then real self-directed learning. learner control. learner control means being able to control and execute the executive learning fucntions independently within the constraints of external control
• self-directed learning as a side effect: in many situations learning is a side-effect of problem solving, working or acting only and it will appear as experiential or incidental learning. personal autonomy is belangrijk
• four possible kinds of activities on or near the job that can lead to experiental learing: 1 feedback on activities, 2 reflection in general sense, 3 innovation and experimentation, 4 theory construction or vision development
• metaphor voor leren: journey: travelling, trekking exploring