Learning Technologies in Support of Self-Directed Learning

Self-directed learning is a continuous engagement in acquiring, applying and creating knowledge and skills in the context of an individual learner's unique problems. Effectively supporting self-directed learning is one of the critical challenges in supporting lifelong learning. Self-directed le...

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Main Authors: Gerhard Fischer, Eric Scharff
Format: Article
Language:English
Published: Ubiquity Press 1998-10-01
Series:Journal of Interactive Media in Education
Subjects:
Online Access:https://jime.open.ac.uk/articles/18
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spelling doaj-72e4a06ee8a84698bdc63cb40549fc6d2020-11-24T21:20:11ZengUbiquity PressJournal of Interactive Media in Education1365-893X1998-10-011998210.5334/1998-414Learning Technologies in Support of Self-Directed LearningGerhard Fischer0Eric Scharff1Center for LifeLong Learning and Design (L3D), Department of Computer Science and Institute of Cognitive Science. University of Colorado. Boulder, CO 80309-0430Center for LifeLong Learning and Design (L3D), Department of Computer Science and Institute of Cognitive Science. University of Colorado. Boulder, CO 80309-0430Self-directed learning is a continuous engagement in acquiring, applying and creating knowledge and skills in the context of an individual learner's unique problems. Effectively supporting self-directed learning is one of the critical challenges in supporting lifelong learning. Self-directed learning creates new challenging requirements for learning technologies. 'Domain-oriented design environments' address these challenges by allowing learners to engage in their own problems, by providing contextualized support, and by exploiting breakdowns as opportunities for learning.'Economies of educational knowledge' constitute an emerging concept in which communities contribute toward the creation of information repositories, which can be reused and evolved by all members of the community for the creation of new environments. We argue and demonstrate that domain-oriented design environments can serve as models for these economies, that a software reuse perspective provides us with insights into the challenges these developments face, and that the creation and evolution of these economies are best understood as problems in self-directed learning. Reviewers: Terry Anderson (U. Alberta), Frank Webster (U. Oxford-Brookes) Interactive elements: 'The <a href="http://www.cs.colorado.edu/~gerry/previous/webnet/">WebNet</a> system described in the article is on the Web'. From the 'LAN Design Environment' link, you get to a screen image of an interactive Java <a href="http://www.cs.colorado.edu/~gerry/previous/webnet/designerJava.htm">applet</a> illustrating the WebNet application. A demonstration of the 'WebNet' system described in this article can be found at <A HREF="http://www.cs.colorado.edu/~gerry/WebNet/site/webnet.htm" TARGET="xref">http://www.cs.colorado.edu/~gerry/WebNet/site/webnet.htm</A>https://jime.open.ac.uk/articles/18self-directed learninglifelong learningdomain-oriented design environmentseconomy of educational knowledgereuseseeding, evolutionary growth, reseeding
collection DOAJ
language English
format Article
sources DOAJ
author Gerhard Fischer
Eric Scharff
spellingShingle Gerhard Fischer
Eric Scharff
Learning Technologies in Support of Self-Directed Learning
Journal of Interactive Media in Education
self-directed learning
lifelong learning
domain-oriented design environments
economy of educational knowledge
reuse
seeding, evolutionary growth, reseeding
author_facet Gerhard Fischer
Eric Scharff
author_sort Gerhard Fischer
title Learning Technologies in Support of Self-Directed Learning
title_short Learning Technologies in Support of Self-Directed Learning
title_full Learning Technologies in Support of Self-Directed Learning
title_fullStr Learning Technologies in Support of Self-Directed Learning
title_full_unstemmed Learning Technologies in Support of Self-Directed Learning
title_sort learning technologies in support of self-directed learning
publisher Ubiquity Press
series Journal of Interactive Media in Education
issn 1365-893X
publishDate 1998-10-01
description Self-directed learning is a continuous engagement in acquiring, applying and creating knowledge and skills in the context of an individual learner's unique problems. Effectively supporting self-directed learning is one of the critical challenges in supporting lifelong learning. Self-directed learning creates new challenging requirements for learning technologies. 'Domain-oriented design environments' address these challenges by allowing learners to engage in their own problems, by providing contextualized support, and by exploiting breakdowns as opportunities for learning.'Economies of educational knowledge' constitute an emerging concept in which communities contribute toward the creation of information repositories, which can be reused and evolved by all members of the community for the creation of new environments. We argue and demonstrate that domain-oriented design environments can serve as models for these economies, that a software reuse perspective provides us with insights into the challenges these developments face, and that the creation and evolution of these economies are best understood as problems in self-directed learning. Reviewers: Terry Anderson (U. Alberta), Frank Webster (U. Oxford-Brookes) Interactive elements: 'The <a href="http://www.cs.colorado.edu/~gerry/previous/webnet/">WebNet</a> system described in the article is on the Web'. From the 'LAN Design Environment' link, you get to a screen image of an interactive Java <a href="http://www.cs.colorado.edu/~gerry/previous/webnet/designerJava.htm">applet</a> illustrating the WebNet application. A demonstration of the 'WebNet' system described in this article can be found at <A HREF="http://www.cs.colorado.edu/~gerry/WebNet/site/webnet.htm" TARGET="xref">http://www.cs.colorado.edu/~gerry/WebNet/site/webnet.htm</A>
topic self-directed learning
lifelong learning
domain-oriented design environments
economy of educational knowledge
reuse
seeding, evolutionary growth, reseeding
url https://jime.open.ac.uk/articles/18
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