5LD01 Assignment Example
- October 6, 2022
- Posted by: Harry King
- Category: CIPD Level 5
Task One: Draft Article for the Transformative Learning Magazine
AC 1.1: Concepts and Connections Within Self-Directed Learning and Social Learning
The globe has experienced an increase in ways of accessing sources of knowledge leading to the contestation of the notion that information is static. It is now more open that no one, including authorities, carries an absolute and exclusive access to knowledge. The concept of knowledge as limited to information gathering alone also remains challenged as knowledge continues to arise as a mechanism and framework of conception, absorption and internalization. There is an increased dilution on the importance appropriated to memorization as a primary component in the learning process. Anyone who has interpreted the new concept of learning can organize systems of self-learning, distribute information to enlarged contexts, rise over possible knowledge acquisition barriers, and display the image of an individual open to new ideas and concepts. The learner may also demonstrate capabilities to clearly discern rising learning strategies and theories, ably contextualizing them to relevant situations. The season of self-directed and social learning is around and the world has to take note.
From a wider dimension, self-directed and social learning infers the ability to take learning as an individual initiative, in the presence of absence of external support, and manages to diagnose their learning needs, construct clear learning goals, determine the necessary resources and identify the most appropriate mechanism of activating the learning exercise. Self-directed and social learning highlights the sense of autonomy present in learning activities and the level of power that an individual possesses over their learning needs. Self-directed learning antagonizes teacher-directing learning approach illustrating the ability to transfer knowledge to self (Loeng, 2020). Several concepts or dimensions exist to assist in the extended interpretation of self-directed and social learning. A foundational aspect manifests by way of learner control. Departing from teacher-directed learning in which an institution can possess substantive control over knowledge transferred to the learner, self-directed and social learner raises the learner as the director of their environment inclusive of all components that can facilitate conventional learning. The learner proceeds to take entire responsibility inclusive of the evaluation component.
The sociological dimension of self-directed learning works as another concept necessary in facilitating an understanding of the subject. Within this dimension is the angle of social isolation. Social isolation in self learning determines that a learner can shut down all social components associated with learning and still succeed in absorbing the knowledge necessary for an identified learning cause (Loeng, 2020). The substantive and rapid evolution of technology forms a suitable basis of explaining the social isolation factor. Web-based learning, a component available across all environments has allowed learners a wide chance of managing their programs and doing so in the presence of minimal interaction processes. It is possible for a post-graduate student to commence an academic course, complete it without any physical meetings with professors and students and virtually attend the graduation ceremony. This process eliminates any social meet-ups and highlights social isolation as a dimension in self-directed and social learning. This case applies in non-academic situations when an individual may elect to seek growth for personal growth.
Self-directed and social learning can exist as two independent concepts but still possess intersecting qualities. One of the integrated components straddling between the two sub-concepts is the issue of taking personal responsibility. Social learning departs from self-directed learning by way of promoting social interactions by allowing social interactions in the process of learning. However, it is all clear that the two systems place the responsibility of learning on the individual and that individual has to indulge in learning processes with clear goals in mind. In the absence of well-defined goals, no form of learning can exist regardless of the environment. Interestingly, social learning, just like self-directed form of learning, can demand that an individual remains in control of their learning environment (Tekkol and Demirel, 2018). The social learner needs to understand the immediate interactive set-up, determine the kind of resources to use, individuals to interact with and means of response. In self-directed learning, the element of social isolation indicates that the learner has already made a decision on who not to interact with. The two connections between self-directed learning and social learning rise in the form of carrying well-defined goals as well as remaining in control of learning environments.
AC 1.2: An Assessment of Theories
Self-directed learning has faced scrutinize by theorists keen to interrogate its position in the society. Boyatzis’ Theory of Self-Directed Learning lays out a number of processes that a learner may undertake in the process of transferring knowledge to self. The foundational step insists that any committed learner should possess a clarified image of the process’ end goal (Lemmetty and Collin, 2019). This stage discourages learners from running comparisons with others for the sake of constructing highly specified objectives. The second step lays focus on reflection, the third step detains its mandate around identifying areas of strength, the fourth stage insists on developing strengths while the last step is growing trust. The main strength from Boyatzis’ theory is the leaner’s ability to fully take control of their learning process. The drawback rises by way of failing to appreciate that the demerits of social isolation can compel a learner to seek external assistance. Andragogy as an adult learning theory fairly supports the promotion of autonomy in students as a strategy of allowing them to support their learning causes (Lemmetty and Collin, 2019). While the theory is still retained within conventional learning concepts, it carries the strength of appreciating that every learner has a self-concept of what they want and they can run the entire process. The primary drawback rises by way of still retaining its biggest segment on traditional learning mechanisms hence raising doubts on the validity of its propositions.
