Here’s another observation on learning that I’d like to share with you: The importance of learner self-direction.
At school, we all had the experience of plodding through courses according to the demands, schedule, etc, of the institution. At the end of the year you looked back and you were told that you’d done such and such and such. In fact, however, it probably felt more like the other way round: as if such and such had been done to you.
The rigid pathways of traditional education (necesarily) rob the individual of his right to make decisions. The only decision he does make is how hard he’s going to force himself to follow it. Although it serves a certain obvious purpose, the whole thing tends to a greater or lesser degree towards a rigmarole, while undermining any sense of autonomy and self-reliance amongst learners.
Now I’m not here to solve the world’s educational problems, but I do have issues with this scenario. I want to add my 2 cents towards suggesting an alternative. In this context I’d make the distinction between life-long learning and the type of formal education we receive in school. I’m talking about the former.
I believe there are enormous advantages for the life-long learner who takes responsibility for his own learning. As we’ve seen, self-directed learning is not something instilled into us at school, but by standing back to survey the learning task as a whole, the learner can begin to make his own decisions. He decides, for example, on what he is going to study, and how will make his way through that labyrinth, etc. He uses trial and error, creating and re-creating strategies, and learning from his mistakes. These kinds of broader responsibility mean that he is doing the learning, rather than the learning being done to him. (This is just the beginning of the process, of course, but it can continue.)
It is in this context that we’ve tried to develop a remixable syllabus that gives you as much autonomy as you may seek. Learner self-direction is an immensely powerful thing.
I guess I will need a few more posts to explain this in mroe detail, but in the meantime, let’s hear from you.
Ken Carroll
Ken,
For my money, a mix of self-direction along with some structure works quite well.
With an abundance of learning materials out there it can be a jungle for us self-directed learning types. I wonder from time to time “if I were doing it this way or that way” would my progress be more concrete. This is where I believe some direction can be useful.
I attend a Mandarin class every Saturday and we follow a text book for an hour and spend the other hour asking questions, going over random handouts, and learning Chinese history from a native speaker. I have the structure, I know what I’ll be studying for the week, but there is also plenty of time for ‘free-form’ study. This is where ChinesePod comes in for me (though I will say I would complain not a bit if we ditched the book and just used the ChinesePod podcasts!)
Thanks to all at ChinesePod for the great work you’re doing. Keep it up!
Jeremy,
You’re absolutely right that there is a balance. Pure self-direction without guidance would baically consist of saying “Go and do it your own way” an leaving it at that.
Because traditional education is based entirely on extrinsic motivation (the desire for a certificate, usually) it tends not to tap into learner’s intrinsic motivation. But every teacher knows (and I’m sure plenty of studies confirm) that self-directed learners are generally more successful in their studies.
For life-long learners, the certificate isn’t usualy the objective, so I believe in offering them a strong element of choice as a way to drive people’s intrinsic motivation. The balance between autonomy/self-direction, and a set of options to choose from, is the best way that I know of. ChinesePod materials can be used to create a very rigid structure if that’s what the individual learner wants - again, it’s her choice. Choice and self determination are motivators.
Ken Carroll
Ken,
Are you familiar with Moodle? (http://moodle.org) I’m just finding out about it myself, looks very interesting. Apparently the Open University in the UK is using it, and they know a *lot* about distance education. Possibly another arrow in the CPod quiver?
Margaret,
Yes,I know Moodle, but I’m not sure how we would integrate it into what we do. I’ll give it another look, tough! Thx.
Ken Carroll
For what it’s worth, I do think you’re on the money as far as self-direction being king. If a learner, on his/her own bat, can pick what suits their interests and learning style, they are more likely to muster the enthusiasm to come back for more, and the progress will be more rapid. For some less-motivated learners, of course, no amount of content or support will get them to learn on their own, but such people would not do too well in a classroom setting either.
In my once humble opinion, the balancing act is required because of the learner’s own lack of pedagogical expertise. What might appeal to the learner might sometimes conflict with what is necessary. Perhaps learners hate grammar, but a certain amount may be necessary - so the trick would be to find a way to inject this into the stuff that a learner might otherwise choose to do because they perceive it fitting their needs and style. To this end, I think CPod is already doing a pretty good job.
A further consideration is measuring progress. In a classroom we are accustomed to tests, quizzes and the dreaded exam, which for hundreds of years have been substituted for a decent way to measure learner progress. For life-learners, they need to be able to measure (or feel) their own progress, which may not require any sort of formal testing system, but its nice when one can get a sense of being able to tackle more difficult material at a steady pace. I think with the different lesson levels CPod is doing a decent job here, too.
I actually have a bit of experience in the E-Learning space - building an LMS, implementing the various industry specs for preparing, packaging and presenting electronic content, measuring progress, etc. This stuff is all well and good, but I’d say CPod’s focus is mostly on the right areas, developing a library of great content. I’d rather have more of what they do best than being able to download a course as a SCORM-compliant package for use in a third-party LMS, for example.
Is it possible to use the funny shortcut conjonction 酱子 （=这样子）in context in a futur intermediat lesson ? is it really currently used ?
I don’t think it’s in one of the old lessons or in the dialogues around the lessons.
PS: As a new user, I’m not totally aware of where I should post this sort of question on Chinesepod. If there’s a specific place could someone please let me know.
kmk,
According to the theory of self direction posting your question here (or anywhere else your heart desires for that matter) should be just fine!
kmk,
We’ve never done a lesson on play on words. But thank you for inspiring us to do one, which would be good for a higher level, e.g.intermediate and above. The connection between the original word and variation is particularly interesting. You seem to have a great deal of ideas about it. We’d be honored to hear them.
Self direction is king indeed. Because, really it all gets back to what I decide to do. Even in a classroom setting, I make the decisions about what I am going to do. Years ago, as a amateur photographer I had an opportunity to take a class with the famous and now deceased Ansel Adams. I have been kicking myself for that decision for years now. Anw why? Because, my interpretation of self direction was to do it alone; to learn about what I loved without help. It is very important to have help to move to higher levels in learning. The team approach to learning is important to me since the subject of learning is larger than any one person. My point is: don’t confuse what self direction really means. It can mean to seek direction from someone else.