MANUSCRIPT: Creativity, Self-Directed Learning and the Architecture of Technology Rich Environments
So, how do institutions and designers develop environments that support self-directed learning? A majority of current research focuses on internal characteristics of self-directed learners. Yet gradually, we are beginning to understand that external factors have an impact as well. Guglielmino (1977) noted that certain learning contexts are more effective at promoting self-directed learning. Learning environments that use technology in meaningful ways may have an important impact on self-directed learning, as they connect students to resources in ways that were not previously available (Candy, 2004). We can also look to “real-world” learning applications or problem-based learning environments, which allow “learners to engage in their own problems, by providing contextualized support, and by exploiting breakdowns as opportunities for learning” (Fischer and Scharff, 1998).
http://punya.educ.msu.edu/wp-content/uploads/2013/01/Mishra-Fahnoe-Henriksen-2013.pdf
Written by Brian S McGowan, PhD
Dr. McGowan has served in leadership positions in numerous medical educational organizations and commercial supporters and is a Fellow of the Alliance (FACEhp). He founded the Outcomes Standardization Project, launched and hosted the Alliance Podcast, and most recently launched and hosts the JCEHP Emerging Best Practices in CPD podcast. In 2012 he Co-Founded ArcheMedX, Inc, a healthcare informatics and e-learning company to apply his research in practice.
