making self-directed learning the major focus of an online efl master’s program
TRANSCRIPT
Making self-directed
learning the major
focus of an online EFL
master’s program
Claudia Acero
Department of Foreign Languages and Cultures
September 25, 2014
Claudia Acero Academic Coordinator
Master's Program in English Language Teaching for
Self-directed Learning (Online Program)
Department of Foreign Languages and Cultures
Universidad de La Sabana
Special thanks toDr. Joan Rubin Pioneer in Learning Strategies
Educational consultant, researcher. and Teacher
Trainer
At Unisabana: Workshops on LSM, Research
Counselor, Research mentor
1. Description of the online master’s program
2. Self-directed language learning: an umbrella concept
3. Considering self-directed learning as a research construct
4. Information and communication technologies: a means to foster self-directed learning
5. Conclusions
Session
Agenda
Why a online Master in
English Language Teaching
for Self-Directed Learning?
POLICIES OF COLOMBIAN MEN
(a) every student needed to become bilingual
(b) more inclusive training for teachers across the country should be provided
(c) Training for teachers to promote more autonomous learning
Congruency with the Colombian
Ministry of Education (MEN) policies
DESCRIPTION OF THE PROGRAM:
OUR STUDENTS
0 10 20 30
Sucre
Cundinamarca
Santander
Bogotá D.C.
Antioquia
Córdoba
Risaralda
Bolívar
Tolima
Caquetá
Valle del Cauca
Atlántico
Putumayo
Huila
Quindío
Nariño
United StatesEnglandSouth Korea
Requirements:
•Internet Connection
24/7
•Headsets
•Microphones
•A quiet place to study
•Availability
DESCRIPTION OF THE PROGRAM
DESCRIPTION OF THE
PROGRAM
The Master in English Language
Teaching for Self-Directed Learning is
taught jointly by…
In agreement with
Taught in real-time online sessions,
collaborative online work, and 3 4-day
face to face sessions.
DESCRIPTION OF THE PROGRAM
Virtual Sabanahttp://virtual.unisabana.edu.co/
DESCRIPTION OF THE PROGRAM
http://online.anaheim.edu/
DESCRIPTION OF THE PROGRAMONLINE RESOURCES
Dates for online learning
and collaboration
Readings, videos and
module resources
Discussion forums
Real-time online sessions
video recordings and ppt
DESCRIPTION OF THE PROGRAM ONLINE RESOURCES
Dates for online
learning and
collaboration
Readings, videos
and module
resources
Discussion forums
Real-time online
sessions video
recordings and ppt
DESCRIPTION OF THE PROGRAM
3 4-day RESIDENTIAL SESSIONS
DESCRIPTION OF THE
PROGRAM
Teacher participants
learn how to learn
by themselves, and
learn how to
facilitate their
students’ learning no
matter the existing
limitations in their
teaching contexts.
To increase teacher participants´
skills as self-directed learners
To promote pedagogical
changes in their classrooms and
their institutions
SELF-DIRECTED LEARNING: AN
UMBRELLA CONCEPT
Participant teachers:
Collaborative Work
Workshops in Learner Self-
management
Scaffolded activities
Reflective Journals
Self and peer assessment
through rubrics
SELF-DIRECTED LEARNING: AN
UMBRELLA CONCEPT
What is Self-Directed
Learning?
Self-directed learning: "a process in
which individuals take the initiative, with
or without the help of others," to
diagnose their learning needs, formulate
learning goals, identify resources
for learning, select and implement
learning strategies, and evaluate
learning outcomes (Knowles 1975).
SELF-DIRECTED LEARNING: AN
UMBRELLA CONCEPT
Self-directed learning:
(a) to take increasingly more
responsibility for various decisions
associated with the learning endeavor;
(b) a continuum or characteristic that
exists to some degree; (c) not
necessarily place in isolation from others;
(d) transfer learning from one situation to
another; (e) involves various activities
and resources;
SELF-DIRECTED LEARNING: AN
UMBRELLA CONCEPT
Hiemstra, R. (1994). Self-directed learning.
