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1.1 Explain the concepts of, and connections between self-directed and social learning

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1.1 Explain the concepts of, and connections between self-directed and social learning

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1.3 Evaluate the potential benefits and risks of self-directed and social learning for both individuals and organisations.

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1.3 Evaluate the potential benefits and risks of self-directed and social learning for both individuals and organisations.

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1.2 Assess underpinning theories related to self-directed and social learning.

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1.2 Assess underpinning theories related to self-directed and social learning.

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2.1	Explain the steps organisations can take to encourage informal and self- directed learning.

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2.1	Explain the steps organisations can take to encourage informal and self- directed learning.

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2.2	Explain the steps organisations can take to encourage social learning

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2.2	Explain the steps organisations can take to encourage social learning

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2.3	Critically assess theories of learner differences in relation to ways of accessing and undertaking self- directed and social learning.

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2.3	Critically assess theories of learner differences in relation to ways of accessing and undertaking self- directed and social learning.

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2.5	Discuss strategies for supporting individuals to reflect on and measure the impact of self-directed and social learning.

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2.5	Discuss strategies for supporting individuals to reflect on and measure the impact of self-directed and social learning.

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3.1	Evaluate principles underpinning the curation of learning resources for self- directed and social learning, either as part of a wider learning and development programme or as a ‘stand- alone’ resource.

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3.1	Evaluate principles underpinning the curation of learning resources for self- directed and social learning, either as part of a wider learning and development programme or as a ‘stand- alone’ resource.

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3.2	Curate a range of accessible learning resources in relation to a specific area of learning using an appropriate platform/method to make them accessible to others.

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3.2	Curate a range of accessible learning resources in relation to a specific area of learning using an appropriate platform/method to make them accessible to others.

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3.3	Develop guidance which encourages and supports learners to be the curators of resources for one another.

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3.3	Develop guidance which encourages and supports learners to be the curators of resources for one another.

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Philippa Lamb: 30 years ago a Canadian academic published a study that challenged all the old ideas about how we learn new things. Alan Tough argued that adults just didn't need formally certified educators because they learnt perfectly well by themselves. But self-directed learning in the workplace isn't quite as simple as that. Even though with digital it's easier than it's ever been for people to find stuff out learning and development professionals still need to balance autonomous learning with the organisation's objectives and that balance isn't always easy to find.

Virgin Media discovered that for themselves three years ago when they launched an online portal management academy as part of their self-directed learning strategy.

David Chivers:-Month by month you could go in and look at the users of that academy: there were four people in there pretty much every month because we'd done that very much, you remember the film Field of Dreams with Kevin Costner 'if you build it they will come' we'd gone right well there's a great digital portal everyone will use that now won't they?

PL: And they didn't come.

DC: And nobody went there because we hadn't built what they needed. The learning that was on there was kind of standard learning, a little bit of our tools, so we needed to build it for the learner, with the learner to draw them in.

PL: For the learner, with the learner says David Chivers there. He's head of Learning Operations at Virgin Media, but how to do that? Let's start by getting back to basics and talking to a couple of experts. Barbara Thompson is from PA Consulting and David Hayden is an L&D consultant with the CIPD. I asked them both for a definition of self-directed learning.

Barbara Thompson: It means two things. It's one that you're providing the framework, the resources, to enable people to do what they're doing naturally and from the bottom up perspective it's that they have the time and the support to be able to follow their passions and dreams and motivations.

David Hayden: I think from my perspective one of the things that it clearly isn't is anarchy within learning. So I think sometimes self-directed learning has been translated as people then often do whatever they want to do.

PL: A free for all...

DH: Absolutely.

PL: ...with your budget.

DH: And absolutely it's not that, like you say it's about a framework.

PL: Because it's as Barbara said it's this idea of enabling people to do what they already want to do in order to do their work better, be more productive, whatever it is and I'm wondering, because this is all we're hearing about now self-directed learning, everyone's talking about it. Social learning obviously is part of it but self-directed learning is this the flipside of the constant change environment, that it's really the only sort of learning that can quite keep pace with the pace of change?

BT: I'm not sure actually. I think it has always been pervasive, it always exists and the degree to which the organisation understands full motivations and attitudes will never be as pronounced as what the individual would know about that.

PL: But that's what I mean really that people know what they need to know don't they?

BT Yeah absolutely. So it will always be there bubbling up but it's the degree to which L&D can join their party rather than L&D saying, 'Well come and join ours.'

PL: And while fostering a learning culture is vital the learning that goes on does need to walk in step with the business's aims and objectives. At Virgin Media that was the challenge that triggered a complete overhaul of their L&D strategy.

DC: So this was a big push for us in Virgin Media. So for a number of years we've not really aligned any of our learning function to our business priorities, so over the last couple of years we've gone through a bit of a transformation where we have brought in some additional roles that are business partnering roles that work and sit as part of the senior leadership teams in each of our divisions to understand their direction, where they're trying to go, and then to start to build the learning programmes and support tools and devices that will sit behind that so that we're more aligned to where they're trying to go as an organisation.

PL: That's interesting can we dig into the detail of that a bit? So you've got people across the organisation who are tasked with this idea of thinking about business imperatives and how that should translate into learning...

DC: Yeah.

PL: ...bring them together and then?

DC: Absolutely. So we've got six people who sit across the division and they are actually targeted on the business performance of their divisions as well as their L&D outputs as well. So the success of that division will determine whether they're successful as well. So that's a key driver for those individuals.

PL: So they're invested.

DC: It makes sure they're invested in everything having an end result. But the biggest thing for us is measuring any learning that we do from an ROI perspective and not just what a lot of learning professionals are great at doing the level one and level two feedback and understanding whether people enjoyed the course or learnt something but actually that next level of learning transfer - are we seeing that happening in the business, are people taking the things that they've learnt, either online, digitally or in face to face programmes and implementing them? And then is

that impacting the key business measures? So are we actually starting to drive customer satisfaction? Are we actually driving better sales? Are we actually driving quicker turnaround in terms of faults that we're fixing etc.? So if those aren't turning and the dial on those isn't improving we look to then go back and say, 'Okay how do we alter those learning programmes? How do we improve them to start to turn those down?'

PL: Okay so backtracking a bit to objectives that's the sort of thing you're talking so do you set, what a specific number of objectives or objectives around each department? How does it all come together into a strategy?

DC: Generally people will set around eight objectives a year. Four of those will be business aligned so they'll be about where is my division going. So if I'm setting up a customer support division for instance it'll be about four significant objectives as to what that division wants to achieve this year.

PL: And what might they be?

DC: So those would be anything from customer satisfaction for instance. So one of the biggest drivers in our organisation and across our industry is MPS. So we're always looking to drive that up and ensure our customers are happier with the service that we provide them. So typically you would see that sort of measure in their objectives on an annual basis. So four that are business aligned, then there'll usually be a couple that are around the learning programmes that they're pushing out and bringing some sort of innovation or future technology into those programmes. And then there'll usually be a couple of individual objectives for individuals as well to push up.

PL: Okay so they know what they want to achieve and in terms of delivering the learning and encouraging the learning how does that then work on from that process?

DC: Yes, so lots of different ways in Virgin Media we do this. So we have lots of different sites. So our main portal is a site called iDiscover which we've built internally with our own resource. So we use that to communicate extensively to the workforce but more than anything we also believe in a relentless pursuit of engagement and comms in a physical manner as well. We have a lot of contact centres and we have a lot of our people out there in the road. So we encourage our learning professionals, and there are quite a few of us there's around 140 learning professionals in Virgin Media, to actually get out and be involved in team meetings and scrums that they have in contact centres; directors' meetings to promote some of the learning that's going on and how it's going to benefit their overall performance.

PL: For Barbara and David it's less important to align with specific business objectives than to provide a framework, a business context. But without clear objectives how do you measure impact? Well they both agree that's all about gathering and sharing stories.

DH: I think it's looking at where things are going really well and analysing what's going on here, how has this happened?

PL: How do we get to here?

DH: How are we getting here, yeah, and finding out actually people are doing some of this stuff off their own bat and being engaged. So okay how can we then not only celebrate that but sow the seeds in places where it's not going so well.

PL: Yes but the whole process is more sophisticated isn't it than it ever used to be and more subtle in terms of how you're evaluating it and what it's actually bringing to your organisation? And what I'm interested in is how you capture those stories of getting from A to Z and share that because that must surely be part of the process mustn't it?

BT: So to give you an example of one of the techniques that we use we get people to draw a graph for three or six or twelve months and say what are the things that are dragged down or enhanced performance, articulate what those are and then that's when people start talking about their story. So they might say, 'Oh I watched a fantastic TED talk and it really helped reframe X, Y, Z. Or I had a conversation with a peer. And that's how you surface some of their stories. And then what we do is we go a little bit further because we like stories to be much more user-centred rather than stories that's driven out from the centre. So we say then, 'How did that impact you? How did that contribute to X, Y and Z?' And we'll zone in on that particular sequence of events and we'll have that as a user story that we can talk about learning in a 70, 20, 10 frame.

