I enclose the full bullets from the first reference below (#1 ) as I felt that they should be included. I remember these articles from many years ago when I worked on an MLE project for a consortium delivering teacher training qualifications. Now, when I re-read these points I am amazed at how many of these reflect my experiences in SL. The self-reflection and growth of the self, the close relationships and bonds that encourage that personal growth in friends. That we bond together and try to help those around us to reach their full potential.
In terms of relevance to language learners, the Fidishun article raises interesting points about the autonomous learner and the autodidact. This type of learning is actively encouraged in languages, and is a movement that started when student numbers started to reach capacities beyond tutor availability. Language resource or self-access centres support the independent language learner, whether they are studying for a full-time course or evening classes. One of the issues that I frequently talk about is the need for autonomous learners to have access to help in choosing instructional models and appropriate resources. That, even if they have some confidence in creating a structured environment, they may like support or a means to move forward in their learning. (#2) Autonomous learning materials in resource centres suggest activities but may not include support materials or a learning path. Web-based materials may indeed offer the ability to experience alternative scenarios, and offer the opportunity for reflection (#2), but there is a need for instructional design at some stage in the learning. I feel that there is an opportunity to create rich and interactive autonomous language learning experiences in SL with good pedagogy and with Knowle's informal education goals.
Malcolm S. Knowles (1950) Informal Adult Education, Chicago: Association Press, pages 9-10.
Learning goals for adult informal learning:
- Adults should acquire a mature understanding of themselves. They should understand their needs, motivations, interests, capacities, and goals. They should be able to look at themselves objectively and maturely. They should accept themselves and respect themselves for what they are, while striving earnestly to become better.
- Adults should develop an attitude of acceptance, love, and respect toward others. This is the attitude on which all human relations depend. Adults must learn to distinguish between people and ideas, and to challenge ideas without threatening people. Ideally, this attitude will go beyond acceptance, love, and respect, to empathy and the sincere desire to help others.
- Adults should develop a dynamic attitude toward life. They should accept the fact of change and should think of themselves as always changing. They should acquire the habit of looking at every experience as an opportunity to learn and should become skillful in learning from it.
- Adults should learn to react to the causes, not the symptoms, of behavior. Solutions to problems lie in their causes, not in their symptoms. We have learned to apply this lesson in the physical world, but have yet to learn to apply it in human relations.
- Adults should acquire the skills necessary to achieve the potentials of their personalities. Every person has capacities that, if realized, will contribute to the well-being of himself and of society. To achieve these potentials requires skills of many kinds—vocational, social, recreational, civic, artistic, and the like. It should be a goal of education to give each individual those skills necessary for him to make full use of his capacities.
- Adults should understand the essential values in the capital of human experience. They should be familiar with the heritage of knowledge, the great ideas, the great traditions, of the world in which they live. They should understand and respect the values that bind men together.
- Adults should understand their society and should be skillful in directing social change. In a democracy the people participate in making decisions that affect the entire social order. It is imperative, therefore, that every factory worker, every salesman, every politician, every housewife, know enough about government, economics, international affairs, and other aspects of the social order to be able to take part in them intelligently.
#1 malcolm knowles, informal adult education, self-direction and andragogyhttp://www.infed.org/thinkers/et-knowl.htm
#2 Fidishun, D. (2006). Andragogy and technology: Integrating adult learning theory as we teach with technology. Retrieved on January 3, 2006, from http://markmcmanus.ca/Resources/Adult-Learners-Integrating-Adult-Learning-Theory-with-Technology.pdf
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