In praxis, self-directed learning implies a shift of
responsibility for learning planning from the educator to the
learner, with the learner controlling the learning process.
Skiff and Beckendorf  defines self-directed learning as
the process of identifying learning needs, planning learning
goals, discovering learning resources, implement required
learning tactics and strategies, and subsequently evaluate
The following list of questions are here to help guide the pattern writing and editing process. While it’s not required that every pattern necessarily be able to answer yes to every question on this list, these are hallmarks that have been noted across many of the patterns.<br /><br />Does it further the goals of the project?<br /><br />Support purpose-driven design<br />Deepen the skills of those who serve as group process guides<br />Serve as a resource for those who are teaching others<br />Increase process literacy among people who are users of process(es)<br />Does it point us toward “the quality that has no name”? Does it describe a feature that shows up repeatedly in group processes (link is external) that result in “deepening, connection, and a fulfillment of purpose”?<br /><br />Does it feel resonant? Is it evocative? Does my gut respond to this with a sense of recognition?<br /><br />Does it happen across methods/approaches? Is it a common piece underlying multiple methodologies? This is like stacking functions in permaculture, where one element contributes to many yields.<br /><br />Can it take a large variety of forms? "Each pattern describes a problem which occurs over and over again in our environment, and then describes the core of the solution to that problem, in such a way that you can use this solution a million times over, without ever doing it the same way twice."--A Pattern Language<br /><br />Is it fractal? That is, does it show up at more than one scale (such as within one item of a meeting and again within the meeting as a whole)?<br /><br />Is it a distinct creature? That is, once grasped, it stands out as its own thing, coherent, and not merely a result of other aspects of process. While it may take a while to first “see” a pattern, its essential “shape” should be easy to recall once understood. Is it unifying? It may bring together what previously seemed like separate aspects of group process.<br /><br />Does it describe an action that can be consciously undertaken by convenors and/or participants? Rather than, for instance, a dynamic to be passively observed. Does knowledge of this pattern increase the skill of practitioners?
The Group Works deck of 91 full-colour cards names what skilled facilitators and other participants do to make things work. The content is more specific than values and less specific than tips and techniques, cutting across existing methodologies with a designer's eye to capture the patterns that repeat. The deck can be used to plan sesssions, reflect on and debrief them, provide guidance, and share responsibility for making the process go well. It has the potential to provide a common reference point for practitioners, and serve as a framework and learning tool for those studying the field.
What I’d like to share here are some resources on incorporating play into your facilitation repertoire for online conference/discussion spaces; a “bag of toys,” if you will, which you can spread out on the “virtual table.” These are primarily for use in asynchronous bulletin boards or discussion forums but if you use your imagination, I bet you can find many other ways to use them.
IOL – Intra-Organisational Learning – how social media can be used to keep the employees up to date and up to speed on strategic and other internal initiatives and activities<br />FSL – Formal Structured Learning – how educators (teachers, trainers, learning designers) as well as students can use social media within formal education and training<br />GDL – Group Directed Learning – how groups of individuals – teams, projects, study groups etc – can use social media to work and learn together (Note: a “group” could be as small as two people, so coaching and mentoring falls into this category)<br />PDL – Personal Directed Learning – how individuals can use social media to organise and manage their own personal or professional learning<br />ASL – Accidental & Serendipitous Learning – how individuals, by using social media, can learn without consciously realising it (aka incidental or random learning)
Some Typical Ways of Learning<br /><br />Training methods are either on-the-job, implemented outside the organization or a combination of both.The following is a brief overview of rather typical methods of development (in alphabetical order):<br /><br />Apprenticeships<br /><br />For centuries, apprenticeships were the major approach to learning a craft. The apprentice worked with a recognized master craftsperson. Particularly during times of low unemployment, businesses are eager to get any kind of help they can find. Seeking an apprenticeship may be a very useful and effective way to eventually develop a new skill.
Learning to learn is the same as learning anything else. It takes practice. You should try to learn something every day - a random word in the dictionary, or a random Wikipedia entry. When learning this item, do not simply learn it in isolation, but look for patterns - does it fit into a pattern you already know? Is it a type of thing you have seen before? Embed this word or concept into your existing knowledge by using it in some way - write a blog post containing it, or draw a picture explaining it.<br /><br />Think, always, about how you are learning and what you are learning at any given moment. Remember, you are always learning - which means you need to ask, what are you learning when you are watching television, going shopping, driving the car, playing baseball? What sorts of patterns are being created? What sorts of patterns are being reinforced? How can you take control of this process?<br />
We know now - and, indeed, have probably always known - that an education based strictly and solely in
facts is insufficient. The reasons are legion, but I will focus on six major points:
First. There are more facts in the world than anyone could know, which means that we need to be able
to find facts that we do not already know. This is the first facet of literacy, the ability to read, view or
Second. As time passes, facts change, and so we need the capacity to know when facts change and to be
able to update our own knowledge of these facts. We need to be able to learn - that is, to change the
previously existing state of our knowledge.
Third. And as the number of people, and the amount of information, in the world increases, we need
some mechanism for selecting which facts we will be exposed to, and how to filter out irrelevant facts.
We need to be able to determine what is salient or important to ourselves and to others.
Fourth. Even more critically, not every bit of information presented to you in life will be a fact, and you
need some mechansism to detect and reject false representations of facts. We need, in other words,
some mechanism for comparing and assessing facts.
Fifth. Additionally, we need to know which, of the many facts we have in our possession, constitute a
basis for action. We need some sense of, and mechanism for, agency in the world, a sense that we can
not only receive, input and assess facts, but that we can create facts in the world.
Sixth. Finally, we need the capacity to act, which may mean some physical activity, or may mean some
communicative activity, a set of abilities we can place under the heading of empowerment, as they
involve not only the physical capacity to undertake an act, the knowledge which informs that act, but
also the willingness to undertake it, the believe that one is entitled to act, and the faith that one's acts
can have an impact on the world.
a few learning recipes here