Tech tip of the month...
Tech tip of the month...
Catch a recap of all the amazing lessons YOU, our users are creating!
This is a series of five blog posts on Self-Directed Learning (SDL), which has become somewhat of a vogue term in the present educational context. For example, the Partnership for 21st Century Skills identified SDL as one of the life and career skills necessary to prepare students for post-secondary education and the workforce.
In the previous post motivational strategies that can promote and sustain SDL were identified and illustrated.
This final post continues with strategy usage, focusing of cognitive strategies, and concludes with a summary frame on facilitating Agentic Engagement in students that enables the collaborative shaping of instructional environments and strategies with educators that best support their self-directed learning.
Educators, instructional designers, curriculum specialists: why create an online course that is ‘meh’ when it’s easy to create online lessons that are definitely “NOT MEH!” No matter what discipline you teach or design for, you want your content to be engaging, interactive and professional-looking. It also HAS to be accessible and employ a responsive-design so your content looks great on any device. These are not “nice-to-haves.” These are requirements! And you’re the one responsible for making it happen! So what is the secret to success?
This is a series of five blog posts on Self-Directed Learning (SDL), which has become somewhat of a vogue term in the present educational context. For example, the Partnership for 21st Century Skills identified SDL as one of the life and career skills necessary to prepare students for post-secondary education and the workforce.
In the previous post, the methodology for the systematic infusion and facilitation of metacognitive strategies was outlined and illustrated.
In this fourth post, the focus is on motivational strategies that can promote and sustain SDL. Although a whole host of research studies have shown the importance of metacognitive competencies in learning, it is widely accepted that metacognitive knowledge or regulation is not sufficient to promote student achievement. Students must also be motivated to use their metacognitive skills.