PL: And how do you then distribute that?

BT: We have an informal system where we're able to upload videos, or we might show them, well we do advocate showing them within the classroom experience as well, so it might be that you're talking about a particular theme, wouldn't it be great that you can then bring in a video story about how someone has developed in this way. So it's to think about how you can use it in a number of different guises.

PL: And selling this approach at every level of the organisation can make the difference between success and failure.

BT: If we create the tools and we support people with the tools to help them with this the missing bit is line manager support. So I've been in situations where I've walked past someone who was looking at, it just so happened to be a TED talk and someone said, 'Oh you've got the time to be doing that haven't you got a job to do?'

PL: That must have made you sigh!

BT: Well it did make me sigh because it's to be applauded that anyone would want to take out time when everyone's incredibly time poor to want to look at something to help them do something better but if you don't create a parallel culture to support that then that's an absolute pitfall.

PL: Just a couple of years ago Virgin Media L&D was 80% face to face - not any more!

DC: We've gone on a big transformation to take on board a lot more digital because a lot of our learnings, particularly in some of those volume contact centre places that I talked about are used to an instant search and finding an instant solution plus they

don't have a lot of time off the phones because we want them talking to our customers and serving our customers. So we've had to build bite-size learning because that's what they've asked for. So we do a lot more videos; we do a lot more animations; we do a lot more infographics, stuff that they consume in two to three minutes, between calls with customers, can just upskill themselves on any challenges that they're facing throughout the day as well.

PL: So you're tracking all that obviously about who's doing what, how do you encourage them to do it?

DC: Ah ha it's a good question. So we encourage through trying to get off on the right foot to start with. So when people are inducted we talk a great deal about the learning that we want them to do but we also talk about the options available to them, the career paths that are there for them. So if you took my own function for instance it's a learning function, around - I don't know the exact figures - but around 70% of the people that work in our learning function started with us as a contact centre agent or a salesperson or a technician or an apprentice, which is just fabulous. So we are all about internal growth and a lot of what we do is get them to think about their career paths and where they want to go longer term.

PL: That's interesting okay so they see the wins for themselves as well as the wider organisation. Is there an argument that self-directed learning generally benefits the individual sometimes at the expense of the organisation?

DC: Yeah I don't disagree with that, yeah absolutely. There are times, and you can look back through some of the tracking that we've done over the years of some of our programmes where we sent people on things like MBAs and the programmes that they wanted to do and shortly afterwards they've left. And many organisations will have the same story and actually that's a failing for us as an organisation because 1) there's nothing wrong with they going on that programme but have we actually asked the question as to how much it's going to benefit us as well as them because that's what the key is to really successful learning it's something that's going to drive business performance and enhance the individual in the way that they work.

PL: So how does that work then if an individual goes to a line manager and says 'I want to do x,' are there protocols around that sort of questioning now?

DC: Historically no, yes there are now. So previously it was very much there's a budget that each division has and you kind of dip into the budget and if someone says yes, happy days! Now we have a lot more governance around that.

PL: When it comes to that idea of drawing people in and encouraging this self-directed element of learning David and his team constantly monitor how individual learning elements are going down, be it video, infographic or whatever. And they tweak their output as that data comes in.

DC: It's all about how well they're landing so we'll look at user stats; we'll look at time on a site, so we have some great videos that are three to five minute in length, some five minute videos really are the key ones that we first launched and when we launched them out there they were used and lots of people were going on to them but everybody started switching off at about three minutes 20, so no one watched

them to the end. So why are we producing a five minute video that nobody's going to get to the end to. So we'll go back and we'll go, 'Okay let's refine that and if there's some great points in that last minute and a half let's draw them in so they're into a three minute video and we'll time it.

PL: Interesting so analytics are key.

DC: Hugely.

PL: Let's talk a bit more about measuring outcomes from this how do you do that?

DC: So a lot of it is based on the individual programmes that we're building so we don't have a set of generic measurements for L&D that are, here's our success measures as such, what we'll do is for each programme that we build we'll set the success measures for that up front. We'll say, 'Okay what's our target where do we want to get to? And what do we think this learning intervention can do?' So if it's NPS is currently at 25% and we want to get to 35% is learning going to get us there? I can tell you now no! But maybe learning can get us 1% of the way. So we'll say, 'Okay let's see if we can get 1% of the way.'

PL: So you are setting targets?

DC: And we'll track on that. Absolutely we set targets for ourselves and we don't always reach them, we're realistic about that but we learn from when we haven't reached them.

PL: Yeah how tough is that because it's quite tricky isn't it designing those things and setting... I mean it's a bit of a guessing game isn't it setting a target?

DC: Yeah.

PL: And obviously if you set them too low then it's meaningless.

DC: Yeah absolutely. It is very much a guessing game but one of the things that I would stress we've brought into our learning culture is, and a phrase that I use all the time is embrace failure. So we miss targets all the time.

PL: But that's okay with management?

DC: And I'm okay with that yeah but the whole management might not be as pleased with it but as long as we can see that we're then looking to take that information of where we've missed and build on it and improve for the future then that's the positive step. For many, many years we had no targets, many of our learning programmes didn't have set learning objectives in them, so actually being able to measure anything was non-existent. So we're a giant step from where we were and management are accepting of that because we're very lucky that we're an organisation that's got a culture of innovation, creativity, challenging the norm. So sometimes we get things wrong because that's kind of the organisation that we are as long as we learn from it then that's positive.

PL: Great but what about the pitfalls and when you're walking that tightrope between hands on and hands off there will be pitfalls.

BT: If it's left as a wild west approach, by that I mean that you don't provide help people with the context, if you don't help people perhaps with a framework in which they can access things, if the experience is really poor and people are having to click 50 times to access self-directed then what you just do is you just switch people off and of course we're adults it's absolutely fine for people to go and look at things in their own time which might not have the organisational context but in some curricular areas, if you take safety as an example, you want it to be very tailored based on the needs of the business. So the pitfalls are if you make it hellish for people then guess what they're going to go outside and do those things.

DH: The pitfalls are around how we label it, so if we label it as the next big thing then it's not going to work; the other thing didn't work so why would this thing work?

PL: So is the trick not to label it at all, you don't call it anything?

DH: Yeah absolutely. We've spent a lot of time basically saying we control learning. We'll control what you train in. So it is pushing against a tide of all those years of control around that. In some organisations we've allowed people to abdicate their development tools.

PL: All a bit paternalistic.

DH: Absolutely and people come to events, whether it's online, whether it's face to face, in a passive way expecting to have something done to them rather than involving and engaging in a lot of organisations.

PL: Harnessing everyone's innate natural curiosity sits at the heart of a self-directed learning culture but as Virgin's David Chivers happily admits L&D has to keep learning too.

DC: We get it wrong all the time. I guess the best example of us getting it wrong is we launched a load of online videos for our technical community, so these are engineers that dig up the roads and lay the cable that allows us to connect to our customers and these were brilliant videos, I mean they were amazing because we built them all ourselves as these brilliant animated videos of people talking about how the network works and faults that could go wrong, and put them all out there and made a big song and dance of it, got into all these meetings and the engineers came back and said, 'these are great. These are really good. We love these. We can never watch them.'

PL: Why.

DC: We said to ourselves why, yeah. Because they're in vans driving around on the road so how can they watch a video? So they said, 'Do you know what would be great is if you could turn these into podcasts.' So now we do a series of podcasts that our engineers can listen to.

PL: Audio podcasts?

DC: Yeah absolutely, that they can listen to in the van when they're moving between customers. So that's an example of us being directed by the learner as to the type of solution we provide as well.

PL: The CIPD has fact sheets on a whole range of people topics, check out the ones on digital learning and learning methods for places to start plus there's a mooc platform FutureLearn where there are two self-directed online courses if you'd like to dive a little deeper.

Next month productivity - how do top tier organisations get such great performance out of their people? Thanks for listening.

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We explore recruitment fraud, its impact on organisations and what HR can do to protect themselves and others.

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The Association for Talent Development (ATD) is a professional membership organization supporting those who develop the knowledge and skills of employees in organizations around the world. The association was previously known as ASTD.

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ATD | The World's Largest Talent Development Association | ATD

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The Association for Talent Development (ATD, formerly ASTD) is the world's largest association dedicated to those who develop talent in organizations. These professionals help others achieve their full potential by improving their knowledge, skills, and abilities.

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Human resources jobs, and business and work related news and events

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HR, Business and L&D Online Journals | CIPD

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Access a wealth of information for human resource and learning and development professionals with online journals available to CIPD members.

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Related Theories and Models Self-directed:

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Related Theories and Models Self-directed:

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'Deci & Ryan', 'Knowles', 'Hase and kenyon', and 'Grow'.

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Bookreader Item Preview

remove-circle Internet Archive's in-browser bookreader "theater" requires JavaScript to be enabled. It appears your browser does not have it turned on. Please see your browser settings for this feature.

