Using Open Resources for Self-Directed Learning/Course description

Using Open Resources for Self-Directed Learning. A Networked learning (connectivism) approach and open education resources are used to explore self-study and lifelong learning options on the web. Learners explore the legal and ethical use of online sources, and engage in critical analysis of resources and processes for self-assessment.

Course metrics

• Notional learning hours: 30 hours
• Duration: X weeks, X hours per week
• Assessment: X hours
• Formal credit option: Yes
• Course:
• Credential:
• Level: undergraduate

What's it about?

To engage in self-directed learning, skills in accessing and using resources that can support the chosen study pathway are needed. Furthermore, to become a self-regulated learner additional attributes, such as motivation, goal-oriented behaviour and reflection during the learning process, must be developed. Self-regulated learners plan their learning goals, develop strategies to meet those goals, monitor their progress and evaluate the learning. This is commonly done through self-assessment and reflection. The Self-Regulated Learning Cycle illustrates the process.

Open Educational Resources (OER) are freely available materials that can be accessed on the Internet to support learning. Digital information literacy is required to be able to effectively access and manage this vast wealth of open information. This requires, firstly, knowing how to search for the information, secondly, evaluating it for the level of quality and suitability, thirdly, understanding copyright licensing so information can be used ethically and legally and fourthly, managing the information efficiently so it can be stored appropriately and found easily for later use. For example, bookmarking and cataloguing information sources using tools such as social bookmarking (e.g., delicious), and online research platforms such as Zotero.

What will I learn?

In this course you will learn how to:

1. explain the benefits of self-directed learning and apply them to your study pathway;
2. use Bloom’s taxonomy to write learning objectives/outcomes for yourself;
3. describe copyright and fair use issues;
4. apply legal and ethical principles to online sources;
5. differentiate between openly available, openly licensed, and copyright-protected educational resources relevant to your field of study;
6. critically analyze resources
7. compose a self-study plan for a particular course area;
8. prepare a study guide;
9. explain the need for assessment and compose a self-assessment and peer-assessment plan;
10. collaborate with other students to use online community building tools; and
11. document self-study experiences using a portfolio.

What’s involved?

The course has six modules covering self-directed learning; open education and copyright licensing; how to find and use open educational resources (OER); self-assessment planning and building a study guide; social networking (Web 2.0 tools for collaboration); and portfolio assessment.

You will develop skills for self-study (also called self-regulated learning) and lifelong learning using the Internet, whereby you will take responsibility for finding suitable OER materials to support your study requirements. You will also, establish learning goals, write learning outcomes, prepare a self-assessment plan and create a study guide for yourself. As part of this, you will collaborate and interact with others using a connectivist model of learning. Your study progress will be documented using a portfolio format. All this will encourage you to construct your own educational experience, and develop skills for lifelong learning.

What prerequisites should I have, if any?

Anyone is free to participate in this course. An internet connection and basic web browsing skills are recommended with the ability to create a blog and microblog account (instructions and self-study tutorials are provided.)

Learners aiming to submit assessments for formal academic credit will need to meet the normal university admission requirements of the conferring institution (e.g., language proficiency and school leaving certificates). Learners aiming for the 3rd year Bachelor level are advised to have completed the majority of their 2nd year level subjects to have sufficient capability and experience for preparing assignments for 3rd year level of Bachelor study.