The Albert Bandura’s Theory on Social Learning carries varied concepts on ways of facilitating social learning as individuals. Reinforcement qualifies as a primary component in the theorem as Bandura indicates that no learning can take place if external instruction does not correspond with the learner’s immediate needs. The wider idea is that anyone in control of any social learning environment must perfectly understand the learners and consider the presence of the learner’s independent thinking processes (Liu and Xiang, 2020). The main import from Bandura’s position, as a strength, remains the reality of an individual only imitating or absorbing what they qualify as aligned to their interests. A non-interested individual cannot succeed at social learning. The drawback comes up through the non-recognition of getting exposed to many varied learning environments. B.F Skinner constructed the operant conditioning theory observing that rewards and punishments can determine a learner’s education trajectory. In professional workplaces, the presence of rewards in the form of amplified perks can justify the investments on learning. On the other end, possible forms of punishment such as demotion or redundancy can also motivate people to seek all forms of social learning. Skinner may have failed in differentiating the difference, in overall objective, behind rewards and punishments. The two aspects drive individuals into indulging similar activities.
AC 1.3: Benefits and Risks
Self-learning has been celebrated for centuries and the rise of technology continues to award the world exciting prospects. The main focus of self-learning maybe within the adult education learning environment but professionals have heavily invested efforts to interpret the concept within workplaces. A key benefit of self-learning especially within workplaces is the ability of employees to absorb a bottom-up knowledge and skills’ approach. This framework implies that they can greatly understand new skills and detect the most minor of details as the learning process comes out naturally. Self-learning places professionals on a path of limitless knowledge as they can understand their ability to absorb any level of knowledge they wish to (Overton and Dixon, 2016). Additionally, organizations benefit by way of constructing learning cultures within operating environments. The concept, however, faces risks paving way for a range of demerits. It is fairly hard for employees to autonomously engage in self-directed learning when organizations run defined objectives. The timelines and the free periods necessary for learning may also not be available for such engagements. Organizations may also display the temptations of slowing down self-directed learning initiatives based on direct performance indicators. Such a point implies leaving the employees to invest in self-learning without any form of support from their employers.
Many facilities around the world have raised their appreciation levels on the need to apply collaborative levels and depart from processes that promote isolation. This factor highlights the ever-persistent importance of social learning. Social learning within corporate environments now features transfer of knowledge between colleagues and from engagements realized within functional teams. CIPD through podcasts focusing on learning and development (L&D) features Perry Trims admitting that no form of substantive learning can take place in the absence of interactions. Man/woman alone would operate helplessly if they opted to live in absolute exclusion. Social learning enhances the merit of learning from others and diluting weak points. Collective cultures of innovation originate from established systems of social learning. A weakness in social learning is the presence of individuals who prefer highly formalized learning environments in favour social learning systems. This development can dilute an organization’s keenness to foster social spaces and promote individualized learning mechanisms. Social learning also experiences headwinds if a pairing exercise is required. A skills’ mismatch can pave way for disastrous results.
AC 2.1/2.2: Steps to Encouraging Self-Directed, Social and Informal Learning
Organisations carry a primary responsibility of facilitating informal, self-directed and social forms of learning for their internal customers. The appropriate construction of learning environments substantially enhances overall organisational strategies, all forms of professional performance, and works in elevating workplace skills. To that end, it is inherently important for facilities to clearly understand the strategies they can apply to ensure great informal, self-directed and social learning mechanisms. In informal learning, institutions may invest in such infrastructure as physical libraries, digital databases, museums, interactive fora, chat spaces and out of work social gatherings. Informal learning mechanisms do not carry a defined goal but work in raising workplace productivity. Self-directed learning may be supported by way of awarding employees study leaves or creating dedicated timelines for individualized learning within workspaces. Most L&D departments do craft guidelines on organisational support systems available for people interested in self-directed learning. Social learning processes can attract intentional steps such as pairing employees, creating dedicated teams assigned to defined projects, holding collective training sessions and sending teams into single professional development faculties. An organisation dedicated towards exposing its internal customers to the three forms can design customized learning programs and place relevant pieces of infrastructure.