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Self-directed learning : a guide for learners and teachers : Knowles, Malcolm S. (Malcolm Shepherd), 1913-1997 : Free Download, Borrow, and Streaming : Internet Archive

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Related Theories & Models social learning:

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Related Theories & Models social learning:

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'Bandura', 'Vygotsky', 'Bruner', 'Siemens and Downes', and 'Stepper'.

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Social Learning Theory: Bandura’s Bobo Beatdown Experiments

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Lev Vygotsky’s Sociocultural Theory of Cognitive Development

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Bruner's theory of cognitive development

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Bruner's theory of cognitive development

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Bruner's Theory of Cognitive Development - Simplest Explanation Ever

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Summary: Connectivism is a learning theory that explains how Internet technologies have created new opportunities for people to learn and share information across the World Wide Web and among themselves.

Originators & Proponents: George Siemens, Stephen Downes

Keywords: communication, connection, distributed cognition, distributed learning, information, Internet, knowledge sharing, links, massive open online course (MOOC), nodes, online, open educational resources (OER), social networks
Connectivism[1][2]
Connectivism is a learning theory that explains how Internet technologies have created new opportunities for people to learn and share information across the World Wide Web and among themselves. These technologies include Web browsers, email, wikis, online discussion forums, social networks, YouTube, and any other tool which enables the users to learn and share information with other people.

A key feature of connectivism is that much learning can happen across peer networks that take place online. In connectivist learning, a teacher will guide students to information and answer key questions as needed, in order to support students learning and sharing on their own. Students are also encouraged to seek out information on their own online and express what they find. A connected community around this shared information often results.

The massive open online course (MOOC) phenomenon comes from connectivist theory. In a connectivist MOOC (cMOOC), it is open to anyone who wants to enroll, it uses open software and systems across the Web to facilitate learning and sharing, it takes place primarily online, and it happens according to a specified curriculum for a designated period of time. While facilitators guide the cMOOC, its participants are largely responsible for what they learn and what and how they share it; this connected behavior largely helps create the course content.

References

1. Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.

2. Downes, S. (2010). New technology supporting informal learning. Journal of Emerging Technologies in Web Intelligence, 2(1), 27-33.

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Summary: Connectivism is a learning theory that explains how Internet technologies have created new opportunities for people to learn and share information

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Working Out Loud: this article provides a practical explanation of the Working Out Loud method, co-developed by John Stepper. Next to what it is, this article also highlights who developed it, the value and advantages for organisations, the formula explained, the 5 elements, a Working Out Loud step-by-step plan and Tips. After reading, you'll have a basic understanding of this management development method. Enjoy reading!

What is Working Out Loud?

Working Out Loud (WOL) is an approach to collaboration in which employees form a virtual network. They are encouraged to talk about their work and publish what they do. The goal is to allow others to communicate with them, respond to their work and learn from them, so that they can subsequently apply this knowledge to their own work.

Working Out Loud is a way to build new relationships that can be valuable in many different ways, such as achieving a new goal, developing a new skill, or exploring a new topic.
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Although it can be compared to traditional networking, but rather than relying on new connections, WOL invests in existing relationships by making voluntary contributions. The results of this process will become apparent over time.

After a period of time, the provided input creates a sense of trust and connectedness, which increases the chances for sustainable partnerships.

At the basis of WOL lie the so-called WOL circles. These are peer-support groups of four to five people in which the following types of questions are discussed: what am I trying to do? Who is related to my goal? How can I strengthen our relationship and make it more valuable?

Who developed Working Out Loud?

The concept of Working Out Loud was first described by Bryce Willians. In 2010 he published the blog post 'When will we work out loud? Soon!' on his blog The BrycesWrite. When he came up with the concept, he proposed the following simple formula for WOL:

Working out loud = observable work + narrating your work

Later the concept would be expanded upon by John Stepper. Today Stepper advocates the effectiveness of the concept worldwide. In a TED Talk, he stated that with WOL, he was stimulating a worldwide movement.

Value of Working Out Loud for organisations: the advantages

By applying the Working Out Loud concept, both employees and employers become more efficient. This because they have access to a much larger network of meaningful relations that generate a sense of control, competence and connection. This all results in more motivation, flexibility, innovation and valuable collaborations for both individuals and organisations.

Organisations are often insular. This means they have hierarchies and people only communicate in small groups. Rather than social corporate networks, email is the primary means of communication. Although the organisation stimulates the use of these social corporate networks, people often continue to rely on old ways of communication in small groups. The idea is that people prefer to send information only to people they know and trust, and people don't want others to read this information.

Working Out Loud is a radically different approach. If applied properly, employees can work in a more transparent fashion. A shift takes place from a need-to-know approach to communication to a need-to-share approach to communication.

Some advantages of the Working Out Loud approach include:

It promotes the development of an agile network company by stimulating networks and connections

Knowledge and expertise become accessible to a wide range of professionals

It encourages faster problem solving;

This in turn leads to accelerated innovation

WOL stimulates the Learning Organisation

It promotes an innovative, involved and cooperative organisation

The WOL formula explained

Working Out Loud = observable work + narrating your work

Observable work is about creating a space where people make their tasks accessible, so that others can work on them as well. This may be done through a forum, digital portal, or other social collaboration initiatives.

Narrating your work is about creating valuable content through, for example, a blog post. Many people don't like the idea of having to write a blog post every day. However, blogging doesn't necessarily have to be an everyday or time-consuming task. Sharing expertise on published information will benefit the organisation. If a project team has been given a complex task and they are unable to figure it out, they can regularly return to the blog post to consult opinions, suggestions, or ideas. Moreover, every blog post saves a lot of time answering future questions. Working out loud acts as it were like an intra-social database.

The 5 elements of working out loud

Author and speaker John Stepper explains the WOL approach based on five elements.

1. Make work visible

The intention is to make work accessible through blog posts or videos so that people can easily find it. The moment people start to read or view it, or access it any other way, they start to comment or show their appreciation. The result is a conversation or exchange of ideas that inspires people to come up with new ideas or solutions.

Someone who starts applying the Working Out Loud method does not have to be a social media fanatic either. Most people work with email, but the use of social media platforms has many advantages. When the work becomes visible to others, these platforms can reinforce who you are and what you do. The feedback on the published work will improve the work, so that the intrinsic motivation to learn is utilised and strengthened.

2. Lead with generosity

Use Working Out Loud, and in particular the publishing of messages, as a contribution instead of self-promotion. Like all relationships, it is about giving and taking. Therefore make sure you also like other messages and respond to them. This ensures a certain connection with the audience and encourages a positive relationship.

Author Keith Ferrazzi noted, 'The currency of real networking is not greed, but generosity.' Each contribution may not necessarily benefit a person, but contributions may also serve as recognition and appreciation. Mutual altruism means that it is not necessary to keep track of how much someone contributes, or that people have to do something in return for each contribution. Instead, contributions are shared in a sincere and generous way, knowing that you yourself also benefit from using such a social network.

3. Build a social network

The concept of Working Out Loud is based on relationships. When people in a network discover useful and valuable information, this is a good incentive for building a mutually beneficial relationship.

The road to successes, opportunities and knowledge often relies on other people. As relationships become stronger, people will be more eager to help others or work together in different ways. Strong relationships also satisfy the intrinsic motivation to feel connected to something or someone other than yourself.

4. Make it purposeful

When applying WOL, it is important to stay focused on the goal. Try to keep track of this. For example, it is easy to forget contributions on social networks, or to stop helping others. In view of the enormous amount of contributions that can be made, it is also necessary to select which ones contribute to what is needed. If Working Out Loud becomes a habit, it can be applied in the pursuit of any goal.

5. Have a growth mindset

Working Out Loud is not just a simple recipe with a series of instructions that leads to success. Instead, it is more about learning a certain mentality. With a more open and curious approach to life and work, development becomes more natural and resilience is strengthened. Such a mentality increases the opportunities of trying new things and maintaining them, even if people do not contribute in the way they hope.

Participating in WOL circles

One way to directly apply the Working Out Loud method in practice is to establish so-called WOL circles. WOL circles consist of four or five people from the organisation, and are designed to establish connections, share work and deepen relationships.

The moment WOL circles start spreading throughout the organisation, the corporate culture changes and becomes more collaborative and agile. The way in which WOL circles are used is easy to apply in leadership development, innovation, digital transformation, diversity and other initiatives. The official Working out loud website features a guide that explains how people can use digital tools to stimulate connections and relationships.

Working Out Loud step-by-step plan

Implementation of the Working out loud method doesn't necessarily have to be a complex process. Fortunately, the working out loud website includes an extensive manual. Below is a step-by-step plan by means of which the method can be tried out in organisations.

1. Appoint a community manager

In order to steer the initiative in the right direction and facilitate it, it is important that a WOL community manager is appointed. This person acts as a point of contact for employees who are eager to use the WOL method. The community manager is also responsible for the implementation and maintenance of the collaboration platform.

2. Develop a platform or registration system

The moment employees want to explore the Working out loud method, they must register with their organisation's WOL community manager. This host then assigns the different employees to different groups. These groups are referred to as WOL circles. Each circle consists of five people with different backgrounds.

