Relevant bibliographies by topics / Self-directed change

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Self-directed change'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Self-directed change"

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Proctor, Paul W., and Donald R. Rodgers. "CREATING SELF-DIRECTED WORK TEAMS THROUGH THE CHANGE PROCESS." Proceedings of the Water Environment Federation 2003, no. 8 (2003): 883–901. http://dx.doi.org/10.2175/193864703784640578.

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Wilson, Keithia L., and W. Kim Halford. "Processes of Change in Self-Directed Couple Relationship Education." Family Relations 57, no. 5 (2008): 625–35. http://dx.doi.org/10.1111/j.1741-3729.2008.00529.x.

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Guthrie, Elspeth, and Paul O'Neill. "Self-directed, problem-based learning for undergraduate psychiatry." Advances in Psychiatric Treatment 5, no. 5 (1999): 382–89. http://dx.doi.org/10.1192/apt.5.5.382.

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Medical undergraduate training is currently going through a momentous period of change (Tosteson, 1990). New methods of learning and evaluation are being introduced which will radically alter medical training over the next few years. These changes are in part a response to the way medicine itself is being transformed. Medical educators can no longer hope to equip medical students, upon qualification, with enough basic knowledge and skills to last them throughout their medical careers. Today's students are embarking upon a process of learning which will continue throughout their medical lives. Medical practice will be very different, when today's students become tomorrow's hospital consultants and general practitioners.
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Kim, Hyoun S., Michael J. A. Wohl, Melissa Salmon, and Diane Santesso. "When do gamblers help themselves? Self-discontinuity increases self-directed change over time." Addictive Behaviors 64 (January 2017): 148–53. http://dx.doi.org/10.1016/j.addbeh.2016.08.037.

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Kim, Sook-Ryong, and In-Woo Yeo. "Conflict and Change of Teachers Supporting Young Children’s Self-directed Play." Journal of Children's Literature and Education 20, no. 3 (2019): 247–66. http://dx.doi.org/10.22154/jcle.20.3.9.

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Levy, Hannah C., Scott E. Hannan, Gretchen J. Diefenbach, and David F. Tolin. "Change in obsessive beliefs in therapist-directed and self-directed exposure therapy for obsessive-compulsive disorder." Journal of Obsessive-Compulsive and Related Disorders 18 (July 2018): 1–7. http://dx.doi.org/10.1016/j.jocrd.2018.05.001.

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Lupyan, Gary, and Daniel Swingley. "Self-Directed Speech Affects Visual Search Performance." Quarterly Journal of Experimental Psychology 65, no. 6 (2012): 1068–85. http://dx.doi.org/10.1080/17470218.2011.647039.

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People often talk to themselves, yet very little is known about the functions of this self-directed speech. We explore effects of self-directed speech on visual processing by using a visual search task. According to the label feedback hypothesis (Lupyan, 2007a), verbal labels can change ongoing perceptual processing—for example, actually hearing “chair” compared to simply thinking about a chair can temporarily make the visual system a better “chair detector”. Participants searched for common objects, while being sometimes asked to speak the target's name aloud. Speaking facilitated search, particularly when there was a strong association between the name and the visual target. As the discrepancy between the name and the target increased, speaking began to impair performance. Together, these results speak to the power of words to modulate ongoing visual processing.
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Rajan, Marina, and Thomas Chacko. "Improving educational environment in medical colleges through transactional analysis practice of teachers." F1000Research 1 (October 9, 2012): 24. http://dx.doi.org/10.12688/f1000research.1-24.v1.

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Context: A FAIMER (Foundation for Advancement in International Medical Education and Research) fellow organized a comprehensive faculty development program to improve faculty awareness resulting in changed teaching practices and better teacher student relationships using Transactional Analysis (TA). Practicing TA tools help development of ‘awareness’ about intrapersonal and interpersonal processes.Objectives:To improve self-awareness among medical educators.To bring about self-directed change in practices among medical educators.To assess usefulness of TA tools for the same.Methods: An experienced trainer conducted a basic course (12 hours) in TA for faculty members. The PAC model of personality structure, functional fluency model of personal functioning, stroke theory on motivation, passivity and script theories of adult functional styles were taught experientially with examples from the Medical Education Scenario. Self-reported improvement in awareness and changes in practices were assessed immediately after, at three months, and one year after training.Findings: The mean improvement in self-'awareness' is 13.3% (95% C.I 9.3-17.2) among nineteen participants. This persists one year after training. Changes in practices within a year include, collecting feedback, new teaching styles and better relationship with students.Discussion and Conclusions: These findings demonstrate sustainable and measurable improvement in self-awareness by practice of TA tools. Improvement in self-'awareness' of faculty resulted in self-directed changes in teaching practices. Medical faculty has judged the TA tools effective for improving self-awareness leading to self-directed changes.
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Åkerlind, Gerlese S., and A. Chris Trevitt. "Enhancing Self‐Directed Learning through Educational Technology: When Students Resist the Change." Innovations in Education & Training International 36, no. 2 (1999): 96–105. http://dx.doi.org/10.1080/1355800990360202.