AC 2.3: Theories of Learner Differences
Theoretical underpinnings can assist in displaying the differences between self-directed learning and social forms of learning. Behaviourism, as a theoretical concept, indicates that every form of learning has to place within an environment that promotes interactions. This proposition creates the first learner difference between self-directed learning and social learning frameworks. This theory outrightly rejects the notion of autonomy in learning process encouraging the observation that learners have to access help as a measure of productively absorbing knowledge. Its probable position within the workplace is that of having an intern understand general work skills from colleagues and controlled environments as the intern scales the ladder of professional growth. The theory fiercely contests the position of individuals possessing the capacity to develop learning objectives, define the learning path and evaluate their learning journey. Learners taking in knowledge through this theory have to receive instructions and encounter reinforcements for the sake of success. The theory strikes the core difference between self-directed learning and the social learning frameworks. Self-directed learning concept awards the learner that absolute chance of governing the knowledge absorption trajectory, an issue that finds no space within the behaviourism theory.
Constructivism designates learners as individuals capable of determining their own courses of knowledge rather than operating as passive recipient of knowledge systems. The experience built by people over time allows them a chance of formulating independent courses towards the absorption of extended knowledge. It is certain that constructivism, unlike behaviourism, positively endorses the self-directing learning mechanism and stays away from supporting social learning systems. The conceptual framework proceeds to assert the presence of people who can autonomously elect to add any form of knowledge to their already existing schemas alluding to the reality of learners already understanding their position and clearly defining their next learning points. In workplace environments, it is possible for an entry-level employee to get in fully understanding their path, the kind of knowledges they need to advance, relevant resources and mapping individual actions to take along that path. It is the system of constructing identified ways and doing all is necessary to travel those trajectories. Organisations can only allow such determined employees to proceed with their professional journey and only support them if the organisation recognizes and accepts the validity of their learning desires.
AC 2.4: Digital and Technological Innovation in Self-Directed and Social Learning
The digital environment has remarkably improved the ways through which people can absorb knowledge. Self-directed learning qualifies as most influenced form of learning by digitization. The current technology framework gives individuals a chance of using autonomous tool to determine their learning trajectory (Tekkol and Demirel, 2018). Every academic and professional discipline has been covered by the internet of things (IoT) leading to the rise of fully independent means of learning and knowledge absorption. A professional seeking to self-determine their professional progress requires minimal investment in infrastructure for their learning journey to take shape. CIPD, an institution offering professional exams on people practices, deposits the entire course content in the internet leading to the creation of a wide room of learning and understanding. Many other professional bodies have invested in digital databases strengthening their consumers’ ability to prepare for their examinations. Academic facilities have heavily expanded their options with a substantive number allowing learners to start and complete professional papers through web-based technologies. With a global reach, technology has allowed the diffusion of varied learning mechanisms making it possible for students to customize their learning needs. It is in the construction of widened options that professionals have succeeded in having highly specialized learning curves leading to the rise of equally specialized careers all through self-learning.
In social learning, educators have gained immense power over how they execute courses and discharge duties. Tutors can process professional curricula using the bulk content available in modern digital databases. Technology has amplified the social interaction angle by expanding forms of communication and social interactions. A lecturer can access an entire course class using audio visual technology. They may also access student assignments instantly and share the feedback within own conveniences. The presence of journals possessing countless theories and concepts implies that students can manage to satisfy course requirements on academic instruction and form a positive tutor-learner relationship. Professionals seeking to advance their academic profiles can easily interact with colleagues and manage to contextualize their learning. The creation of participative learning environments enhances the strength of learning processes and plays a significant role in growing strong academic communities. A high number of individuals have managed to scale academic heights due to the close interaction spaces allowed by technology. The access to course materials online lessens the learning work and saves academic administrators costs necessary in constructing physical libraries. Educators and learners can also conduct peer review on other institutions and students in a manner that allows reflection on appropriate learning practices.