3. Define personal learning objectives

The moment a participant is assigned to a group, they must first define a personal learning objective they wish to realise with the support of the WOL circle.

4. Start the project

The programme lasts a total of twelve weeks, in which participants constantly provide each other with comments on their work or help each other with potential questions that arise. Subsequently, a network of experts will gradually emerge based on various topics. At the same time, this network helps them achieve their personal learning objectives.

In addition to the tasks they perform to help each other through the corporate social network, they also meet one hour a week in person, or through virtual conferences. During these meetings they can share feedback on their work and each other. This way they continuously learn from one another, and employees are encouraged to think about the way in which they perform work.

In doing so, they use digital tools to collaborate, share knowledge and exchange feedback more effectively and faster.

5. Continue the project

Instead of a process that repeats itself, working out loud is more of a continuous process. New groups can be established, or existing members can be added to different groups. The essence of working out loud is that it encourages the organisation as a whole to work together in many different areas.

Tips for Working Out Loud

To conclude, below are a number of tips for using the working out loud method.

Tip 1 to start with Working Out Loud: Set up workspaces

Now that the basis of the working out loud method has been explained in this article, adjust your workplaces accordingly. Introduce and experiment with different tools and online programmes that allow you to share different types of content. Think of documents, images, videos, links, etc. In case of positive results, invest in a smoothly functioning social network platform.

Tip 2 to start with Working Out Loud: Stimulate coaching and mentoring

Not everyone finds it equally easy to share work with colleagues. Others, however, will take every opportunity to share something. It useful to appoint someone, perhaps the community manager, who makes sure that what is shared is actually usable and someone who encourages employees who don't share to start sharing and participating.

Tip 3 to start with Working Out Loud: Make it easy

Choose user-friendly solutions when it comes to a digital platform for collaboration. Pay attention to mobile applications, browser extensions, or integration with other commonly used applications. Make use of WOL easily accessible.

Encourage participation

Encourage employees to participate in the working out loud method by, for example, recognising their contributions. Beware of financial or material rewards, however. This stimulates extrinsic motivation. Working out loud should above all be a generous and altruistic application of cooperation.

Implement WOL throughout the entire organisation

If employees are expected to share their work throughout the hierarchy, this must also be the case at higher levels. To set a good example, implement WOL and WOL circles in senior management as well.

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Now it's your turn

What do you think? Are you familiar with the explanation of the working out loud method? What do you believe are the benefits of working with this method? Has the WOL method been implemented in your work environment? Would you be willing to share all your work with others, so that you can collaborate together? Do you have any tips or additional comments?

Share your experience and knowledge in the comments box below.

More information

1. Working Out Loud own website with publications and list of articles: https://workingoutloud.com/

2. Aten, K., Nardon, L., & Stanko, T. (2016). Working Out Loud: Culture, Technology, and Communication Practices of a Global Team in a Virtual World.

3. Sergi, V., & Bonneau, C. (2016). Making mundane work visible on social media: a CCO investigation of working out loud on Twitter. Communication Research and Practice, 2(3), 378-406.

4. Stepper, J. C. (2015). Working out loud: For a better career and life (Vol. 10). New York: Ikigai Press.

5. Stepper, J. (2016). Working out loud. Training & Development, 43(1), 6.

How to cite this article:
Janse, B. (2020). Working Out Loud Method, co-developed by John Stepper. Retrieved [insert date] from Toolshero: https://www.toolshero.com/personal-development/working-out-loud/

Published on: 03/23/2020 | Last update: 02/21/2023

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Working Out Loud Method, co-developed by John Stepper

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Working Out Loud: this article provides a practical explanation of the Working Out Loud method, co-developed by John Stepper. Next to what it is, this article also highlights who developed it, the value and advantages for organisations, the formula explained, the 5 elements, a Working Out Loud step-by-step plan and Tips.

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An Evaluation of Benefits & Risks of Self-Directed & Social Learning for Individuals & Organisations

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Benefits Potential increase in individual and organisational performance: Self-directed learning (SDL) and social learning (SL) can potentially save time and money, while tremendously increasing skills of the employees in an organization. Many employees in their respective organizations undertake va

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CMI research shows that organisations who invest in management and leadership development programmes see on average a 23% increase in organisational performance, and a 32% increase in people performance. Chartered Managers, an award only available through CMI, on average boost their business' revenue by £310k over 5 years.

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Albert Bandura's social learning theory (SLT) suggests that we learn social behavior by observing and imitating the behavior of others.

Bandura realized that direct reinforcement alone could not account for all types of learning, so he added a social element to his theory, arguing that people learn by observing others (Nabavi, 2012).

His theory is regarded as the bridge between behaviorist and cognitive learning theories, encompassing attention, memory, and motivational processes (Muro & Jeffrey, 2008)

The SLT states that in response to observation, imitation, and modeling, learning can occur even without changing behavior (Bandura, 1965).

This article introduces Bandura's social learning theory and explores key concepts, real-life examples, and some fascinating experiments.

Before you continue, we thought you might like to download our three Positive Psychology Exercises for free. These science-based exercises explore fundamental aspects of positive psychology, including strengths, values, and self-compassion, and will give you the tools to enhance the wellbeing of your clients, students, or employees.

What Is Bandura's Social Learning Theory?

To understand Bandura's theory, let's first look at the originator.

Who is Albert Bandura?

Albert Bandura, born in 1925 in Alberta, Canada, became interested in psychology while studying biological sciences at the University of British Columbia (Nabavi, 2012).

Graduating with a degree in psychology, Bandura continued his studies and in 1952 was awarded a PhD in Clinical Psychology from the University of Iowa. He was elected president of the American Psychological Association in 1974 and awarded the Outstanding Lifetime Contribution to Psychology in 2004 (Nabavi, 2012).

In the 1960s, Bandura became known for his social learning theory (SLT). His approach recognized reinforcement and the importance of observing, modeling, and imitating the emotional reactions, attitudes, and behaviors of others in learning (Bandura, 1977a).

In 1986, the SLT developed into the social cognitive theory, incorporating the idea that learning takes place in a social context, "with a dynamic and reciprocal interaction of the person, environment, and behavior," and a cognitive context that considers past experiences that shape engagement in behavior (LaMorte, 2019).

Because of his continuing research, Bandura became known among academics as the father of cognitive theory (Nabavi, 2012).

What is the social learning theory?

Learning is about interacting with the environment and making a permanent change in knowledge or behavior that improves human performance (Driscoll, 1994).

According to Bandura's SLT, we learn from interacting with others in a social context. We observe, assimilate, and imitate others' behavior when witnessing positive or rewarding experiences (Nabavi, 2012).

Bandura (1977a) agreed with the behaviorist learning theories of classical conditioning and operant conditioning yet, crucially, added the following:

Mediating processes take place between the stimuli and response.

Behavior is learned through observation of the environment.

As a result, both environmental and cognitive factors combine to influence human learning and behavior.

The SLT states that we acquire behaviors through a combination of reinforcement and imitation, where "imitation is the reproduction of learning through observation" (Gross, 2020, p. 489).

Stages of the Theory: A Diagram

Bandura's social learning theory provides a helpful framework for understanding how an individual learns via observation and modeling (Horsburgh & Ippolito, 2018).

Cognitive processes are central, as learners must make sense of and internalize what they see to reproduce the behavior. Psychological processing is required to match cognition and behavior between the observation and the performance (Horsburgh & Ippolito, 2018).

The following diagram represents the three interconnected underlying themes of the SLT: environmental, personal, and behavioral factors (modified from Bandura, 1977b).

SLT processing

The SLT suggests that we learn from one another throughout our lives via the following processes (Nabavi, 2012):

Observation
We observe other people's behavior.

Imitation
Following observation, we assimilate and imitate the observed behavior.

Modeling
We are more likely to imitate behavior modeled by people we perceive as similar to ourselves.

While behaviorists claim learning must result in a permanent behavior change, social learning theorists demonstrated the importance of cognition, recognizing that learning can occur in the absence of behavior (Bandura, 1965).

Behaviors learned through modeling

Bandura proposed that modeling or learning is composed of four mediational processes or conditions that must be met (Horsburgh & Ippolito, 2018; Nabavi, 2012):

Attention
We must pay attention to the model. Our attention increases when behavior is more striking, different, or prestigious, and when the model is more similar to ourselves.

Retention
We must be able to remember the observed behavior; this can be increased throughrehearsal.

Reproduction
We must be capable of replicating the behavior just observed. Note that a novice may not be developmentally ready to reproduce the action.

Motivation
We must be motivated to demonstrate what we have learned. This can be influenced by bothreinforcement and punishment.

The following diagram shows the stages involved in the modeling process (modified from Nabavi, 2012):

In a 2018 study using the SLT to explore learning from role models, students confirmed the processes above, describing how they were "selectively and consciously paying attention, using retention strategies, reproducing observed behavior and being motivated to imitate" (Horsburgh & Ippolito, 2018, p. 1).

10 Key Psychology Concepts

Interpretation of the Social Learning Theory depends on the following key concepts.

