Some people learn best in a teacher-guided, formal learning situation, while others prefer a self-directed, informal or independent study approach.
In The Adult's Learning Projects (1971) Dr. Allen Tough claims, "Almost everyone undertakes at least two or three major learning efforts a year, and some individuals undertake as many as 15 or 20. The median is eight learning projects a year, involving eight distinct areas of knowledge and skill."
Consider Jessie, who plans to re-enter the workplace after staying home for a number of years to raise her children. To prepare for this change, she must identify her learning needs, establish learning objectives, determine learning resources and strategies, and evaluate outcomes.
Identifying learning needs
Jessie's learning needs include understanding the labor market, upgrading her computer skills, updating her job search skills and finding child care. Each of these needs involves one or more learning projects.
Establish learning objectives
Jessie begins with a general idea that she needs to upgrade her computer skills. By surveying friends and family, she discovers that employers in her desired field most frequently require Windows 95/98, MS Word, Explorer and E-mail. By scanning employment ads, she discovers the degree of familiarity she requires in each. She has now established her learning objectives.
Determine learning resources
There are many ways for Jessie to develop her computer skills. She may choose to learn formally or informally. If she prefers to learn formally, she can take a continuing education course at a local school. She could also take computer-based training via distance learning, in her own home. If she would rather learn at home, at her own pace and schedule, she can use manuals from the library. She may decide to combine formal and informal options by taking a course in word-processing and learning to type by using typing tutor software at home. By considering her learning style, schedule and finances, Jessie designs the learning program that works best for her.
Evaluate outcomes
Jessie prepared the way for evaluating the outcomes of her learning projects when she established her learning objectives. For example, she may have discovered that employers will expect her to type at a speed of at least 30 words per minute and compose, spell check, send and forward e-mail to individuals or groups. She can evaluate her own success by measuring her own typing speed and communicating with the recipients of her messages to ensure that she has performed these functions correctly.
In formal education, institutions establish learning objectives, determine the means of learning, and assess learner achievement. This control is beneficial in that it ensures that standards are maintained, and that the certificates, diplomas and/or degrees issues by the institution are valued and respected. On the other hand, institutional control can lead to decreased flexibility and a reduced ability to respond to the interests and needs of individual learners.
Jessie's preparation for returning to work involves several learning projects. To meet her learning goals, she is likely to select a variety of learning resources which best meet her needs, resources and preferences. Self-directed learning is a flexible and responsive strategy in a rapidly changing world.
In The Adult's Learning Projects (1971) Dr. Allen Tough claims, "Almost everyone undertakes at least two or three major learning efforts a year, and some individuals undertake as many as 15 or 20. The median is eight learning projects a year, involving eight distinct areas of knowledge and skill."
Consider Jessie, who plans to re-enter the workplace after staying home for a number of years to raise her children. To prepare for this change, she must identify her learning needs, establish learning objectives, determine learning resources and strategies, and evaluate outcomes.
Identifying learning needs
Jessie's learning needs include understanding the labor market, upgrading her computer skills, updating her job search skills and finding child care. Each of these needs involves one or more learning projects.
Establish learning objectives
Jessie begins with a general idea that she needs to upgrade her computer skills. By surveying friends and family, she discovers that employers in her desired field most frequently require Windows 95/98, MS Word, Explorer and E-mail. By scanning employment ads, she discovers the degree of familiarity she requires in each. She has now established her learning objectives.
Determine learning resources
There are many ways for Jessie to develop her computer skills. She may choose to learn formally or informally. If she prefers to learn formally, she can take a continuing education course at a local school. She could also take computer-based training via distance learning, in her own home. If she would rather learn at home, at her own pace and schedule, she can use manuals from the library. She may decide to combine formal and informal options by taking a course in word-processing and learning to type by using typing tutor software at home. By considering her learning style, schedule and finances, Jessie designs the learning program that works best for her.
Evaluate outcomes
Jessie prepared the way for evaluating the outcomes of her learning projects when she established her learning objectives. For example, she may have discovered that employers will expect her to type at a speed of at least 30 words per minute and compose, spell check, send and forward e-mail to individuals or groups. She can evaluate her own success by measuring her own typing speed and communicating with the recipients of her messages to ensure that she has performed these functions correctly.
In formal education, institutions establish learning objectives, determine the means of learning, and assess learner achievement. This control is beneficial in that it ensures that standards are maintained, and that the certificates, diplomas and/or degrees issues by the institution are valued and respected. On the other hand, institutional control can lead to decreased flexibility and a reduced ability to respond to the interests and needs of individual learners.
Jessie's preparation for returning to work involves several learning projects. To meet her learning goals, she is likely to select a variety of learning resources which best meet her needs, resources and preferences. Self-directed learning is a flexible and responsive strategy in a rapidly changing world.
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