The wide scope of technology provides for accidental learning creating huge value to socialize. Individuals around the world have managed to absorb knowledge by interacting with knowledge without any form of prior planning or determination. It is possible for someone to search up something on the internet and access the CIPD website. Accidental entry into such a platform can bring up content on people practices and influence the user in varied ways. Physical technology infrastructure remains affordable and the access to such devices now implies that people have countless ways of getting exposed to information and understanding various formal and informal concepts. The social media framework has strongly expanded people’s insight on many issues inclusive of cultures and geopolitics. A probable bulk of users in social media places do not plan their content absorption trajectories making their learning curves take shape in very defined manners (Overton and Dixon, 2016). It is also possible for an individual to randomly think up on an issue and proceed to understand from a short-term dimension. Anyone seeking to simply understand what is people practice can use the endless internet-based technologies to fulfill that desire. The rise of many tech wizards around the world has taken place against the background of people accessing knowledge tools and indulging in self-training exercises.
AC 2.5: Supporting Strategies
Executive functioning, meta cognition and social-emotional learning rise as workable strategies necessary in creating capable self-directed learners. Executive functioning infers the ability to lead a highly regulated professional life and align identified objectives with relevant actions. A professional learner can design an agenda and break it down into smaller successful task leading to the completion of their academic targets. Metacognition, as a self-directed learning strategy, allows a learner to reflect on their journey and carry intensified thinking on the best ways to complete their roles. It is a mechanism that can allow a learner to select the most appropriate learning mechanisms and understand the value of following all processes. Reflective journaling as a metacognition sub-strategy works in allowing conscious attitudes towards learning. Social-emotional learning, as a strategy, can empower solid communication and relevant collaboration if a student determines the two components as helpful (Schweder and Raufelder, 2021). Identification of the emotions that can support the presence of a conducive learning environment can have learners easily accomplish their learning tasks.
Active communication and collaboration intentions informs the direction taken by social learners. In a learning situation requiring repeated interactions, learners have no option but absorb ways of accessing information, sharing feedback and partnering with educational and professional stakeholders. The presence of a vast portfolio of technology tools constructs a formidable collaboration and communication portfolio leading to strong social learning processes. The use of observational learning tactics can enhance knowledge absorption (Pllana, 2021). With social learning theories considering reinforcement as a step to sloid learning, keen social learners can apply consistent observation as a familiarization tool necessary in supporting their learning goals.
Content Curation: How to Curate Effective Learning Resources
The curation of resources to support self-directed learning and social learning rises as an initiative in deep need of clarified strategies. Principles exist to guide the process and allow keen learners a chance of succeeding at self-directed and social forms of learning. The first principle in a set of guiding elements is the reference to a defined structure that can guide the development of the learning journey. The learner must understand the mechanism of learning and identify the nature of resources useful in achieving their goals. For example, a self-directed learner using online platforms may consider online databases as their go-to framework for compiling their sources. Another supporting principle is the recognition and acceptance that a learner does not necessarily need to create the resources. Most learning tools are available and the learner only needs to identify the relevant access strategy. From that angle, the learner should consider access as another individual principle. Some resources get expensive and the challenge of non-planning on access heavily interfere with the learning mechanisms. Social learners may have an easier experience around access as they can easily collaborate with other learners.
In the curation of resources, learners have to reflect on the principle of identifying expert knowledge developers in their area of interest. The use of non-experts can throw the learners into a will goose chase as they absorb irrelevant knowledge. Identifying the experts saves time as the learners proceed with their activities with high precision. Experts also assist in delivering strong content laying the ground for high likelihood of success among learners. The fifth point of focusing on the learner identifying their cognitive and professional levels. It is a risky initiative to curate resources that do not correspond to a learner’s cognition ability and do not answer to the professional level.
The process of curating learning resources is workable and the presence of examples highlight this fact. A fit example for a potential curating initiative is the development of a reading list. This reading list comprises of books, online peer reviewed articles and business reports on the specific topic of ‘Gender Diversity and Inclusion’ in the workplace. In the development of example, the reading list will only include highlighted materials and the texts should have been published in 2017 and beyond. They should also focus on global corporates based in the Americas and Europe. Lessons from the development of these resources is that learners should use a filtering method to identify specific sources. They should also define the nature of the resources to allow a chance of encountering resources from subject experts. The second curation example is on ‘Expert Professionals to Follow’. This list or portfolio should guide on the individuals necessary to keep close on the subject matter. If the issue is still on gender and inclusion, then it is possible to get a determination of the figures who can make an impact on that matters inclusive of instructors for social learning or active professionals in digital platforms for the sake of self-directed learning. A third example can have a database on ‘Trends in CIPD Curriculum’ holding research material on the changes created by CIPD regarding the course under focus. The research items have the ability of influencing an understanding around expected changes and guidance on the organisational behavior at CIPD. The strategy on this example is to get ready and carry a prepared mindset should changes take place at any point within the course program (Dailey-Hebert, 2018). The changes under focus should have happened within the last two decades and focused on the specific course. It is necessary to insist that the filtering method highly promotes a curation culture of accuracy.