SLT foundational concepts

While there are several concepts crucial to our understanding of the SLT, the following are foundational (Nabavi, 2012; Introduction, 2020):

People learn through observation.

Reinforcement and punishment have an indirect effect on behavior and learning.

Cognitive factors contribute to whether a behavior is acquired.

Learning involves modeling, yet does not require behavioral change.

Reinforcement and punishment

Both reinforcement and punishment are essential factors in the observer's motivation to replicate the behavior they have seen (Nabavi, 2012):

Both factors indirectly impact learning (but are not the sole cause).

Both factors influence the degree to which an observer exhibits a learned behavior.

The expectation of reinforcement influences cognitive processes, such as attention and learning.

Modeling & role models

The SLT demonstrates that humans learn and imitate behaviors observed in other people. The people observed are called models, and the process of learning is described as modeling.

Bandura identified three basic model types involved in observational learning (Nabavi, 2012):

Live model
An individual is observed acting out or showing the behavior.

Verbal instruction model
The behavior is explained or described.

Symbolic model
A real or fictional character displays the behavior online, on TV, in a book, etc.

A lecturer who attends and enjoys a training course may imitate and model the instructor's technique and style to improve their teaching methods and student engagement. Similar modeling occurs when children watch parents read, students see mathematical problems solved, and bystanders witness an act of bravery (Bandura, 1986, 2006).

3 Real-Life Examples

Let's look at the application of SLT in real life.

Criminology and aggression

According to the SLT, "aggressive behaviors are learned through reinforcement and the imitation of aggressive models " (Gross, 2020, p. 489).

Bandura showed that aggressive tendencies, especially in children, are vicariously reinforced by seeing others rewarded for or benefiting from their aggressive behavior.

Are aggressive behaviors learned from violence on TV and in films? It depends on viewers' perceptions, including factors such as (Gross, 2020):

Are the violent portrayals in realistic settings? Violence in news and documentary programs is typically more upsetting.

Is the violence justified or rewarded?

Does the viewer closely identify with the characters?

Is there a graphic and realistic depiction of the victim's pain and suffering?

The SLT is also valuable in understanding criminal and deviant behavior. A review of existing studies found that the SLT could make sense of events at both a micro and a macro level, considering the temporal and ecological context (Akers & Jensen, 2006).

Social learning theory in social work

The SLT has implications for social work. Indeed, "modeling is seen as one of the key factors in the development of prosocial behavior" and occurs in families, workplaces, and education (Davies, 2013, p. 74).

The theory can help social workers better understand how specific behavior has developed and how to intervene, either to act as a role model or to encourage others.

Skill learning

Learning from role models is a widely accepted learning method, yet in education, the term remains vague and inconsistently used (Horsburgh & Ippolito, 2018, p. 1).

A 2018 study studied the effect of role modeling in teaching and learning in medical students (Horsburgh & Ippolito, 2018). Students reported that learning from role models was "complex and haphazard," and the study recognized that the process of learning from role models was challenging, but could be helped by (Horsburgh & Ippolito, 2018):

Ensuring proximity and repeated observation of role models' actions and their behavior

Providing insight into the hidden thought processes behind the observable behaviors

Being given the opportunity to reproduce and practice behavior accompanied by reflection

Fascinating Experiments and Studies

The SLT has been studied through several fascinating and memorable studies, including:

Bobo doll experiment

In 1973, Bandura set out to understand the role of modeling in learning and aggression. To test the hypothesis that imitation played a large part in behavior, he created situations where children between three and five years old watched adults acting aggressively toward a large plastic doll, known as a 'Bobo' doll (Davies, 2013; Gross, 2020).

When allowed to play with the doll themselves, the children exhibited aggression to a degree that matched the scene they had witnessed.

Subsequently, when researchers removed toys, they observed the degree of aggression in the frustrated children. Bandura found that the children who had witnessed prior aggressive behavior were more likely to display it themselves.

However, Bandura identified that the acquisition of aggressive behaviors did not necessarily mean the child would imitate what they had seen (Gross, 2020).

Introduction of TV

"Natural experiments allow the researcher to take advantage of fortuitous and naturally occurring events" (Gross, 2020, p. 491).

Two well-known studies researched the introduction of TV into communities where it hadn't previously existed (Williams, 1986; Charlton & Hannan, 2005).

Following the arrival of television in St. Helena, a remote island in the South Atlantic Ocean, Charlton and Hannan (2005) found no noticeable difference in the children's behavior. However, the study concluded that mitigating social factors might have helped, including being part of a small population where everyone knows one another and parents maintaining a high degree of control over their children's behavior.

Contextual and cultural factors can moderate exposure to media violence or aggressive behavior (Gross, 2020).

Promoting positive parenting

Video feedback has been used successfully as a social learning theory intervention to promote positive parenting. In a 2017 study, parents who received helpful feedback became better role models, child-parent attachment improved, and there was a reduction in behavioral problems in children (Juffer, Bakermans-Kranenburg, & van IJzendoorn, 2017).

Combining the biological perspective with the SLT

Recent research has combined new findings in biological risk factors into mainstream social learning theories of criminal behavior (Fox, 2017).

"While learning clearly has social origins among peers and conditioning in society, it is also a biochemical process" (Fox, 2017, p. 25). Research, while ongoing, suggests that "many biological factors influence our learning, and consequently our behavior" (Fox, 2017, p. 28).

An improved understanding of such underlying factors, including perception, encoding, and reinforcement, may explain why some individuals are more likely to learn from the antisocial behavior of peers.

10 Strengths & Weaknesses of the Theory

Bandura's SLT has had a profound impact on learning theory and psychology in general.

As with all psychological theories, there are strengths and weaknesses, and research is continually adding to our knowledge (Introduction, 2020; Wortley, 2008).

Strengths of the SLT

The SLT is incredibly flexible in explaining a person's various ways of behaving and learning. An environmental change can lead to a behavioral one.

The SLT explains that learning can happen in various ways, including observation and direct, hands-on experiences.

The SLT has been applied in many settings that have consistently shown strong relationships between social learning concepts and behavior.

The degree, probability, and frequency of reinforcement impact imitation.

Studies involving children observing aggression have shown that it impacts their subsequent behavior in controlled situations.

Criticism and limitations

The SLT does not consider the aspect of accountability in actions. The theory suggests that how a person behaves is primarily down to context rather than how they process information.

The SLT ignores developmental milestones. Such development stages typically occur irrespective of the environmental setting.

The SLT does not account for behavior when there is no role model.

Negative behavior such as criminal activities can occur without prior exposure to such behavior.

The SLT can be difficult to test because of ethical issues. Indeed, experiments such as the 'Bobo' doll study would no longer be allowed.

Resources From PositivePsychology.com

We have many resources that can help you or your clients learn more effectively as well as overcome challenges during the learning process.

Adopt a Growth Mindset
A growth mindset is particularly helpful when one is preparing to learn something new.This exercise helps clients recognize instances of fixed mindset in their thinking and actions and replace them with thoughts and behaviors more supportive of a growth mindset.

Growth Mindset Phrases for Children
Likewise,this handout presents examples of different phrases educators can use to encourage children to maintain a growth mindset.

Reflective Questions for Personal Academic Performance
This reflection exercise presents a series of prompts inviting students to think about what they are learning, why they are learning, and how they can improve the learning process.

Learning From My Work
This short questionnaire helps adults, teenagers, or children assess their performance and learning orientation when completing homework or other projects.

17 Positive Psychology Exercises
If you're looking for more science-based ways to help others enhance their wellbeing, this signature collection contains17 validated positive psychology tools for practitioners. Use them to help others flourish and thrive.

A Take-Home Message

Psychologist Albert Bandura developed the SLT in response to the limitations of behavioral theories of learning.

While behaviorists focused on how the environment and reinforcement affect behavior, Bandura recognized that people learn by observing how others behave, including the rewards and punishment they receive.

Through a series of experiments, Bandura confirmed the ability of humans to acquire new behavior through observation and imitation. The SLT (later becoming the social cognitive theory) put forward the idea that learning occurs within a social environment, resulting from a shared interaction between person, environment, and behavior (Introduction, 2020).

While it has some limitations, the SLT successfully explains the acquisition of new behavior in many environments. The SLT is particularly valuable in explaining how children learn by imitating family members, friends, and other influential figures and will perform the behavior if the reward is sufficient.

Whether applied to education, social work, or criminology, the SLT is a valuable theory that can be used with other ideas and practices to bring about change. Although some historical studies do not meet the ethical research standards of today, the lessons learned remain valuable and insightful for education and behavioral change.

We hope you enjoyed reading this article. Don't forget to download our three Positive Psychology Exercises for free.

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What Is Bandura's Social Learning Theory? 3 Examples

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This article introduces Bandura's social learning theory and explores key concepts, real-life examples, and some fascinating experiments.

