Leveraging Self-Directed Learning in the Skills-Based Economy

2022 ◽  
pp. 78-96
Author(s):  
Naomi R. Boyer ◽  
Shelley Suzanne Payne

The planning, processing, facilitation, delivery, and evaluation of learning in formal and informal education environments through learner self-direction has become an imperative competency for personal and professional success. The proliferation of virtual learning and working is one variable driving the accelerated focus on self-directed learning (SDL); however, there are many additional economic, social, policy, and structural reasons why SDL is vital in the nascent skills-based economy. To address this need, a digital micro-credential was designed to intentionally and transparently provide all learners, not just those with educational pedigree, social standing, and financial prosperity, with the necessary skills and tools for operationalizing SDL in their lives. The described context, content, development process, validation, and iteration of the proposed SDL digital micro-credential couples a theoretical foundation of SDL with a practical application that has the promise to scale the adoption and promotion of SDL more broadly.

2012 ◽  
Vol 2 (2) ◽  
pp. 25-43
Author(s):  
Fotini Paraskeva ◽  
Sofia Mysirlaki ◽  
Vasilis N. Vasileiou

In order to succeed in today’s life and work environments, people require more than thinking skills and content knowledge. Initiative and self-direction skills are needed, including the ability to manage goals and time, to work independently, and be self-directed learners. On the other hand, e-learning has brought changes in every field of formal and informal education, such as training programs, basic education, and life-long learning. However, e-learning is not inherently motivating and can even be demotivating due to technological, intrapersonal, and interpersonal hurdles. A hallmark of e-learning is its reliance on learner autonomy, also called independent or self-directed learning. In view of the need for the design of e-learning environments that would provide self-regulation strategies for the maximization of learners’ engagement to an e-learning course and the development self-regulation as an important life skill, this paper presents the application of a Self-Regulation Theory based educational scenario, using the Virtual World of Second Life to enhance situated experience in professional and career development and to develop self-regulation as an important skill for the 21st century, along with skills, such as collaboration, team work, peer exchange and problem solving.


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