“The self-directed learner is one who is
able to make informed choices on what
to learn and how to learn”
Nunan (1996:156)
SELF-DIRECTED LEARNING: AN
UMBRELLA CONCEPT
Promoting SDL
Identify their learning needs
Set their own learning goals
Identify learning resources and
strategies
Implement strategic
learning plans
Monitor their learning
Self-evaluate their own
performance
SELF-DIRECTED LEARNING: AN UMBRELLA CONCEPT
Example 1: Emphasis on SDL Option:
Autonomous Environments and Self-
Directed Learning course
Example 2
Emphasis on SDL Option: Self-access
Learning Materials course
SELF-DIRECTED LEARNING: AN UMBRELLA CONCEPT
Example 1: Emphasis on SDL Option:
Autonomous Environments and Self-
Directed Learning course
Self-Directed Learning
Plans
Self-Directed Learning
Manual
SELF-DIRECTED LEARNING: AN UMBRELLA CONCEPT
Example 1Emphasis on SDL Option: Autonomous
Environments and Self-Directed Learning course
SELF-DIRECTED LEARNING: AN UMBRELLA CONCEPT
Example 1: Emphasis on SDL Option:
Autonomous Environments and Self-
Directed Learning course
SELF-DIRECTED LEARNING: AN UMBRELLA CONCEPT
Example 1: Emphasis on SDL Option:
Autonomous Environments and Self-
Directed Learning course
PAJARO MANJARRES, M. (2011,
December 1). My SDL Plan.
SELF-DIRECTED LEARNING: AN UMBRELLA CONCEPT
Example 1: Emphasis on SDL Option:
Autonomous Environments and Self-
Directed Learning course
PAJARO MANJARRES, M. (2011,
December 1). My SDL Plan.
SELF-DIRECTED LEARNING: AN UMBRELLA CONCEPT
Example 1: Emphasis on SDL Option:
Autonomous Environments and Self-
Directed Learning course
SELF-DIRECTED LEARNING: AN UMBRELLA CONCEPT
Example 2
Emphasis on SDL Option: Self-access Learning
Materials course
SELF-DIRECTED LEARNING: AN UMBRELLA CONCEPT
Example 2
Emphasis on SDL Option: Self-access Learning
Materials course
SELF-DIRECTED LEARNING: AN UMBRELLA CONCEPT
Example 2
Emphasis on SDL Option: Self-access Learning
Materials course
SELF-DIRECTED LEARNING: AN UMBRELLA CONCEPT
Example 2
Emphasis on SDL Option: Self-access Learning
Materials course
Evaluation, adaptation and creation of SDL materials
Creating criteria to evaluate
online resources
Evaluating existing resources
Adaptation and creation
Identification of Web 2.0 tools
Adapting or designing material to foster SDL
These 3 activities (evaluation,
adaptation and creation) lead teachers
to:
Foster Self-Directed
Learning
Carry out more
effective
learning and
teaching
processes in their
contexts
Example 2
Emphasis on SDL Option: Self-access Learning
Materials course
Creating criteria
to evaluate online
resources
Evaluation, adaptation and creation of SDL learning material
Adapted from Camacho
Maribel (2013) Checklist to
Evaluate SAMs
Designing learning materials
SELF-DIRECTED LEARNING AS A RESEARCH CONSTRUCT
SELF-DIRECTED LEARNING AS A RESEARCH CONSTRUCT
SELF-DIRECTED LEARNING AS A RESEARCH CONSTRUCT
Teacher participants:
a) identify classroom problematic
situations
b) conduct a literature review
c) define a strategy or set of strategies to improve, change or innovate
d) design an action plan by
undergoing reflective, documented
and argumentative processes
e) implement their strategy (ies)
f) gather data to test whether their
strategy (ies) is (are) effective
g) compare findings with other
colleagues
In collaborative
research teams,
SELF-DIRECTED LEARNING AS A RESEARCH CONSTRUCT
How
• Familiarize teachers with the Self-directed Learning
literature
• Encourage reflection and discussion about the
impact of intervention on students’ motivation and
proficiency
• Help teachers acquire a repertoire
of teaching strategies to promote
Self-directed learning
• Help teachers identify those
teaching strategies that work best in their teaching context
SELF-DIRECTED LEARNING AS A RESEARCH CONSTRUCT
How
Mentors/
Guest speakers
Research facilitators
Counselors
Graduate co-researchers
SELF-DIRECTED LEARNING AS A RESEARCH CONSTRUCT
Bryan, N. & Acero, C. (2013, March 18). Construction of the self-directed learning
concept. My literature review [e-journal instructions]. Retrieved from
http://virtual.unisabana.edu.co/mod/journal/view.php?id=113646
SELF-DIRECTED LEARNING AS A RESEARCH CONSTRUCT
Caicedo, M., Lozano, J. & Vanegas, L. (2014, August 11). Statement of the Problem
Matrix. [Google Drive working document]. Retrieved from
https://drive.google.com/?tab=mo&authuser=0#search/Statement%20of%20
the%20Problem
SELF-DIRECTED LEARNING AS A RESEARCH CONSTRUCT
Preliminary research questions: new students considering SDL
strategies for their research studies:
● How Can Learners Set Realistic Goals to Foster Self
Determination in Large Groups Students of Ninth Graders in
Two State Schools in Kennedy through the Creation of E-Books
Using Edmodo Network Tool (Research team from 5th cohort,
August 14, 2014)
● To what extent does learners’ self-assessment improve A2
spoken language performance? (Research team from 5th cohort,
August 14, 2014)
● How does the use of self-access learning tasks promote learner’s
engagement in class and foster positive beliefs about the
importance of language learning? (Research team from 5th
cohort, August, 2014)
SELF-DIRECTED LEARNING AS A RESEARCH CONSTRUCT
Barón Peña Cristina
Martínez Magda Liliana
Webquest: a tool to raise
metacognition for vocabulary learning in EFL
Morales Bohórquez Gloria
Trujillo Becerra Carmen Luz
Zamudio Ordoñez Mirtha
Nohemí
The use of Metacognitive
Strategies through Learning
Journals to Enhance
Vocabulary Learning
Tutistar Nuvia Silvana
Ballesteros Muñoz
Liliana
Effects of SMART goal
setting on learners’ self-
efficacy in listening
Audrey Sánchez
The Influence of Self-
monitoring in Vocabulary
Learning and Self-efficacy in an A1 teenage group of
Colombian state school
students
INFORMATION AND COMMUNICATION TECHNOLOGIES: A MEANS TO FOSTER SELF-DIRECTED LEARNING
ICT to FOSTER SELF-DIRECTED LEARNING
Means to communicate, learn,
interact, develop their competences
Evaluation, adaptation and creation of SDL
learning material
Developing ICT Skills
Teaching and learning methodologies provided in
synchronous and synchronous modes:
real-time online sessions
discussion forums
online tutoring sessions
module hosting
collaborative writing
participation in chats
online reflective journals use of e-books
use of databases
self-assessment checklists
web visits
Use of databases
ICT to FOSTER SELF-DIRECTED LEARNING
Using Web 2.0 tools
1. Blogging
2. Games & Quizzes
3. Social Networking
4. Mind mapping
5. Bookmarking Online / Collaboration
6. Collaborative writing
7. Instructional Video
8. Presentation / Slideshow
9. Animation / Comic strips
ICT to FOSTER SELF-DIRECTED LEARNING
Bank of Online Learning Resources
Self-access learning materials
ICT to FOSTER SELF-DIRECTED LEARNING
CONCLUSIONS
Self-directed learning:
• a target to be pursued in Colombia
• in accordance with the policies stated by our
Ministry of Education
• a way to empower learners capable of
assuming responsibility for their own learning
• to enable learners become lifelong learners
with skills required for the XXI century.
• to open room for change and innovation in the
language classroom.
CONCLUSIONS
Self-directed learning:
• Changes in roles;
• Some educational institutions are finding ways
to support self-directed learning
ICT
• opportunities for students to become
more self-directed learners
• generate new spaces, strategies and
activities to open doors to practices
that foster SDL
Claudia Acero
Skype: clarsteel
@clarsteel
@MELTSDL_Online
Bibliography
Bryan, N. & Acero, C. (2013, March 18). Construction of the self-directed learning concept. My literature review [e-journal instructions]. Retrieved from http://virtual.unisabana.edu.co/mod/journal/view.php?id=113646
Caicedo, M., Lozano, J. & Vanegas, L. (2014, August11). Statement of the Problem Matrix. [Google Drive working document]. Retrieved from https://drive.google.com/?tab=mo&authuser=0#search/Statement%20of%20the%20Problem
Hiemstra, R. (2013). Self-Directed Learning: Why Do Most Instructors Still Do It Wrong? International Journal of Self-Directed Learning, Volume 10, Number 1, 23-34. http://www.sdlglobal.com/IJSDL/IJSDL10.1.pdf
Lozano, M. (2013, February 10). Fostering autonomy in our context [Discussion forum summary]. Retrieved from http://virtual.unisabana.edu.co/mod/forum/discuss.php?d=52783
Bibliography
Ministerio de Educación Nacional. (2009). Educación virtual o educación en línea. Retrieved from: http://www.mineducacion.gov.co/1621/w3-article-196492.html
Perez, Luis. (2014). Fostering Self-efficacy for Descriptive Writing in a Group of Participants from the Sixth Grade in A1 Level through Scaffolding Strategies. [Dissertation]. Retrieved fromIntellectum -Repositorio Institucional Universidad de La Sabana http://hdl.handle.net/10818/10825
Sanchez, D. (2013) Bab.la: Bank of online learning resources. Retrieved from http://virtual.unisabana.edu.co/mod/glossary/view.php?id=161461&mode=author
Cuesta, L. (2011, November 29). My self-directed learning guide. [Discussion forum instructions]. Retrieved from http://virtual.unisabana.edu.co/mod/forum/discuss.php?d=1283