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Morris, Thomas Howard, and Pascal D. König. "Self-directed experiential learning to meet ever-changing entrepreneurship demands." Education + Training 63, no. 1 (2020): 23–49. http://dx.doi.org/10.1108/et-09-2019-0209.

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PurposePolicy makers have called for more entrepreneurship throughout societies as a response to the digital transformation. This paper argues that the rapidly changing conditions of the digital age indeed mark a change in the bases of entrepreneurship. Specifically, as adaptivity becomes key, a learning capacity and general ability to adapt becomes a critical factor in entrepreneurial activity. The paper identifies self-directed learning (SDL) as a fundamental competence in this regard and examines its role for entrepreneurship and entrepreneurial competence.Design/methodology/approachThe paper develops a theoretical framework for the role of SDL in entrepreneurship through a process of systematic review of previous studies that have linked SDL to entrepreneurship.FindingsThe formulated theoretical framework shows how SDL competence combines with experiential learning in supporting the kind of adaptivity needed for entrepreneurial competence, especially under more rapidly changing conditions. SDL competence also gains wider importance through enabling individuals to meet the demands of organizational changes in our highly volatile world.Practical implicationsSDL competence prepares individuals for entrepreneurship and resilience in face of rapid changes as well as for being more entrepreneurial in the conduct of their lives more generally. Fostering SDL competence can thus be regarded as an important objective of entrepreneurship education.Originality/valueThe described self-directed experiential learning cycle offers a novel perspective that clarifies how both self-directed and experiential learning competences are integral for understanding the basis of adaptiveness in entrepreneurial activity.
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Dissertations / Theses on the topic "Self-directed change"

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Zunick, Peter V. "Directed Abstraction Promotes Self-Concept Change following a Success." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337104926.

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Sokil, Lisa. "An ethnography of choice : active imagination in the service of self-directed change." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ43691.pdf.

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Sheya, Adam. "Coordinating location and object properties in goal-directed action a case of self-generated developmental change /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3386722.

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Thesis (Ph.D.)--Indiana University, Dept. of Behavioral and Brain Sciences and in the Dept. of Cognitive Science, 2009.<br>Title from PDF t.p. (viewed on Jul 22, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: B, page: 7883. Adviser: Linda B. Smith.
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Zunick, Peter V. "Directed abstraction during initial learning of a new skill promotes performance and lasting self-concept change." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1498133469948694.

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Aris, Baharuddin Bin. "The use of information technology in education : using an interactive multimedia courseware package to upgrade teachers' knowledge and change their attitudes." Thesis, Robert Gordon University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481288.

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Pather, S. S. "The influence of emotional intelligence on change management strategies in establishing self-managing schools : a multi-site case study." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1154.

