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
Brian is a research scientist and educational technologist. He helped transform Pfizer’s Medical Education Group and previously served in educational leadership roles at HealthAnswers, Inc.; Acumentis, LLC.; Cephalon; and Wyeth. He taught graduate medical education programs at Arcadia University for 10 years. Dr. McGowan recently authored the book "#socialQI: Simple Solutions for Improving Your Healthcare" and has been invited to speak internationally on the subject of information flow, technology, and learning in healthcare.
