1. A Seminar about Self-Directed Learning And its Importance in the EDIT Studio Lloyd Rieber

2. Myths about learning and teaching in K-12 schools Joseph Campbell's definition: A "myth" is not a falsehood, but a world view about something. Don't be insulted by being asked to use this term to describe your belief systems. I often equate "myth" to "mental model", a term more aligned with our field. First, about the word "myth”...

3. Myths about learning and teaching in K-12 schools Students would not know how to handle the opportunity to take more responsibility for their own learning. School has to teach students to do things they don't want to do because that's the way life is. Everything in the curriculum is important to know. Teachers should never put their own learning first. Good teaching is when the teacher talks and students listen. Teachers have to know everything about a topic before they try to teach it. The role of a student is to try to figure out what the teacher already knows. Classrooms are quiet places in which the teacher dominates. Teaching is the hard part, everything else a teacher has to do is easy.

4. Myths about learning and teaching in a university graduate program ?

5. Stories about self-directed learning experiences..... …stories about successful self-directed learning experiences. …stories about not so successful self-directed learning experiences.

6. Motivation –Hallmarks of intrinsic & extrinsic motivation Self-determination –Hallmarks of self-determination Self-Regulated Learning –Intrinsic motivation, metacognitive awareness, willingness to act to ensure one's own learning Flow theory

7. Issues in any learning experience involving technology The constant risk of triggering the phenomenon of "learned helplessness". Confronting group-based "negativism"

8. The Studio structure's relationship to self- directed learning (1 of 4) Changing of roles traditionally associated with the "student" and the "teacher". Greater freedom/flexibility begets greater responsibility. On Sebastian Fiedler's "Conversational" framework Recognizing the need to talk about self-directed learning and one's myths about learning and teaching

9. The Studio structure's relationship to self- directed learning (2 of 4) Studio expectations of students –Accept responsibility for one's learning –Take much greater responsibility for personal time and work management –Recognize the need to leave one's "comfort zone" –Participate in the defining of criteria for evaluation –Be willing to accept and give critical feedback (giving it may be the harder of the two) –Expect help from those with more experience or skill –Expect to give help to those with less experience of skill

10. The Studio structure's relationship to self- directed learning (3 of 4) Studio expectations of instructors –Give students the expectation that you can be trusted –Believe that students will make good decisions when given the opportunity –Expose all personal agendas –Manage the studio macro-structures well –Provide scaffolding and other support structures –Continually monitor all studio support structures –Continue to develop professionally

11. The Studio structure's relationship to self- directed learning (4 of 4) Weaknesses of the Studio model –Lack of a stable community of learners –Inappropriate competition: Understanding that participants have different areas of focus and that resulting projects will be different as a result. –The never ending need for resources (hardware, software, human) –?

12. Some of Lloyd's observations over the past 3 years When the studio structure works well for an individual student, it works very well. I have seen some of the most outstanding projects of my teaching career over the past 3 years.

13. Some of Lloyd's observations over the past 3 years The studio structure has not worked well for all students. Students who cannot "break out" of the "one-course, one-instructor led, controlled, and organized" model have been quite frustrated. Students who continue to focus on "the final grade" as the hallmark of success or failure find themselves having a difficult time coping.

14. Some of Lloyd's observations over the past 3 years The studio shifts the source of feedback and support away from one individual (i.e. the instructor) and towards a group of people which one may call the Studio Community. The instructors are but part of this community.

15. Some of Lloyd's observations over the past 3 years The time-honored "game" (er, learning strategy) of figuring out what the instructor really wants or values as the most important does not work well in the Studio. There are still a variety of instructor expectations that must be met, but design knowledge and skills are not crystallized, but remain fluid and dependent on the context of the design problem.

16. Some of Lloyd's observations over the past 3 years Because the Studio Experience is based in a university setting, we still confront the realities of having to assign grades. We have therefore tried to be as explicit as possible in the Handbook about how grades are determined. I have no difficulty assigning grades lower than an "A" when necessary and appropriate and I consider it ethical and fair to do so. However, I feel the emphasis should be on the personal and professional outcomes and consequences. Good grades should be a secondary outcome, not the focus. A more telling assessment of a person's professional success is the willingness of a colleague to write a letter of recommendation and the tenor of that letter.

17. Some of Lloyd's observations over the past 3 years Confronting one's needs and goals in an environment founded on self-directed learning is crucial for making sense of the experience.

18. Some Final Thoughts I think this represents a truer, more honest approach to how this stuff is really learned. The studio approach at UGA is being watched closely by other programs. I’m proud that we had the courage to take advantage of the opportunity to do this!