Self-directed Learning Theory

I have been reading articles on self-directed learning and ran across this quote:
"In sum, SDL entails the ability to assess learning needs, effective planning, and time management, a critical evaluation of the literature resources, as well as a critical evaluation of their own SDL skills. Personal autonomy, self-management, and learner control hence clearly play a role in the PBL learning process”
It seems to me that this is what our program is based on. The expectation from the design is to provide us with a framework within which we can select our own readings and directions. The portfolio allows us to reflect on the process as well as the reading. That's what I am using this blog to accomplish. I should also be using this blog to reflect on my own skills. To that end, let me think out loud about where I am at this point in time:

* I have an overwhelming sense that I am not doing enough reading and that the month of November is going to do me in.
* I feel like my studies take time away from my family obligations and that when we are all at home, doing any studying is not what I should be doing for them...it feels like something that I am doing very selfishly. Does this mean that I am being a bad person, wife, mother?
* I feel like I need to spend time reorganizing and reprioritizing and not making headway. But, when I look back on the list of tasks for the semester, I have made some strides...I wonder what it will feel like when I look back on the semester?
* I want to make sure that I take the small steps now that will set me up to accomplish the big goals at the end of the semester and not be left freaking out...to whit keeping up this blog and doing the annotations along the way.
* There is just too much to do and not enough time in which to do it!

Adult Learning Theory - sorting it out

I have been concerned that I still don't have a good handle on who does what in the adult learning theory arena. I am writing up an orientations table for my own studies. I want to get a good grounding in some of the more relevant theories that are being applied in web 2.0 educational technology. I wanted to start with the source writings of the individual theorists. But, I don't think that I am going to have the time or ability to read some of them. Bandura in particular seems very overwhelming. As such, I am going to see who has written about Bandura and see if I can get a handle on social learning theory. At this point, I'm thinking that the most applicable theories for me to look at are:

• social learning
• social constructivism
• situated learning
• experiential learning
  
• functional context
  

Taking reflections seriously

In order to be able to write my learning journal, I need to start taking this reflection thing seriously. SO, my pledge is to write at least weekly on my two major research endeavors:

• the brain, learning and its implications for using technology
  
• adult learning theory and it application to educational technology

The Brain & Learning
At this point, I have made two major strides in my research. Initially, we were tasked with finding out who the major theorists are in the field. My focus began with Jensen because he was someone that I had already read. His focus is on using brain-based learning in the K12 classroom. My impression of his writing is that because he is not focused on adults, it had very little relevance for my research. I have since noted him name as a reference in other articles. So, I may have to revisit that opinion.

I next looked at Hart. I found his book, How the Brain Learns, to be very interesting. His Proster Theory resonates with me. I relate that theory to helping Peter who, because of his NLD, had to learn rehearsed reactions to specific situations. Although, trying to generalize prosters to other situations that don't match exactly would, I think, be a bit of a challenge. As was the case for Peter. So, if a learner did not have a proster for a situation, s/he would select a different proster that s/he thought would fit the situation. In my observance of how this worked for Peter, there were times when it worked and times when that did not work at all. So, in this situation, it's hard for me to determine if that was because of his NLD, or because the proster theory does not always work out.

Hart's concept of the triune brain is very fascinating. The concept that different levels of the brain control different functions makes sense to me. The basic bodily functions need to be controlled at a very low level of processing. Relating the three brains to primal reactions to dangerous or threatening situations and its impact on our ability to learn is an interesting explanation of why learners are only able to learn in a comfortable environment. The relates to Caine & Caine's theory that requires the learner to be in a state of relaxed alertness.

Brain-based learning - comparative contemplation

At this point, I have read 6 books about brain-based learning; two each by Jensen, Leslie Hart, and Caine & Caine.
In Hart, I was introduced to MacLean's concept of the three brains (triune). The reptillian brain that controls bodily functions, the mid-brain (limbic cortex) that controls feelings and emotions, and the cerebral cortex that controls behavior. Hart speaks to the fact that humans are able to process lots of information simultaneously. So, everything that is going on in the environment, we take in. Some inputs our brains can ignore - if it is extraneous or too over-whelming. His Proster Theory demonstrates that we learn sequences of information and that faced with a situation, our brains select the most appropriate sequence to respond to the situation.

