{"mode":"normal","dialogs":[{"text":"

Step 1:<\/strong> Assess Readiness to Learn<\/p>\n","answer":"

Key Question: <\/strong> What do I need to learn?<\/em>
\nDescription:<\/strong>
\nLearners reflect on their current knowledge, skills, and competencies to identify gaps or areas for improvement. This step involves a self-analysis to consider habits, current situation and condition, and recognition of availability learning opportunities.
\nKey Indicators of Readiness:<\/strong>
\nReady learners are autonomous, organized, open to feedback, willing to self-reflect and self-evaluate, show discipline.<\/p>\n","tips":{},"image":{"path":"images\/image-67384a2d0ecf2.png","mime":"image\/png","copyright":{"license":"U"},"width":1703,"height":554},"imageAltText":"Logo for the Teaching and Learning Centre at Ontario Tech University. It includes a lightbulb graphic where half is a lightbulb and the other half is a brain."},{"text":"

Step 2:<\/strong> Set Learning Goals<\/p>\n","answer":"

Key Question: <\/strong> What do I want to achieve?<\/em>
\nDescription:<\/strong>
\nLearners set clear, specific, and measurable goals to give their learning purpose and direction. These goals should align with personal, professional, or academic aspirations.
\nActivities:<\/strong> Creating SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals. Breaking larger goals into smaller, manageable milestones.
\nRecommendation:<\/strong>
\nCreation of a learning contract helps with establishing a clear understanding of the learning goals and other details related to to the learning activity. The contract should be reviewed by the instructor to ensure feasibility.<\/p>\n","tips":{},"imageAltText":"Logo for the Teaching and Learning Centre at Ontario Tech University. It includes a lightbulb graphic where half is a lightbulb and the other half is a brain.","image":{"path":"images\/image-67384a54a64e0.png","mime":"image\/png","copyright":{"license":"U"},"width":1703,"height":554}},{"text":"

Step 3:<\/strong> Engage in Learning<\/p>\n","answer":"

Key Question: <\/strong> How will I achieve my goals?<\/em>
\nDescription:<\/strong>
\nLearners identify and use appropriate resources, strategies, and tools to acquire the knowledge or skills they need. This step involves planning and actively engaging with the learning process.
\nActivities:<\/strong> Researching and selecting resources, such as books, courses, or mentors. Scheduling time for study, practice, and reflection. Utilizing diverse learning methods (eg, hands-on practice, collaborative learning, or self-study).
\nAdditional Understanding: <\/strong>
\nLearners should also understand their personal approach to studying. SDL requires a deep approach where learners not only understand and apply knowledge, but create connections and are intrinsically motivated to continue. <\/p>\n","tips":{},"imageAltText":"Logo for the Teaching and Learning Centre at Ontario Tech University. It includes a lightbulb graphic where half is a lightbulb and the other half is a brain.","image":{"path":"images\/image-67384a4901741.png","mime":"image\/png","copyright":{"license":"U"},"width":1703,"height":554}},{"text":"

Step 4:<\/strong> Evaluate Learning<\/p>\n","answer":"

Key Question:<\/strong> What did I learn, and how can I improve?<\/em>
\nDescription:<\/strong>
\nLearners evaluate their progress and outcomes to assess whether their goals were achieved. Reflection helps in identifying successes, areas for improvement, and new learning needs.
\nActivities:<\/strong> Reviewing goals and comparing them to outcomes. Reflecting on the effectiveness of learning strategies. Gathering feedback from others and incorporating it into future plans.
\nFurther Reflection Questions:<\/strong>
\nAm I confident when I explain the material?
\nHow do I know that I have<\/em> learned?
\nWhen have I learned enough and how will I know?
\n <\/p>\n","tips":{},"image":{"path":"images\/image-67384986a5004.png","mime":"image\/png","copyright":{"license":"U"},"width":1703,"height":554},"imageAltText":"Logo for the Teaching and Learning Centre at Ontario Tech University. It includes a lightbulb graphic where half is a lightbulb and the other half is a brain."}],"behaviour":{"enableRetry":false,"disableBackwardsNavigation":false,"scaleTextNotCard":false,"randomCards":false,"maxProficiency":5,"quickProgression":false},"answer":"Turn","next":"Next","prev":"Previous","retry":"Retry","correctAnswer":"I got it right!","incorrectAnswer":"I got it wrong","round":"Round @round","cardsLeft":"Cards left: @number","nextRound":"Proceed to round @round","startOver":"Start over","showSummary":"Next","summary":"Summary","summaryCardsRight":"Cards you got right:","summaryCardsWrong":"Cards you got wrong:","summaryCardsNotShown":"Cards in pool not shown:","summaryOverallScore":"Overall Score","summaryCardsCompleted":"Cards you have completed learning:","summaryCompletedRounds":"Completed rounds:","summaryAllDone":"Well done! You have mastered all @cards cards by getting them correct @max times!","progressText":"Card @card of @total","cardFrontLabel":"Card front","cardBackLabel":"Card back","tipButtonLabel":"Show tip","audioNotSupported":"Your browser does not support this audio","confirmStartingOver":{"header":"Start over?","body":"All progress will be lost. Are you sure you want to start over?","cancelLabel":"Cancel","confirmLabel":"Start over"},"title":"

Explore the Four Phases of Self-Directed Learning<\/p>\n","description":"

Flip the cards to learn more about the four phases of Self-Directed Learning.<\/p>\n"}

Four Phases of Self-Directed Learning

Miranda Varricchio