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5LD01 Assignment Example | Supporting Self-Directed and Social Learning

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5LD01 Assignment Example; Supporting Self-Directed and Social Learning is a unit in the CIPD Level 5 class that will enhance your interaction with people

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Lave & Wenger - communities of practice - social learning, not got any validity info though

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Lave & Wenger - communities of practice - social learning, not got any validity info though

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wenger-trayner - Social learning theorists and consultants

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Introduction to communities of practice - wenger-trayner

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Introduction to communities of practice a brief overview of the concept and its uses Etienne and Beverly Wenger-TraynerJune 2015 Table of contents A community of practice storyWhat are communities of practice?What do communities of practice look like?Where does the concept come from?Where is the concept being applied?Myths about communities of practiceFurther reading A community of practice

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CIPD factsheet headline on social learning & other types

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CIPD factsheet headline on social learning & other types

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Research is continually advancing our knowledge of how humans learn and what this means for effective workplace learning. As a result, traditional models that are applied to learning design and delivery are being challenged and emerging theories are being explored.

This factsheet outlines a range of theories on workplace learning to inform design. It outlines some of the more prominent ideas practitioners need to embrace before the design process commences.

Most theorists agree that it's vital to support learners in reflecting on their learning to embed any new knowledge, skill or behaviour. This means space for reflection must be a part of any form of intervention.

The theories introduced below are intended as a starting point to explore this complex but vital field of study for L&D practitioners.

Behaviourism

Key theorists: include Guthrie, Hull, Pavlov, Skinner, Thorndike, Tolman and Watson.

Overview: Through stimuli in the learners external environment, a change in behaviour can be brought about through training and education.

There are two types:

Operant conditioning: Skinner suggests applying either positive reward and/or reinforcement or negative reinforcement and/or punishment and/ after a behaviour has taken place. The basis is that people will seek to gain more positive reward and so repeat the behaviours that result in this.
Operant conditioning is about changing voluntary behaviour, requiring the learner to participate and to want to change to the behaviours that result in positive reinforcement and reward. Feedback given in review sessions during skills training is a typical example of operant conditioning. It does not always work. Where, for example, managers are very sparse in feedback, praise, reward or just acknowledgement, employees or learners may settle for negative punishment as the only way of getting any acknowledgement of their existence. This means that negative behaviours are reinforced; the opposite of what is required.

Classical conditioning: this is most well-known through the story about how Pavlov trained dogs to salivate when they heard a bell being rung. He had taught the dogs that there was a relationship between the bell ringing and food appearing (which made the dogs salivate). Later the dogs salivated when they heard the bell even if no food was produced.

Cognitivism

Key theorists: include Ausubel, Bruner, Gagne, Koffka, Kohler, Lewin.

Overview: The theory grew out of Gestalt theory to develop knowledge already gained and to interpret new knowledge through cognitive processes (mental skills) such as recognition, recall, analysis, reflection, application, finding meaning, problem solving, evaluation, memory, and perception. It's also about developing capacity and the skills to learn better. This theory places importance on experience insights.

Humanism

Key theorists: include Bloom, Maslow, Rogers.

Overview: Learning is a personal act and a self-actualising process, focusing on affective (emotions and feelings) and cognitive (mental) learning needs. Bloom's Taxonomy of Learning Domains, demonstrates how we receive phenomena, respond to phenomena, attach worth or value, organise and prioritise and internalise values.

This allows learners develop skills such as listening with empathy, participation in group work, questions concepts to internalise them, is sensitive to individual differences, and accepts responsibility for one's own actions.

Social learning

Key theorists: include Bandura, Rotter, Engestrom, Eraut, Lave and Wenger, Salomon.

Overview: Learning takes place through interaction with others in a social context. It includes observation of others.

This forms the basis of learning through communities of practice and situated learning such as real-life project groups and action learning. It is used in developing behaviours through role modelling and interaction.

Constructivist

Key theorists: include Candy, Dewey, Piaget, Rogoff, vonGlaserfeld, Vygotsky, Boud.

Overview: the individual learner constructs meaning and knowledge through experiences and reflecting on those experiences. When a learner encounters something new this must be reconciled with previous knowledge and experience. It may result in changing beliefs or rejecting the new information.

A constructivist L&D practitioner allows learners to gain new knowledge and meaning for themselves, rather than telling them the information or concept and expecting 'rote' learning. It requires learners to actively participate.

This is a relatively contemporary topic in its application in learning design and delivery.

RAD

In The Neuroscience of Joyful Education, Willis discusses learning being a stress-free experience for effective outcomes. RAD means:

R (Reticular activating system [RAS]): All information enters the brain through sensory inputs but only a fraction make it through the unconscious RAS filter. Effective learning content should therefore be non-threatening, novel and engaging.

A (Amygdala): The part of the brain's limbic system which acts as a filter to send information to the reactive or reactive or reflective areas of the brain. Learning requires reflection in which positive past experiences and strengths are highlighted. Stressful environments can lead to a fight, flight or freeze response.

D (Dopamine): This is released during pleasurable experiences. Effective learning is supported by creating positive associations with existing knowledge and past success, and through engaging and creative activities.

Dror provides further insights about minimising cognitive overload.

SCARF

Rock's SCARF model focuses on how the brain responds to threat and reward. He offers five factors on how we engage in social, interactive and collaborative settings. The model proposes that learning increases as threats are minimised and rewards maximised:

S (Status): Learning that's perceived to enhance status (leading to a promotion, for example), will be motivational.

C (Certainty): If certainty is lacking, the impulse may be to disengage, whereas clear steps and a sense of order can increase learning transfer.

A (Autonomy): A degree of autonomy in learning is a key factor in reducing stress. There's a contrary impact if autonomy is denied; effective learning involves some choice and control.

R (Relatedness): If we feel trust, empathy and social connection during learning, oxytocin is released in the brain, which increases engagement.

F (Fairness): Learning which is perceived as fair and justified is motivational, whereas unfair stirs hostility and threat.

AGES

The AGES model, produced by Davachi et al, draws on established psychological principles. It proposes that learning is effective when these factors are considered in design and delivery:

A (Attention): Requires minimal distractions and avoidance of cognitive overload, novelty, varied techniques and approaches.

G (Generation): Learning is maximised when it has personal meaning. L&D practitioners need to align learning to existing knowledge to support meaningful associations and applications.

E (Emotion): Generating positive emotional experiences and social activities helps learning transfer. Conversely, negative emotions associated with learning, such as a fear of failure, can reduce engagement.

S (Spacing): It's better to distribute learning in discrete blocks delivered over short time periods than cram lots of content into a prolonged session to aid long-term memory retention.

The infographic explores the AGES model in more detail.
AGES model of learning infographic
Research in neuroscience continues to expand, along with challenges to these ideas.

Neuroplasticity suggests that the brain is able to keep developing and changing. This is a direct challenge to the belief that humans are entrenched in certain thought processes and skills.

One of the most quoted neuroplasticity studies involved London taxi drivers. Their intense learning of routes ('the knowledge') caused measurable brain development.

For L&D practitioners, neuroplasticity provides an empowering message that learning can take place for those who are willing to engage, regardless of age, background or culture.

Kolb and Honey & Mumford have influenced thinking on the psychology of learning, suggesting learners have 'preferred ways of learning'.

Whilst widely promoted in learning and education, there is strong criticism of learning styles because the have no secure supporting evidential base (it's important to be aware of the limitations of any learning model).

Cognitive styles, like learning styles, have a range of competing and overlapping theories on their validity.

Learning does benefit from variety, so, where practically possible, learning interventions need to have a range of methods and ways to access them.

Each of the theories and models covered above have a direct impact on the type of intervention designed. L&D practitioners must ensure that any intervention designed has considered in its construction the theory of how people learn.

This factsheet was last updated by David Hayden: Digital Learning Portfolio Manager, L&D and OD&D, CIPD
David is responsible for CIPD's digital learning portfolio. He leads the design and delivery of a number of L&D-focused products and keeps his practice up to date by facilitating online events.

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Learn about the influence of theories on how people learn and the shift away from simplistic learning styles theory

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Self determination theory in relation to self directed - may link into 1.3 because you need the right environment/support to help foster

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Self determination theory in relation to self directed - may link into 1.3 because you need the right environment/support to help foster

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Self-directed learning definition

Self-directed learning, from an L&D perspective, refers to the process by which an employee takes initiative to lead their own learning. Instead of waiting for someone else to tell them what to do, they identify a gap in their own knowledge or skill set, decide on the most effective way to educate themselves, and actively seek out resources on the topic before testing their new-found knowledge.

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Self-directed learning example

An employee has been working in their industry for a number of years, but recent advances in technology reveal a gap in their skill set.

They want to become more proficient in AI, so instead of waiting for someone else to volunteer the necessary next steps, they take it upon themselves to learn. They identify the ways in which they learn best (e.g. video, reading, audio or a mix) and seek out resources and authorities within that medium. Perhaps they even approach other people within the organisation who have a proficiency in AI to learn directly from them.

They then dedicate time to learning about AI, and evaluate the outcomes by testing their knowledge on the topic.

Without being prompted, they have successfully identified - and filled - a gap in their knowledge. They are now more knowledgeable about the advantages and applications of AI, and how to leverage that within their workplace.