AC 3.3: Guidance Section
- Run a category mindset: The reflection on categories allows learners a chance of determining such elements as the necessary resource formats compatible with the learning objective. This approach can have the learner separate audio from visual items and create portfolio for written resources (Mello, 2016). The categorization mechanism can have items arranged based on the topic or subject making it easier for the user to retrieve when needed. Categorization supports planning and saves the learner substantive time resources.
- Align content to learning objectives: The learner should accurately identify their learning goals and clearly match the resources with the goals. This strategy allows that learner to identify areas that require extra support (Mello, 2016). It is also a differentiation tactic that allows learner to track their learning progress.
- Identify authentic content: Listing of experts and authentic sources allows the chance of encountering useful content relevant in building a strong learning exercise (Mello, 2016). Many learners can face the challenge of coming across content that is not visibly helpful leading to extreme wastage of time. Prior research on authentic sources can greatly enrich this approach. The mistake of using non-authentic content can lead to the challenge of failing in realizing learning objectives.
Dailey-Hebert, A., 2018. Taming the Beast: Principles to Efficiently Curate and Customize Online Learning Resources. Journal of Educators Online, [online] 15(3). Available at: <https://eric.ed.gov/?id=EJ1199113>.
Devin, M., Augustine-Shaw, D. and Hachiya, R., 2016. Changing from Traditional Practice to a New Model for Preparing Future Leaders. Educational Considerations, [online] 43(4). Available at: <https://files.eric.ed.gov/fulltext/EJ1116646.pdf>.
Lemmetty, S. and Collin, K., 2019. Self-Directed Learning as a Practice of Workplace Learning: Interpretative Repertoires of Self-Directed Learning in ICT Work. Vocations and Learning, [online] 13(1), pp.47-70. Available at: <https://link.springer.com/article/10.1007/s12186-019-09228-x>.
Liu, W. and Xiang, S., 2020. The Effect of Leaders’ Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective. Frontiers in Psychology, 11.
Loeng, S., 2020. Self-Directed Learning: A Core Concept in Adult Education. Education Research International, [online] 2020, pp.1-12. Available at: <https://www.hindawi.com/journals/edri/2020/3816132/>.
Mello, L., 2016. Fostering postgraduate student engagement: online resources supporting self-directed learning in a diverse cohort. Research in Learning Technology, [online] 24(1), p.29366. Available at: <https://www.researchgate.net/publication/298806503_Fostering_postgraduate_student_engagement_Online_resources_supporting_self-directed_learning_in_a_diverse_cohort>.
Overton, L. and Dixon, G., 2016. Preparing for the Future of Learning In-Focus Report: A Changing Perspective for L&D Leaders. [ebook] London: CIPD. Available at: <https://www.cipd.co.uk/Images/preparing-for-the-future-of-learning_2016-a-changing-perspective-for-l-and-d-leaders_tcm18-13846.pdf> [Accessed 3 October 2022].
Pllana, D., 2021. Combining Teaching Strategies, Learning Strategies, and Elements of Super Learning Principles. Advances in Social Sciences Research Journal, [online] 8(6), pp.288-301. Available at: <https://journals.scholarpublishing.org/index.php/ASSRJ/article/view/10366>.
Schweder, S. and Raufelder, D., 2021. Examining positive emotions, autonomy support and learning strategies: Self-directed versus teacher-directed learning environments. Learning Environments Research, [online] 25(2), pp.507-522. Available at: <https://link.springer.com/article/10.1007/s10984-021-09378-7>.
Tekkol, İ. and Demirel, M., 2018. An Investigation of Self-Directed Learning Skills of Undergraduate Students. Frontiers in Psychology, [online] 9. Available at: <https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02324/full>.