Week 7 - Some Thoughts on Learner Autonomy and the One-Computer Classroom

This was a busy week for me. I have been working on the course from Cambridge, England where I was participating in a social sciences conference. This tranquil setting provided the perfect backdrop to think about some of the ideas we have been discussing in our course!

Given the interdisciplinary nature of the conference, I had an opportunity to listen to many diverse presentations during the week. Despite the wonderful diversity in research topics, there was one important commonality - behind each presentation there was a self-directed learner who was passionate about exploring ideas through sustained inquiry! In this way, almost all research activity can be conceptualized as being project-based or inquiry-based learning! I think what interests me the most about academic research is that it is conducted by people who are generally motivated by problems that are authentic and meaningful to them. They "ask questions" and "explore" as a means of coming to new understandings and even new questions. It seems to me that in academia, learner autonomy is valued and respected. People in academia are encouraged to perform at the highest level of Bloom's Taxonomy. Consequently, it is a place where we often see new, creative, and thought-provoking ideas. Academic researchers seek to recognize gaps in their knowledge so that they can take steps to fill those gaps.

The point I'm trying to make is that learner autonomy should not just be confined to people in graduate school or academia. Greater autonomy should be encouraged at all levels, and in all segments, of education. Language education, particularly for young learners, should be no exception. We need to encourage greater autonomy at the early stages so that all people have an opportunity to become effective self-directed learners from a young age. Because only limited time can be dedicated to focussed language instruction at school, autonomous and self-directed learning is particularly important for second language learners. In order to become proficient in the second language, learners need to recognize gaps in their own capabilities and take the necessary steps to fill those gaps. The process of learning a language will continue beyond the formal educational process. Thus, it is important for teachers to help students not only develop fundamental language skills, but also foster the skills required to be self-directed lifelong learners.

As I see it, the process of encouraging self-directed learning among students needs to be present in all language teaching. As we have discussed this week, computer-assisted language learning represents a promising way of helping foster self-directed learning. However, in order for that to happen, teachers need to be aware of how to use the technology effectively within a framework of sound pedagogical practice. Even in one-computer classes, the technology can be used effectively to support teaching and learning. Through the use of the one computer at a "learning station" students can experience the value technology can have for supporting inquiry-based learning. Furthermore, teachers can augment and enhance whole-class lessons and discussions by incorporating interactive elements made possible by computers and the Web.

I have started thinking that perhaps a Professional Development (PD) session for teachers at my school on the topic of autonomous and self-directed learning may be warranted. In fact, as a result of this week's readings and discussions, I have been thinking that such a session should probably precede any of the "technology-focused" PD sessions that I have planned. Although the technology-focused sessions are usually popular among teachers, I find that the technology itself can sometimes obscure the true objectives around student learning. Thus, I think a PD session on self-directed learning is probably a good way to start a series of sessions on integrating technology. This will hopefully help establish a guiding framework for future discussions around technology and language learning. I aim to have such a framework (a perspective that stresses the importance of developing self-directed learning skills) inform my work as I continue to develop my project plan.