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Self-directed learning FAQ's

How do you encourage self-directed learning?

Creating a culture of self-directed learning within your organisation is incredibly worthwhile. To encourage self-directed learning, give your employees the dedicated time and space to develop it. Whether this is simply through blocking out time in their calendar, organising fully funded development days or running skills-sharing initiatives, it's imperative that they feel empowered and authorised to take control of their own learning.

You can deliver specific learning campaigns via your Learning Management System and hone in on a specific topic or focus, which then encourages learners to explore further without prompting.

Make sure that your employees have access to learning resources at work, covering topics both broad and business-specific. Make it clear that you are in full support of their professional development by continuously signposting these resources.

Encourage and support regular goal-setting to motivate your employees to reach short and long term milestones. Find a platform that allows you to do this automatically so they can track their progress, and run goal-setting workshops. Goals should be specific, measurable, and aligned with the broader goals of the organisation.

Finally, employees should feel welcome to collaborate. Break down knowledge silos by carving out dedicated time and space for departments to share knowledge.

What are the 4 stages of self-directed learning?

The four stages of self directed learning are generally accepted to be:

Identifying the need to learn

Setting learning goals

Engaging in the learning process

Evaluating the results of your learning

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What is the challenge with self-directed learning?

Although self-directed learning is an incredibly valuable thing to cultivate within your organisation, it is worth making note of the challenges so you can address them ahead of time.

The first challenge is to engage the learner enough that they are motivated to take part in their own self-directed learning. As we mentioned in the first FAQ, you can encourage self-directed learning with learning campaigns, resources and knowledge sharing.

Another challenge associated with self-directed learning relates to the learner themselves: They don't know what they don't know. They have to understand what to learn, in order to seek out the correct knowledge. By providing your people with consistent guidance on their professional development, you can mitigate this challenge and encourage them to gradually take control of their own learning.

Content chaos - or disorganised resources - is another challenge. If resources, knowledge and content are split up amongst multiple programs and platforms, your people may have trouble finding where best to start and how to direct their learning. You can remedy this by consolidating all of your content onto one central learning platform, so employees always know where to go to find what they need.

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Why is self-directed learning important?

A self-directed learning culture brings several benefits. The first is an engaged, happy and autonomous workforce. When learners feel in ownership of their own development and progression, they'll be more connected to their goals. The second is flexibility. People are more likely to engage with learning if they can do so at a time and pace that suits them.

It's also cost-effective: A self-directed learning culture reduces the need for expensive training programs, as employees can seek out the specific resources that best suit their needs. Self-directed learning results in innovation. Because self-directed learning is so efficient and personalised, employees can focus on the skills that are most relevant to them and the wider goals of the business. Widening their knowledge results in new perspectives and creative thinking.

Finally, self-directed learning nurtures initiative. Self-directed learners become adaptable through the practice of seeking out new knowledge.

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What is Self-Directed Learning? Self Directed Learning Explanation and Examples - Thrive

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What is self-directed or self-led learning? Discover key definitions, examples and frequently asked questions in our LMS (Learning Management System) Glossary.‍

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google scholar, then type in what you want to search and it will come up with papers and look at PDFs.

Armstrongs 2006 book

when you write the assignment get the voice function to read it back to you to understand if it sounds clear

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Use Google Scholar for finding research and academic papers

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1.3 Self directed learning benefits & risks

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1.3 Self directed learning benefits & risks

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Risks

need to be motivated

need to know what to learn

too many resources

time

learning only what interested in not what is valuable to role/business

Benefits

cost effective

creates independence, critical thinking and problem solving skills

happy people, engaged and autonomous

flexible

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Social Learning Theory: What Is It & Its Importance in Workplace Training

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Social learning became the go-to workplace training approach during COVID-induced lockdowns. And it made sense as businesses unleashed multifaceted benefits. Read on to understand why ... Social Learning Theory: What Is It & Its Importance in Workplace Training Read More "

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What is social learning, includes understanding social learning in more depth 

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What is social learning, includes understanding social learning in more depth 

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CONCLUSIONS In summary, researchers have defined social learning in multiple, overlapping ways and confused social learning with the conditions and methods necessary to facilitate social learning or its potential outcomes. We emphasize the need to distinguish social learning as a concept from the conditions or methods that may facilitate social learning, e.g., stakeholder participation, and the potential outcomes of social learning processes, e. g., proenvironmental behavior. Building on this discussion, we propose that if learning is to be considered “social learning,” then it must: 1. Demonstrate that a change in understanding has taken place in the individuals involved. This may be at a surface level, e.g., via recall of new information, or deeper levels, e.g., demonstrated by change in attitudes, world views or epistemological beliefs; 2. Go beyond the individual to become situated within wider social units or communities of practice within society; and Occur through Ecology and Society (): r http://www.ecologyandsociety.org/volXX/issYY/artZZ/ social interactions and processes between actors within a social network, either through direct interaction, e.g., conversation, or through other media, e.g., mass media, telephone, or Web 2.0 applications. As such, social learning may be defined as a change in understanding that goes beyond the individual to become situated within wider social units or communities of practice through social interactions between actors within social networks.

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5 Great Ways to Encourage Social Learning In the Workplace

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Employees feel more motivated to learn in a social environment. Here are some simple ways to encourage collaboration and social learning among your workforce.

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5 ways to champion self-directed learning in your organisation - Saffron Interactive

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The burden of learning is falling increasingly on the learner. But it doesn’t have to be a burden. Find out how to embed a culture of self-directed learning in your organisation to give learners the autonomy they crave.

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Self-Directed Learning is Here to Stay, and It’s Up to L&D to Make It Work

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Self-directed learning might sound like a hands-off affair, but that isn’t the case. Without a solid L&D infrastructure, freedom quickly crumbles into confusion and aimlessness.

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Creating a self-directed learning culture

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How to drive a self-directed learning culture and the benefits they reap for you, your learners and your organisation.

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Social learning is not just about the social aspect it can be about action learning and coming together to share experiences

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Inner conflicts. ...

Less authenticity. ...

Loss of innovation. ...

Unexpected obstacles. ...

Consequences for self-esteem. ...

Self-doubt. ...

Measuring requires modern solutions. ...

Negative assumptions.

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L&D Blog - Growth Engineering | The Engagement Experts

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Welcome to our L&D Blog. Unlock the world's most enlightening learning & development research, analysis and best practice advice!

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Employees must constantly learn, improve, and adapt to economic, societal, and technological changes in order to not become obsolete-mostly because the workplace continually changes work practices in an effort to be more productive or competitive. This learning can be formal, non-formal, or informal (see Van Merriënboer, Kirschner, Paas, Sloep, and Caniëls, 2009). Thus, knowledge workers, who are often the focus of workplace learning, must be able to learn informally. (As a side note: We wonder what percent of the workforce actually are knowledge workers. We have found percentages between around 20 and 40 percent, meaning that we're still overlooking over half of the workforce when we discuss "learning in the workplace.")

To this end, self-directed learning (SDL) is an essential competency needed by this type of employee. Rana and colleagues (2015) state that the relationship between SDL and a learning organization is symbiotic. They explain that a learning organization "learns powerfully and collectively and is continually transforming itself to better collect, manage, and use knowledge for corporate success." This is essential from a competitiveness perspective. This symbiosis refers to the idea that an organization's mission, vision, goals, values, culture, norms, and work environment influences the extent to which SDL take places within the organization, while SDL in the learning organization must account for fulfilling the learning needs of both the individual and the organization.

It's quite an assumption that employees are: 1) capable of effectively directing their own learning and 2) proactive enough to do so. It's not that easy! In this blog, we explore the role that SDL plays in today's learning organization and how L&D can best support it.

What Exactly Is SDL?

SDL includes knowing what you need to learn, how to learn it, and being able to judge if you've learned it. It assumes that learners have a role in selecting those learning tasks that fit their learning needs (Loyens, Magda, and Rikers, 2008).

The concept of SDL originated in adult education and workplace learning, and plays an important role in on‐demand learning where learners select learning tasks and shape their own learning trajectories. Supporting the development of SDL skills has been shown to have positive learning effects in, for example, secondary vocational education (Kicken, Brand‐Gruwel, Van Merriënboer, and Slot, 2009b).

SDL in the Learning Organization

In a learning organization, learning requirements and processes are usually not very well-structured or formally defined. Though sometimes formal intentional learning experiences might be required, employees often (need to) learn as a by-product of their work, which generally is informal.

Though the phrase "work is learning and learning is work" is quite popular (e.g., see Charles Jennings blog here and Mirjam's discussion with Jennings at the end of his blog), it's not that simple. For example, performance goals are often related to performance appraisals. It's not very likely that employees are truly open to learning (as opposed to performing) if they know their bonus is not based on this. Also, completing a work project or task successfully doesn't necessarily mean that you've learned anything. Something can only be defined as learning if you are able to demonstrate a behavior that you couldn't previously carry out... again, and again, and again. You get the point. This is where SDL processes are critical as they can support the focus on actual learning as a by-product of work.