C&C build on Hart's theory about how we learn. C&C offer some interesting information that, once you read it, makes sense.
1. people learn best when they don't have to "downshift" to re lower brain to take care of oneself. So, this means that learning can only take place in a supportive environment that engages the learner.
2. people are able to take in lots of information simultaneously and that information should be presented with the whole and the details at the same time - so, we need to not spoon-feed information to the learners
3. an integrative and realistic approach to the learning will help people learn more and retain the information because they can use it to build maps (not routes/rote). In context information is better because you can see how the pieces relate to each other.

What changes can I make to my own teaching? I have to help the learners feel more engaged by introducing the parts and the whole at the same time....use realistic scenarios in the exercises...use s holistic/interdisciplinary approach.

Organization is the key

So, I listened to the advice of wiser ones than I and started my annotated bibliography. But, now the real issue is becoming how to keep all of the bits of paper and books organized in some fashion. I think that I will spend some quality time cleaning out my desk drawers and tossing inconsequential stuff.

Not much more done in the way of reading. Have started to read the Jensen book "Teaching with the Brain in Mind" It's more targeted at K-12. But, may have some interesting tidbits.

Reading starts

So, I am feeling like I am drinking from a firehose! This week, I started my annotated bibliography for the following authors that I read up to this point:
Tennant
Minnich (ugh!)
Merriam et al (read 1st edition now need to complete 3rd edition)
Brookfield (article on Adult Learning as well as the book on Critial Learning)

I have been trying to update my personal case study with information from these books.

I had a very challenging week trying to work with my group partner. We had a tremendous mis-communication because of our different styles. I was very worried that we would have to write one paper together for the final project. But, it was with great relief that I reviewed the requiremnents and found that we each submit our own work! Whew!

I also started reading a compilation of articles on the Brain and Learning from Jossey-Bass. The readings in this book so far lead me to believe that there are many differing opinions about the different areas of the brain and what their functions are. What is also glaringly obvious is that there is not alot that is known for sure about how learning occurs in the brain. There is a lot of room for additional research.

Because of the Brookfield reading, I have started to think about looking into Habermas and the Frankfort Institute. Although, I think that this may be more of a challenge than I can handle at this point.

I still need to get my ISP written. Not sure why this is such a challenge!

Day 2 - Completely Overwhelmed

Another day of thinking about thinking and my brain hurts! I had to get some wine and some chocolate to make me feel better.

There are too many little pieces to keep them all straight. So, I started to put is all into a google calendar. My hope is that if I have access to the task list from everywhere, that it might help me keep down the anxiety. We'll see how that works out.

So, the thought of the topic and the question still remains too big to think too much about. I wonder what it will look like at the end of this semester?

Too tired to think or write more tonight....

The Beginning

And so I begin my personal diary of my journey through the accelerated journey of getting a PhD in Adult Learning. I don't expect anyone to read this. But, the prof's suggested that we start a diary. So, being the tech-geek-wannabe, I thought that I would blog-it!

So, since it's the first day of the first residency, we need to start at the begining. The first thing to think about is:
What’s my problem?
Well, my problem (not my question) is about using new and emerging technologies in workplace education. I am also really interested in looking at how the brain works and how we can adapt technology to support how we take in information and construct knowledge.

What do you mean by workplace education?
I mean people working in industry (companies, private-sector) not in education.

Do you think that there may be differences in how different populations use technology?
There may be generational issues that I am not really aware of this moment. I’m going to try to keep an open mind and not bring generalizations to the project.

What about the global populations? Do different cultures use technology differently and learn differently?
Good point, I am not sure how this would impact on how people use technology for learning. I am sure that I am making assumptions about the availability of technology and the learners' ability to access and use technology. I'll have to keep that in mind.

So, here's a start at trying to articulate what I am about in this program...we shall see where I end up. I am taking a leap of faith and hoping that I end up in a better meta-physical place. The challenge is to construct new knowledge along the way.
So it begins...