Competencies For Carrying Out Self-Directed Learning Projects. Hiemstra, R. Briefly lists the skills required for a learner to become involved in a self-directed learning project. Adapted from Knowles, M. S. (1975). Self-directed learning. Chicago: Follett

Facilitating Self-Directed Learning. Brockett, RG & Hiemstra, R. Provides a guiding model or plan for SDL as an individualized teaching-learning process, outlines the key learning variables that can be controlled by learners, and identifies a range of potential resources for SDL (Chapter Six in Brockett, R.G. & Hiemstra, R. Self-Direction in Adult Learning: Perspectives on Theory, Research, and Practice. Copyright 1991 London and New York: Routledge, 1991)

Self-Directed Learning. Hiemstra, R. Self-directed learning (SDL) is learning for which the individual has primary responsibility for planning, implementing, and evaluating the effort. Research, scholarship, and interest in SDL has exploded in recent years, as have the method uswed to facilitate it. This article reviews these developments and their meaning.

Skills for Self-Directed Learning. Long, HB. Outlines the fundamental skills needed for effective self-directed learning, as reported in the research literature. Includes personality traits, general skills, goal setting skills, information processing skills, executive skills, cognitive processing skills and decision-making skills.

Supporting and Facilitating Self-Directed Learning. Lowry, CM. This monograph addresses the most common questions researchers, theorists, and practitioners asked about SDL: What is SDL? Who is engaged in it? What are the proper roles for educators and institutions wanting to provide it?

The Link Between Self-Directed Learning and Continuing Medical Education. Snell, L. Defines self-directed learning (SDL) , identifies the role of SDL in practice, outlines the skills needed for SDL and the characteristics of self-directed learners. Specifies the role of the CME system and CME professional in SDL. From the Alliance for CME Almanac Vol 22, No 8.

A Tool for Self Directed Learning - PUNs & DENs. London Department of Postgraduate Medical and Dental Education. PUNs are Patients' Unmet Needs. They are discovered in consultations simply by asking ourselves after a clinical encounter 'How could I have done better?' During clinical encounters we are commonly aware of gaps in our ability, gaps in the delivery systems, or attitudinal problems. Focusing on the patient's needs helps identify these deficiencies . Recognition of these deficiencies lead to the discovery of Doctors' Educational Needs (DENs) and, ultimately, to a personal and practice development plan.

Independent Activities for Student Learning During Community-based Rotations. Shreve, R & Kaprielian, VS. The development and assignment of independent learning activities for students in community-based rotations can not only decrease the burden that teaching places on the busy clinician, but can also enhance the quality of the learning experience. Suggests several independent activities both at the practice location and out of the office. From the column 'For the Office-Based Teacher of Family Medicine' in Family Medicine.

Making the Most of Personal Learning Projects. Campbell, C. Personal learning projects (PLPs) are a key component in Canada's Maintenance of Certification program. Example of PLP activities include attending a conference, reading an article in a medical journal, or preparing for a teaching session. PLPs also may be created from a self-assessment program or an audit of practice. PLPs require physicians to identify their professional needs, and prioritize the issues that they will pursue. In addition, physicians must access and link the best sources of information to specific types of questions and determine the outcomes of learning.

Practical Tips for Self-Directed Learning. Kroenke, K. Defines self-directed learning (SDL) as the process by which learners identify what needs to be learned and take the lead in finding and organizing the answers. Discusses barriers and benefits of SDL and reviews several methods, including: targeting learner-specific needs; independent case-based assignments; learning contracts; role-modeling; and self-study modules. Presentation at the General Internal Medicine Faculty Development Meeting, December, 2000, San Diego, California. MS Word version

Self-Directed Learning Tools. Hiemstra, R. Describes and provides links to numerous tools and techniques for the self-directed learner, including planning tools, individual study techniques, personal reflection tools, skill development tools, group study techniques and community resources. From Roger Hiemstra

Self-Directed Learning: Practical Issues. Kroenke, K. Discusses the various resources used in self-directed learning (SDL), the time-saving and time-consuming aspects of SDL; the benefits of having learners report back to the teacher and/or team on SDL results; five reasons SDL may not occur; and over a dozen miscellaneous tips to make SDL more effective.

Teaching Learners to be Self-Directed. Grow, G. Good teaching matches the learner's stage of self-direction and helps the learner advance toward greater self-direction. Specific methods are proposed for teaching students at each stage, although many different teaching styles are good when appropriately applied. Several difficulties can arise when there is a mismatch between teacher style and learner stage. The model is applied to a course, a single class, and the overall curriculum.

Teaching Tips - Self-Directed Learning. Indiana University School of Medicine. Defines the attributes of a self-directed learner and describes some strategies for promoting self-directed learning among medical students.

About Learning Contracts: Conditions of Learning & Principles of Teaching. deLeon, L. Applies the conditions of learning and principles of teaching in support of greater use of contract learning. By participating in the process of diagnosing needs, formulating objectives, identifying resources, choosing strategies, and evaluating accomplishments, the learner develops a sense of ownership of (and commitment to) the plan.

Independent Studies: Learning Contracts. University of Waterloo - Teaching Resources and Continuing Education. Outlines student and advisor responsibilities for learning contracts, specifies the benefits and limitations of learning contracts and provides a useful example of a learning contract form (adapted from M.S. Knowles (1986), Using learning contracts: Practical approaches to individualizing and structuring learning, Jossey-Bass Publications.

