1. Self Directed Learning
in the Formal Context at
University of Padua

2. How we developed our vision of SDL
O Prof. Fedeli meet J. A. Henschke and
M. Boucouvalas, for the first time, in
2010
O I studied in the Prof. John A.
Henschke’s Doctoral Program in
2012/13
O We meet them once a year at CIAE
O Prof. Fedeli and our italian group
of researchers at UNIPD
continue to build partnership with
other professional in Adult
Education

3. The linear model of SDL
O Six major steps:
1) Climate setting
2) Diagnosing learning needs
3) Formulating learning goals
4) Identifing resources
5) Choosing and implementing
learning strategies
6) Evaluating learning outcomes
O «Learners moved through a series of
steps to reach their learning goals in a
Self Directed manner» (Merriem and
Caffarella, 1999)

4. The interactive model
Personal
Responsibility
Learner Self
Direction
Self directed in
Laerning
Self Directed
Learning
Characteristics of the
teaching learning
transaction
Characteristics of the
Learner
Factors within the social context

5. How Self Directed Learning Matches
Personalized Learning
O Self directed learning
1. Personal responsibility
2. Climate setting
3. Diagnosing learning needs and
formulating learning goals,
resources, evidences, evaluation
4. Social factors
(Knowles, 1976, 1986; Brockett and
Hiemstra 1991)
O Personalized learning
1. Responsibility and authonomy
2. Knowing the learner and
immediacy behaviour
3. Personalized learning plan
4. Collaborative classroom
experience
(Leadbeater, 2004; Waldeck 2006,
2007)

6. Our Model: Personalized Learning Plan
Knowling the students
•Learning outcomes
•Selfdiagnosis
•Learning style
•Reflection on needs and
expectation
Learning process
•Risources
•Evidences/performances
Helping students understanding theyr learning objectives
Learning evaluation

7. Our Practice: Personalized Learning Plan
Presentation of the
personalized activities
Students’ choise
Creation and negotiation
of the PLP
Narration of the
experience
Learning evaluation

8. Critical aspects in conducting this practice in
our formal context
O Critical aspects
1. Knowledge and skills considered
as insufficient
2. Lack of time
3. Lack of a work context
4. Negative feelings
O Positive aspects
1. Reflection on the contents
2. Control on the learning
3. Interaction with other students
and instructors
(Knowles, 1986; Galbraith, 2004)

9. Future possibilities…
O Sensibilize other colleagues
O Improve interactions between students
O Using PLP in Degree Programs based on competency model

10. Thanks for your
«self directed»
attention!!!
  