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Self-Directed Learning + Self-Discovery Platform

Let's take this opportunity to create a guided teaching space that allows for self-discovery through self-directed learning.

Photo of Mudita Kundra
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Written by

I am a.....

  • Teacher
  • Currently working in higher ed – student recruitment, admissions & onboarding

Tell us about your idea

My idea is to have a learning platform where teachers can share the content, outcomes, and pathways for learning, and students have the ability select the pathway that works for them to achieve those outcomes. 

The current format of the school schedule is designed for synchronous group learning. However, the new learning environment with regard to the physical setting is very individualized – but only by accident, not by design. 

Peers are no longer learning together, informal learning moments before and after class have almost disappeared, resources are being shared at home (1-2 computer/3-4 people), the boundaries between school and personal life have blurred. 

The idea is to have a platform where students can access course-related content based on the classes they are taking. Perhaps that platform is connected to the school. The content can be access asynchronously with some live learning and learner community that is available synchronously. Student can use the platform as a project management platform, and is the go to space for teacher to post content, deliver feedback and discussions, and monitor progress. 

This is all just about self-directed learning. 

The self-discovery component is still in the works in my head. 

As I was compiling my thoughts, I primarily had high school students in mind. In my reality, as a university admin, I hope that we can bridge that knowledge and skills gap that is likely to happen as students go from 'emergency remote instruction' in high school to 'somewhat digital learning' in colleges and universities. 

I would love to find some team members to explore these ideas further, or to support them in their creative solutions. 

What part(s) of the pre-COVID school system do you wish to leave in the past? Why?

Thinking back to two months ago, as I postponed/cancelled/modified activities for coming weeks ... Will higher ed finally realize that its job profile actually changed years ago? Will we notice we still haven’t made education accessible? That we’ve increased facts but perhaps not the desire to learn? The students are ready for this change. Let's do it!

Tell us a little bit about yourself and what inspired you to share this idea.

A passion for learning fuels me and my work. My formal academic background is in grade 6-12 science education. I currently working in higher ed doing student recruitment, admissions & on-boarding for an engineering school at a university. I'm also part of an IDEOU CoP. 


What region are you located in?

  • North America

Where are you located?

I live and work in the Toronto area, a very diverse city region in all respects. During my time in middle and high school classrooms and now in higher ed, I've had the pleasure of interacting with students with diverse backgrounds in several education systems.

7 comments

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Spam
Photo of David Enders
Team

Hi Mudita, thanks for contributing!
I think the idea of allowing students more autonomy and independence in their education is a powerful one. I am a community coach for this challenge and have been conducting student interviews, asking pertinent questions, and have noticed that many students welcome the increased flexibility and independence that comes along with remote learning. Here is a link to the post, if you are interested: https://challenges.openideo.com/challenge/covid-reimagine-learning-challenge/ideas/insights-from-student-interviews
Do you think this positive feedback from remote learning could be instilled into our schooling routine when schools reopen? I would love to hear if you have any ideas about increased flexibility and self-directed learning in routine schooling systems.

David

Spam
Photo of Mudita Kundra
Team

Hi David Enders 
Thanks for taking the time to read my submission and for the feedback.
I really appreciate the link you shared – I recently had a chat with someone at d.school K-12 Lab as I was seeking this information. As someone who supports high school students during their university discovery journey and with faculty members who teach them, I wanted to put together a bit of an information supply chain. Reason: 1. Incoming students feel prepared and support 2. Profs understand their "new" incoming class 3. Use these constraints as opportunities A few thoughts after reading your 'Insights from Student Interviews' page:–– I would like to dig deeper to ensure that they're missing motivation and not some prescribed structure, that it is truly is about purpose and not just grades. Is simply meeting teachers and peers motivating? Or are they truly motivated to learn more and do better in person?
–– Purpose should always be present!
–– I would like to test if flexibility helps resolve some of the distraction issues.
–– We've never rewarded failure (by design), so I can see how boosting GPA is preferred.
–– The EDI groups stand to suffer the most if we are not mindful in our remote learning design.
–– Lack of interaction was the reason I included 'Community of Learners' times in my sample schedule.
–– Teachers are instrumental in development, learning and mentorship. How do we support them?
As you can tell, I have a lot of questions, some concerns perhaps, and mostly a positive feeling about the opportunities.

Let me know how I can help, with this or any other project your team moves forward with in this learning challenge.

Spam
Photo of David Enders
Team

Hi Mudita,
You make some great points. I think that students definitely are motivated somewhat by their grades. We are taught from a young age that grades are important, even though I think there could be better ways to measure learning. A friend of mine mentioned specifically that he wasn't motivated because of the lack of interaction with professors, however. Going to class and hearing passionate people speak is much more powerful than listening to recordings or doing homework online. A community of learners aspect would be great to help combat this.

David

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