The first resource, Learning to Learn (Study Guides and Strategies, n.d.), provided the opportunity for learning process review and reflection, beginning with analyzing past learning processes and outcomes, moving through current learning methodology, allowing for the formulation of new or modified processes to ensure future learning success.
Past processes included reading, problem solving and interpretation of subject matter. Study groups or collaborative learning processes were used in a limited capacity, preferring independent learning strategies instead. The use of summarization and reflection was often limited to thinking about content rather than using written or recorded reflection for study purposes; it was of interest to note that study sessions were often erratic and chaotic (use of distractions such as television or music in background), and of a longer nature.
Present processes reiterate my commitment to lifelong learning, with the tendency to gravitate more toward learning opportunities as a means of professional development, rather than as a general interest endeavour. Being inquisitive in nature promotes the utilization of additional resources to supplement learning, along with the continued improvement of critical thinking skills, as it requires an independent evaluation of learning materials, asking ‘is this resource relevant to my professional practice?‘, and ‘what is my opinion on the material contained within the resource (do I agree or disagree with ideology)?‘.
Reviewing my processes, I have noticed that since adopting the use of multimedia resources for reflective purposes, I have evolved my processes to engage more in a recorded reflective process, though I do still prefer to engage in quiet solitary reflection as a thought process only. How do I evaluate my learning to see measurable improvements in knowledge of subject matter along with improvements in the overall learning process?
This is one of the few times that I have actively reflected on my personal learning, re-evaluating my learning philosophies first defined as an undergraduate, and exploring my personal learning styles, since that early reflection. The product is captured in Learning about my learning (Davidson, 2016), a Moovly video I based on the results and subsequent analysis/reflection, obtained from the completion of the Index of Learning Styles Questionnaire (Felder & Soloman, n.d.). Interestingly absent in my reflection is the self-regulated learning (SRL) strategy of goal setting, leaving me wondering if this is due to my own perception of the goals I set for myself in each of my learning endeavours. Is it that my own knowledge of goal setting theory is relatively limited, whereby I sub-consciously downplay its necessity in the general learning and SRL processes?
In the second online resource, Too Comptent to Seek Help?: Organizational Values that could Jeopardize Employee Progress (Corporate Training and Development, 2012), the author focused on the SRL competencies of goal orientation (intrinsic), and self-efficacy, with the focus on the SRL strategy of asking for help from colleagues or superiors in a corporate setting. Of interest is the attitude of learners in the workplace, which reinforces the relevance of SRL in adult education. It is okay to seek out subject matter experts in the workplace in order to maximize the learning experience for both self and other learners. Collectivism in adult education and workplace learning is a valid and growing learning trend both within the realm of SRL, and to the greater corporate training and development learning experience. What are the best practices for incorporating SRL competencies into adult education in the workplace?
References
Corporate Training and Development. (2012, November 29). Too competent to seek help?: Organizational values that could jeopardize employee progress [Weblog]. Retrieved from: https://effecetivelearning.wordpress.com/2012/11/29/too-competent-to-seek-help-organizational-values-that-could-jeopardize-employee-progress/
Davidson, C.M. (2016, January 26). Learning about my learning [Video file]. Retrieved from: https://www.moovly.com/gallery/user/b03ea104-c1d9-8820
Felder, R.M., and Soloman, B.A. (n.d.). Learning styles and strategies [Website]. Retrieved from: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
Study Guides and Strategies. (n.d.). Learning to learn [Website]. Retrieved from: http://www.studygs.net/metacognitiona.htm
