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Enhancing Learner Autonomy: Beyond Virtual Training in Education

This presentation by Dr. Richard Brown explores the critical assumptions about human capacities, emphasizing the need for an educational shift from obedience to autonomy. It highlights the importance of reflective metacognitive processing, cultural awareness, and motivational design in creating engaged learners. Addressing the limitations of traditional instructional models, the session proposes alternatives that prioritize self-analysis and democratic participation in education. Attendees are invited to continue the discussion and share resources for proactive educational strategies.

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Enhancing Learner Autonomy: Beyond Virtual Training in Education

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Presentation Transcript

  1. Better Virtual Buildingsor Better Learners? Richard Brown, Ph.D. brown123@umn.edu

  2. Agenda: • Start with assumptions… • The Problem… • The Context… • A Possible Alternative • Continue the Discussion? • Additional Resources

  3. Assumptions About Human Capacities:Biological Organism • More Alike Than Different • Biology SupportsCognition and Motivation

  4. Assumptions About Human Capacities:Inevitably Logical My cat is an animal All animals have hair Therefore…

  5. Assumptions About Human Capacities:Four Levels of Processing Critical Cultural Awareness Reflective Metacognitive Processing Conscious Controlled Deliberate Processing Preconscious Automatic Processing

  6. The Problem:Education Today • Often Focused on Creating“Obedient Rats” • Typically, goals are solely focused on promoting conscious controlled processing and automaticity • Looks a lot like training to me…

  7. The Context:SystematicInstructional Design • Needs lead to… • Goals lead to… • Objectives lead to… • Assessment, Evaluation • Strategies and Tools • Revision Based on Data

  8. The Context:Motivational Design • Control and Manipulation • Keller - ARCS • Personal Control, Mastery,and Autonomy • Rotter - locus of control • Deci - intrinsic / extrinsic motivation • deCharms - pawn / origin • Langer - mindfullness / mindlessness

  9. The Context:Motivational Design(continued) • Identity, Meaning and Purpose • Maslow’s Hierarchy • Constant force on decisions of how to think, what to believe and how to act; typically unconscious • Can be Manipulated

  10. The Context:Representing Knowledgeand Motivation • Operationalizing Goals • “Information Processing Analysis” • “Knowledge Engineering” • “Motivational Analysis” • Representing “expertise” on paper

  11. The Composition of a “Goal” and Subsequent Objectives… • Diagrams, flowcharts, etc… • Gagne’s Taxonomy • Bloom’s Taxonomy • Keller’s ARCS’s Model • Limited by Our Models of Cognition, and Motivation and Our Purposes • Is our focus simply creating proper mazes (virtual or other) for our obedient rats?

  12. A Possible Alternative:My Biased Perspective Our business is creating autonomous, self-analytical, capable, and motivated participants in a democratic capitalist environment. Environmental contingencies are selected and designed to support this effort

  13. My Biases (continued)… • We are in the business of education, not the business of technology • We need to define our biases and values explicitly… • Open dialogue and explicit reflection vs “parental” monologue and hidden agenda • Exploration and participationvs “obedient rat” syndrome • Negotiated contracts vs carrot and stick jumping through hoops • Reflective analysis vs regurgitation...

  14. Possible Values for Instructional andMotivational Design… Needs  Goals  Objectives  Strategies  Tools • Autonomy and Independence vs Manipulation and Control • Relevance and Meaningful Activities vs Only Drill and Practice • Reflective Analysis vs Automatic Processing • Long-term mission vs today’s lesson

  15. Cognitive and MotivationalSelf-Analysis: Related Concepts • Reflective Processing: • Metacognition • Self-Regulation • General Problem-Solving Skills • Cultural Awareness: • Media Literacy • Emancipatory Education • Social Critical Theory • Liberation Theology

  16. Brainstorming Examples:Goals  Strategies  Tools • Reflective Processing: • Personal Schedule • Explicit Representation of Concepts and Rules (student as designer) • Conceptual Analysis / Inference History (Requires Introduction to Informal Logic) • Motivational Self-Analysis and Autonomy • Learning Contracts • Motivational Journaling

  17. An Invitation toContinued Discussion • Web-based location and forum • Listserv for monthly(?) updates • Special topics • Coordinated research activity • Comments and suggestions welcomed! E-mail me or sign-up today

  18. Additional Resources Available May 23 - www.esdi.us/forum/ • This presentation • Associated and additional URLsand citations • Information related tothe research / discussion forum

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