The topic of the meeting is: “Autonomous Learning”

We will discuss the following paper:

Hughes, P. (2003). Autonomous learning zones. In Proceedings of the Biannual Conference of the European Association for Research on Learning and Instruction, Padova, Italy, August 26-30.

Abstract

There are several overlapping themes in contemporary and classic philosophy of education, student learning and educational development literatures, relating to the educational advantages and pedagogic strategies for developing independence and autonomy in learners in higher education (HE). This paper reviews and clarifies the theoretical and philosophical meaning and justification for autonomy in learning. It introduces the concept of ‘autonomous learning zones’.  Throughout the paper, the term ‘autonomy’ is favoured over ‘independence’. ‘Independent study’ as a term has become on the one hand associated with the idea of a solitary student (Tait and Knight, 1995), but also suffers from vastly different interpretations and misconceptions in the practitioner realm, where it may be used interchangeable with other terms like ‘distance learning’, ‘resource-based learning’ and ‘self-directed study’ (Gilham, 1995), all of which may actually occur in very dependent learning environments.  The root meaning of ‘autonomy’ on the other hand, is self-government (Mele, 1995) and while not precluding individualism, it implies choice or agency that is likely to involve social aspects – a relational autonomy (Mackenzie and Stoljar, 2000).  The paper outlines a range of approaches that might help to develop autonomy in learners. It considers the structural and cultural factors of HE systems that may militate against learner autonomy.

If you would like to join the group, to book a place please contact Frieda Callaghan of the Caledonian Academy; telephone: 0141 273 1319

Thursday, 19 February, 3.30-4.30pm
Room H113, William Harley Building

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Caledonian Academy Director Professor Allison Littlejohn explains the value of this work:

“The UK Government has been clear that that further and higher education must give learners the strong foundation of skills and competences to enable them to thrive in an increasingly knowledge-based economy and society. In the past these competences have gone under the broad term ‘information skills’ or ‘information literacies’. However, with the convergence of communications and information media, the rise of user-owned technologies, widespread social networking practices alongside open production and consumption of knowledge (so called ‘produsage’)this term should be broadened to encompass new kinds of expertise. We are defining the totality of this expertise as ‘the range of practices that underpin effective learning in a digital age’.

“The future demands skilled, digitally-aware learners with the capacity to draw from and contribute to collective knowledge as they participate in learning. Glasgow Caledonian University is committed to ensuring our graduates leaving University with the ability to adapt to change by tapping into collective intelligence. The great challenge for us is to unlock the potential of each student, ensuring they have the competencies required for new, emerging practices in the workplace.

“Our study on Learning Literacies for a Digital Age integrates with the university’s iLearn initiative. We are working closely with colleagues in Learning Support and the academic schools to develop an understanding of learning literacies, how they are evolving, how societal demands are changing, and how students may be learn effectively in different contexts, such as education and the workplace. Integrating our work at Glasgow Caledonian with a national, JISC funded initiative enables us to capitalise on expertise from elsewhere. By engaging with real examples of academic and learners practices within Glasgow Caledonian and at other institutions across the UK we hope to provide compelling evidence of how effective digital learners develop and can be supported”.

Please contact Allison or the team in the Caledonian Academy to find out more.