1. A Model of Lifelong Learning Capacity Building in Professional Education EunMi Park, Ed.D., MLAC Assistant Professor of Medicine Associate Director of Education Division of Geriatric Medicine and Gerontology

2. Objectives 1.Address lifelong learning needs and current issue in professional education 2.Propose an innovative model of learner autonomy development 2. Discuss implications

3. Lifelong Learning in Workplaces As a way to achieve individuals’ Performance Outcome Productivity Quality Management & Improvement

4. An US Accreditation Standard in Medical Education The liaison committee on medical education (LCME) (June 2007) ED-5-A. “The educational program must include instructional opportunities for active learning and independent study to foster the skills necessary for lifelong learning”

5. An US Accreditation Standard in Engineering Education ABET: Leadership and quality assurance in applied science, computing, engineering, and technology education. Formerly named ‘American Board for Engineering and Technology Education.’(2007 For 2008/2009 cycle) Criteria 3(i) “Engineering programs must demonstrate that their students attain the following outcome: a recognition of the need for, and an ability to engage in life-long learning.”

6. An US Accreditation Standard in Applied Science Education ABET: Applied Science (2007 For 08/09 cycle) 3-A-(i) “Baccalaureate degree programs must demonstrate that graduates have a recognition of the need for and an ability to engage in life- long learning.” 3-B-(g) “Associate degree programs must demonstrate that graduates have a recognition of the need for and an ability to engage in life- long learning.”

7. An US Accreditation Standard in Technology Education ABET: Technology Education (2007 For 08/09) Criteria 3(h) “Each program must demonstrate that graduates have a recognition of the need for, and an ability to engage in lifelong learning.”

8. An US Accreditation Standard in Business Education AACSB: The Association to Advance Collegiate Schools of Business (Jan 2008) PREAMBLE: “… As part of each institution's effort to prepare its students for future careers, it should provide a total educational experience that emphasizes conceptual reasoning, problem-solving skills, and preparation for lifelong learning. (, p.2)” Maintenance of Intellectual Capital: “… Each faculty member, thus, is obligated to continuously update, expand, and hone personal knowledge and skills. Without this personal commitment on the part of individual faculty members, the intellectual life of the school will stagnate, and the vitality of degree programs will quickly be lost.”(p.56)

9. To Be Competent Workforce Continuous learning demands beyond obtained/existing knowledge and skills Physicians who are non-geriatricians Reynolds Consortium (JH, Mt. Sinai, Duke, UCLA) for Faculty Development to Advance Geriatric Education (FD~AGE) Mini-fellowship in geriatric teaching Engineers: BioMed Engineering Corporate Mangers and Executives: Lifelong Learning Network of Alumni for Stanford, Columbia, etc.

10. Lifelong Learning “Lifelong learning is formal, non-formal and informal patterns of learning throughout the life cycle of an individual for the conscious and continuous enhancement of the quality of life, his/her own and that of society.” Dave (1976)

11. Formal vs. Informal Learning Approximately, 10-20% through formal ed 80-90% informal learning Tough (1971, 1999); Confessore and Confessore (1993)

12. Dimensions of Lifelong Learning BirthDeath (TIME) Home (SPACE) Society Lengrand (1970) Sch ool Competence, Quality (DEPTH) Kidd (1975)

13. Performance Resiliency of Human Capital For Sustainability In Changes & Crisis Capacity to Respond to External Requirements & Cultural Forces Capacity to Engage in Autonomous Learning Efforts Through Lifespan Formal Education and Training

14. Current Issue Expecting Learning Outcome Independently Competent Professional Formal Education  Subject matters: knowledge & skills  Affective support Autonomous Learning Process In Lifespan BECOME

15. An Efficient and Effective Capacity Adult Learning Studies on Self-Directed Learning: Learner autonomy / self-directedness is an efficient and effective human factor that produces desirable learning outcomes. (Confessore and Confessore, 1992; Tough, 1999; Confessore and his associates, 2000)

16. Learner Autonomy A necessary characteristic of the person who independently exhibits agency in learning (Confessore and associates, 1999, 2000; Ponton, 1999) An attribute and ability of individuals to engage In learning throughout life (Park, 2008)

17. Constructs of Learner Autonomy D esire to learn (Confessore,1991; Meyer, 2001) R esourcefulness (Confessore,1991; Carr, 1999) I nitiative (Confessore,1991; Ponton, 1999) P ersistence (Confessore,1991; Derrick, 2000) are necessary constructs for the development of behavioral intentions to learn in an adult learner.

19. Learner Autonomy Profile (LAP) TM © * 4 constructs and 22 components -Goal- Directedness -Action Orientation -Overcoming Obstacles -Active Approach -Self-Starting -Circumstance -Expression -Group Identity -Growth & Balance -Love Issues -Communication Skills -Change Skills I nitiative P ersistence - Volition - Self-Regulation - Goal- Maintenance -Learning Priority -Deferring Gratification -Resolving Conflict -Future Orientation -Planning -Evaluation Alternatives -Anticipating Consequences D esire R esourcefulness Copyright 2002 © HRD Enterprises * TM© HRDE

20. Learner Autonomy of East Asian Professionals East Asian professionals in globalization society: Increasing trend of study abroad, visits to work with, while having more international visitors in homelands American in US > Asian in US > Asian in Homeland (Park, 2000) American in US > East Asian in US > East Asian in Homeland (Park, 2003)

21. Suggestions From The Data The capacity of learner autonomy is not generally viewed as needing to be developed, or used by East Asian professionals. But, in a rapidly changing global society, EAFAE may consider helping them to exercise and build the capacity of learner autonomy as a way to increase resiliency of human capital in order to respond better to societal changes and crises.

22. A Model for Developing Learner Autonomy in Professional Education 1.Aware learner autonomy profile (LAP): Strengths and Need areas to develop. 2. Reflect on daily actions considering intended outcome-based goal (e.g. grant productivity using at an online web-log page )an online web-log page 3. Utilize the lessons identified with a coach using the analyzed patterns of reflected logs. 4. Reiterate the steps of 2 and 3 for a certain period until individual can gain a perceived competency.

23. A Present Implementation at JHM Interactive Assessments & Coaching Processes  Baseline Survey/Interview  Pre-online assessment: Learner Autonomy Profile (LAP)  Individual interpretation of LAP results: Strengths & Opportunities to develop  Self-reflection  Monthly follow-up coaching  Post-LAP  Feedback Survey/Interview Productivity - Grant Proposal - Publication Aware, Reflect, and Utilize Intentionally of the LAP Strategies for the Indented Outcome

24. A Present Effectiveness Study at JHM Group 1 Pre- Assessment Group 2 Post- Assessment Coaching Group 2 Pre- Assessment Group 2 Post- Assessment

25. T h a n k y o u Further Inquiry e p a r k 1 2 @ j h m i. e d u EunMi Park, Ed.D.