Rana and colleagues explore five practices that are aimed at promoting SDL in the learning organization (see Figure 2). The explanations on the left side of the figure are added by us.
Figure 2. Practices Aimed at Promoting SDL in the Learning Organization (Rana et al., 2015)
How to Support SDL in the Learning Organization?

Rana and colleagues don't only outline the recommended practices to support SDL in a learning organization (as shown in Figure 2), they also give examples. In Table 1, we have aligned these examples with their suggested practices, and we have added some recommendations based on our own expertise.
Table 1. Practices and Examples on How L&D Can Support a Learning Organization
SDL is a tough nut to crack, but it has to be done-even if only through baby steps!

References

Kicken, W., Brand-Gruwel, S., Van Merriënboer, J. J. G., & Slot, W. (2009). The effects of portfolio-based advice on the development of self-directed learning skills in secondary vocational education. Educational Technology Research and Development 57, 439-460.

Loyens, S. M. M., Magda, J., & Rikers, R. M. J. P. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educational Psychology Review, 20, 411-427.

Rana, S., Ardichvili, A., & Poesello, D. (2016). Promoting self-directed learning in a learning organization: tools and practices. European Journal of Training and Development, 40, 470-489.

Saks, K., & Leijen, A., (2014). Distinghuishing self-directed and self-regulated learning and measuring them in the e-learning context. Procedia - Social and Behavioral Sciences, 112, 190-198.

Tousignant, M., & DesMarchais, J. E. (2002). Accuracy of student self-assessment ability compared to their own performance in a problem-based learning medical program: a correlation study. Advances in Health Science Education Theory and Practice, 7, 19-27.

Van Merriënboer, J. J. G., & Sluijsmans, D. M. A. (2009). Toward a synthesis of cognitive load theory, four-component instructional design, and self-directed learning. Educational Psychology Review, 21, 55-66.

Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., & Caniëls, M. C. J. (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15.

Editor's Note: This blog was originally posted on 3starlearningexperiences, a blog that aims to present learning professionals with evidence-informed ideas on how to make both the instructional and the learning experience more effective, efficient, and enjoyable.

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How to Support Self-Directed Learning in a Learning Organization

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L&D professionals still have a critical role to play in supporting employees who are applying self-directed learning strategies.

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2.4	Assess how digital and technological innovation are encouraging and enabling self-directed and social learning.

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2.4	Assess how digital and technological innovation are encouraging and enabling self-directed and social learning.

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Uses of Technology in Education : In today's digital age, technology has become an integral part of our lives, revolutionizing various sectors, including education. The use of technology in education has transformed the way we teach and learn, enhancing the overall educational experience.

With the ever-growing advancements in technology, educators have been able to leverage its power to create a more personalized and engaging learning environment for students.

Technology also enables students to have access to a vast array of educational resources beyond the traditional classroom setting. Online libraries, educational websites, and digital textbooks offer a wealth of information that students can access anytime, anywhere. This not only broadens their knowledge base but also encourages independent learning and self-motivation.

Uses of Technology in Education

1. Student Engagement and Motivation

Traditional classroom settings often struggle to capture and maintain students' attention, leading to disengagement and lack of motivation. However, technology provides educators with a wide range of tools and strategies to make learning more interactive and exciting.

Another aspect of technology that enhances student engagement is the use of multimedia presentations and interactive learning materials. Instead of relying solely on traditional lecture-style teaching, educators can incorporate videos, animations, and interactive simulations to make the learning process more dynamic and engaging.

2. Collaboration and Communication in Education

In today's interconnected world, effective communication and collaboration skills are essential for success. Technology provides educators with various tools and platforms to facilitate collaboration and communication among students, both within and beyond the classroom.

Online platforms and mobile applications enable teachers to communicate important announcements, assignments, and feedback to students and parents in a timely manner. This improves transparency and keeps all stakeholders informed about the progress and challenges faced by students.

3. Professional Development and Teacher Support

Just as technology has transformed the learning experience for students, it also plays a crucial role in professional development and support for educators. Continuous professional development is essential for teachers to stay up-to-date with the latest pedagogical practices and enhance their teaching skills.

Technology provides educators with access to a wealth of online resources, such as webinars, online courses, and educational blogs. These resources offer opportunities for self-directed learning, allowing teachers to explore new teaching strategies, instructional technologies, and research-based practices. Online communities and social media platforms also enable educators to connect with peers and experts from around the world, sharing ideas and best practices.

Technology enables teachers to collect and analyze data on student performance, helping them make data-informed instructional decisions. Learning management systems and educational software provide teachers with insights into students' progress, allowing them to identify areas of strength and areas that need further attention. This data-driven approach to teaching enables educators to tailor instruction to individual students' needs, ensuring that each student receives the support they require to succeed.

4. Online Education and e-learning Platforms

Online education has gained immense popularity in recent years, offering flexibility and accessibility to learners of all ages and backgrounds. E-learning platforms provide a wide range of courses and programs, allowing students to learn at their own pace and convenience.

One of the significant advantages of online education is the flexibility it offers. Students can access course materials and lectures anytime, anywhere, allowing them to balance their education with other commitments, such as work or family responsibilities. This flexibility eliminates geographical barriers and enables learners from diverse backgrounds to pursue their educational goals.

E-learning platforms also provide a variety of multimedia resources, including videos, interactive quizzes, and discussion forums, to enhance the learning experience. These resources cater to different learning styles and engage students in active learning, promoting a deeper understanding of the subject matter.

5. Gamification and Interactive learning

Gamification is a powerful tool that has been widely adopted in education to enhance student engagement and motivation. By integrating game elements, such as points, badges, and leaderboards, into educational activities, teachers can make learning more interactive and enjoyable.

Gamified learning not only captivates students' attention but also encourages healthy competition and a sense of achievement. Students are motivated to complete tasks and earn rewards, which promotes active participation and a desire to excel. Gamification also fosters critical thinking and problem-solving skills, as students are required to strategize and make decisions within the game context.

6. Virtual reality and augmented reality

Virtual reality (VR) and augmented reality (AR) are cutting-edge technologies that have the potential to transform the way we teach and learn. These immersive technologies provide students with a realistic and interactive learning experience, enabling them to explore virtual worlds and interact with digital objects.

Virtual reality allows students to step into a simulated environment, fully immersing themselves in the learning experience. For example, students can explore historical sites, visit distant planets, or even dissect virtual organisms. This hands-on approach to learning not only captivates students' attention but also enhances their understanding and retention of the subject matter.

7. Data analysis and assessment

Data analysis plays a crucial role in education, providing valuable insights into student performance and informing instructional decisions. Technology facilitates the collection, analysis, and interpretation of data, enabling educators to make data-informed decisions to improve learning outcomes.

Learning management systems and educational software collect data on student performance, such as grades, completion rates, and time spent on tasks. This data can be used to identify students who may be struggling or excelling, allowing teachers to provide targeted support or enrichment. By analyzing patterns and trends in student performance, educators can uncover areas that need improvement and adjust their instructional strategies accordingly.

Data analysis helps to identify trends and patterns in student performance at a macro level. By analyzing data across classrooms, schools, or districts, educators can identify systemic issues and make data-informed decisions to improve educational outcomes. For example, data analysis can identify achievement gaps among different student groups, leading to targeted interventions and support.

8. Assistive technology for students with special needs

Technology has revolutionized the way students with special needs access education and participate in the learning process. Assistive technology provides students with the tools and resources they need to overcome barriers and reach their full potential.

For students with visual impairments, screen readers and braille displays enable them to access digital content and participate in online learning. These assistive technologies convert text into speech or braille, allowing students to navigate websites, read e-books, and complete online assignments. Additionally, computer software and apps provide tools for students with visual impairments to create and edit documents, enhancing their independence and productivity.

Inclusive classroom practices are further supported by technology that allows for differentiated instruction. Learning management systems and educational software provide teachers with the ability to customize learning materials and activities to meet individual students' needs. This ensures that students with special needs receive the necessary accommodations and support to succeed in the classroom.

Conclusion : Uses of Technology in Education

The transformative power of technology in education is undeniable. From enhancing teaching and learning to promoting student engagement and collaboration, technology has revolutionized the educational landscape. By leveraging the various uses of technology, educators can create personalized, interactive, and inclusive learning environments that foster a love for learning and prepare students for success in the digital age.

As technology continues to advance, it is essential for educators to embrace its potential and integrate it effectively into their teaching practices. Professional development and support for teachers in utilizing technology are crucial to ensure that its benefits are maximized and that all students.
Advantages of Computer Advantages and Disadvantages of Technology Disadvantages of Computer

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TOP 8 Uses of Technology in Education - Computer Notes

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Uses of Technology in Education : In today's digital age, technology has become an integral part of our lives, revolutionizing various sectors, including

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Perspectives on Self-Directed Learning — the Importance of Attitudes and Skills

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The use of Self-Directed Learning (SDL) as a learning tool is increasing in today’s educational environment, especially in medical schools. We wanted to examine whether all students are effective s…