Learner Contracts. Ferrante, J. Medical students learn best when they are motivated and ready to learn, involved in setting goals and deciding on relevant content, and participated in decisions affecting their learning. A learner contract is a mutually negotiated agreement between the teacher and the learner that outlines expectations, roles, and responsibilities for a given clinical experience. Learner contracts should also provide guidelines for the preceptor's evaluation of the student, including the methods to be used. Learning contracts can help make the precepting process more efficient and effective.

Learning Contract Form. Hiemstra, R. Outlines the 5 key questions that should be addressed in a learning contract: What are you going to learn (objectives)? How are you going to learn it (resources/strategies)? What is the target date for completion? How are you going to know that you learned it (evidence)? and How are you going to prove you learned (verification)?

Learning Contracts. Atherton, J. Defines learning contracts are agreements between a teacher (or teaching team) and a learner (or occasionally a group of learners). They normally concern issues of assessment, and provide a useful mechanism for reassuring both parties about whether a planned piece of work will meet the requirements of a course or module. Provides a general example of a learning contract form.

Learning Contracts. Hiemstra, R. The use of learning contracts has increased during the past decade. Learning contracts provide a vehicle for personalizing the learning experience. This short paper provides an extended description of how to complete and utilize a learning contract.

The Importance and Use of Learning Contracts. Hiemstra, R & Sisco, B. Defines learning contracts, describes how to use learning contracts in individualizing instruction and addresses several of the major issues involved, including alternative approaches to contracting, how to deal with learners involved in contracting for the first time, whether to link grading to learning contracts, and how to deal with institutional requirements. From Hiemstra & Sisco's Individualizing Instruction: Making Learning Personal, Empowering, and Successful (San Francisco: Jossey-Bass, 1990).

Using Learning Contracts in the College Classroom. Codde, JR. Explores the use of learning contracts and the benefits they offer students. Education has to be an active rather than passive process. To be active, students must become more independent and responsible for their own learning. They must develop the skills of self-directed inquiry. Learning contracts help students structure their own learning and become active participants in the process of education.

Learning Technologies in Support of Self-Directed Learning. Fischer, G & Scharff, E. Self-directed learning creates new challenging requirements for learning technologies. Domain-oriented design environments address these challenges by allowing learners to engage in their own problems, by providing contextualized support, and by exploiting breakdowns as opportunities for learning.

Self-Directed Learning and Distance Education. Moore, M. Reviews several commonly held assumptions about teaching and learning and apples these assumptions to define distance education. Describes self-directed learning in some detail in terms of its relevance for adult education. Argues that such learning is particularly well-supported by distance teaching. Discusses implications for teaching in distance education and for the organization of distance learning institutions.

Overcoming Resistance to Self-Direction in Adult Learning. Hiemstra, R & Brockett, R G. Resistance to self-directed learning (SDL) is often very real, and it can permeate the experiences of learners, instructors, and institutions. This excerpt from Hiemstra & Brockett's Overcoming resistance to self-direction in adult learning (San Francisco: Jossey-Bass, 1994) summarizes some of the major strategies for overcoming such resistance.

Self-directed learning in first year physiotherapy students: Reflections. Price, C. Profiles the self directed learning activity of first year Physiotherapy students. Focuses on potential barriers to adopting self directed learning approaches and how these barriers can be broken down through an education process.

Self-Directed Learning: Myths and Realities. Kerka, S. For several decades, self-directed learning (SDL) has been a major focus of adult education, although the notion of its centrality in adult learning tends to be assumed without question. Controversies and misconceptions about the definition and dimensions of SDL continue to arise. This publication examines its myths and realities from a variety of perspectives.

Independent Study. National Library of Medicine. A dynamic search of the NLM Medline database on this topic using the NLM PubMed interface.

Learning Contracts. National Library of Medicine. A dynamic search of the NLM Medline database on this topic using the NLM PubMed interface.

Self-Directed Learning. National Library of Medicine. A dynamic search of the NLM Medline database on this topic using the NLM PubMed interface.

Individualizing Instruction: Making Learning Personal, Empowering, and Successful. Hiemstra, R & Sisco, B. The online version of the now out-of-print text (San Francisco: Jossey-Bass, 1990). Sections include: A Personalized Approach to Adult Instruction; How To Individualize Instructional Efforts; Achieving Success in Individualizing Instruction; and Resources for Individualizing Instruction (Practical Applications and Research and Theory).

Selected Bibliography: Self-Directed Learning. Hiemstra, R. A selected bibliography on self-directed learning including both key journal articles and texts, covering 1979-1994.

Self-Directed Learning. Hiemstra, R. A portal to resources on self-directed learning (SDL), primarily those developed by its leadning proponent. Includes links to several papers on SDL; tools, techniques, and resources for the self-directed learner; and information related to individualizing the instructional process.

Self-Direction in Adult Learning: Perspectives on Theory, Research, and Practice. Brockett, RG & Hiemstra, R. The online version of the now out of print Routledge text (1991). Chapters include: A Conceptual Framework for Understanding Self-Direction in Adult Learning; Establishing the Knowledge Base on Self-Direction; Facilitating Self-Directed Learning; and Institutional Perspectives on Self-Direction in Learning.