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In South Africa, the trend has been towards the decentralising of authority and giving greater powers to schools. This implies the active involvement of the school governing body members, the school management team members and the Level One educators in the day-to-day functioning of the school. Whilst some schools have welcomed this change and seen this devolution of power as an added advantage contributing to the efficacy of schools, some schools have struggled, while others have failed dismally to cope with this added responsibility of managing their own resources. The researcher, being an educator involved in this transition, has been intrigued by the success of some self-managing schools and the failure of others. The following words of Oliver Wendell Holmes have inspired the investigator to conduct this research to ascertain the reasons for the success of certain schools and the failure of others: “What lies behind us and what lies before us are tiny matters compared to what lies within us.” Since the performance of schools is normally ranked according to their matriculation pass rates, this research focused on six self-managing schools in the Port Elizabeth District. These schools were selected on the basis of their matriculation performances in 2008. Two of the schools had achieved an above 85 percent matriculation pass rate (Category A); two obtained a 50 percent pass rate (Category B); while the other two schools obtained matriculation pass rates of between 25 percent and 30 percent (Category C). Although the research relied strongly on a qualitative method of inquiry, because of the nature of the data and the need to obtain a better understanding of the feelings, attitude and perceptions of those in management positions, governing body positions and members of the personnel, multiple instruments for data collection such as a literature review and the study of school documents and questionnaires, were used. This inclusion of these multiple instruments for obtaining information, which is also called triangulation, contributed to the reliability and validity of the empirical investigation. Although the data was presented in the form of tables and graphs, vi which alludes to a quantitative approach, a narrative interpretation of the findings, which is associated with a qualitative method of inquiry, was also presented. An analysis of the findings revealed that there was a great amount of involvement of the principals, school management team members and Level One educators in Category A schools, which had a matriculation pass rate of above 85%, in the following change management strategies: the establishment of a vision, planning and organising, teamwork, training and development, communication, praise and incentives, and evaluation and feedback. There was also a great contribution by the school governing body members. However, the study revealed that Category B and Category C schools did not effectively use communication, praise and incentives and evaluation and feedback as change management strategies. It was evident from the empirical investigation that in Category B and C schools, the school governing body members were less, or not involved in the usage of the change management strategies applied. According to the results based on the six-facet model of Emotional Intelligence, Category A schools obtained 80% and above in the competencies relating to the self and social domain. Category B schools fluctuated between 50 percent and 80 percent in both dimensions, while Category C schools fluctuated between 30 percent and 80 percent. The findings suggest that there should be greater involvement of all stakeholders, especially the school governing body members, in the establishment of a vision, planning and organising, communication, teamwork, training and development, praise and incentives and the provision of feedback and evaluation for self-managing schools to become effective and improve their performances. Professional development, especially in the areas pertaining to Emotional Intelligence competencies such as personal and interpersonal skills, should be prioritised. This thesis proposes that, on the basis of the investigation carried out at the six participating schools on the influence of Emotional Intelligence on the change management strategies adopted in self-managing schools, schools use strategies such as the establishment of a vision, planning and organising, communication, teamwork, training and development, praise and incentives and evaluation and feedback to ameliorate the damaging impact of change. There should be continuous training and development at schools, especially for the school governing body members, who are elected every three years. The newly elected school governing body members need to develop the necessary skills to effectively contribute to the efficacy of schools. The human resource is the vital ingredient in schools, thus for any progression or improvement, all stakeholders need to be informed, trained and enriched. Since Emotional Intelligence can be learned, professional development in the area of Emotional Intelligence should be given more thought and included in training courses, focusing on the development of personal and interpersonal skills. The Emotional Intelligence training should be conducted as part of teacher training courses as well as on an annual basis for educators already in the teaching system, since Emotional Intelligence can influence the use of change management strategies at schools and enhance the efficacy of the functioning of self-managing schools.
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Hsu, Ya-Ting. "The Effects of a Self-Determination Theory Based Exercise Intervention on Physical Activity and Psychological Variables in Sedentary Overweight or Obese Women: Project CHANGE (To Being a Confident, Healthy, and Goal-Directed Exerciser)." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1312231290.

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Hubinger, Adriaan Johannes. "An appropriate leadership model for the banking industry / Hubinger A.J." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7362.

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This study aims to measure the managerial skills of managers working in the banking industry. To do so, the newly developed managerial skills measuring instrument of Thekiso (2011) was used by to determine skills for managerial competence in the banking industry. The seven managerial skills that are covered in the questionnaire are: Self awareness skills; Self directed career planning; Integrative skills; Planning and controlling skills; Organizing skills; Leading skills; and Managing change skills. Even though some skills may appear on a less frequent basis, six of the seven skills were rated to be of a high importance, with their means ranging between 4.008 and 4.480 on the 5–point Likert scale. Training in the form of mentoring and stewardship programs, to transfer knowledge and introduce existing relationships to up and coming leaders, would be of great value for companies in the banking industry to foster these seven managerial competency skills. By implementing training and mentoring programs on a much broader scale, organisations can train and use their leaders’ abilities to gain competitive advantage in the market.<br>Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.
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Sanders, Wesley Crowell. "Examining the Effects of Applied Potential on the Surface Charge of Functionalized Monolayers for Site-Directed Ionic Self Assembly." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29523.

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The focus of this dissertation research involves surface charge manipulation of functionalized monolayers. Application of potential to acid or base terminated organic films immobilized on electrodes results in the ionization of the terminal groups. The ionization of these groups using applied potential provides conditions favorable the control of polyelectrolyte deposition to the monolayer surface. Research is presented that asserts that the interfacial pH of acid or base terminated monolayers responds to applied potential as a result of the accumulation of phosphate counterions to the monolayer-solution interface. Results obtained from applied potential modulation of surface charge endeavors strongly suggest that manipulation of terminal group ionization with applied potential “turns on“ or “turns off“ the charge of the monolayer. Switching on the surface charge of functionalized monolayers using applied potential yields conditions that make it possible for the promotion or inhibition of electrostatic attachment of polyelectrolyte to the monolayer surface. Electrostatic interactions between immobilized polyelectrolytes and redox probes result in changes in electron transfer that can be monitored with electrochemical impedance measurements. Impedance measurements provide a qualitative assessment of the degree of potential-driven polyelectrolyte self assembly. The electrostatic interactions between the redox probe in solution and the terminal region of monolayers directly affects the extent of charge-transfer between the electrode and the redox probe in solution. For this reason, impedance measurements are able to provide an indication of whether or not potential drives to electrostatic deposition to the terminal region of a functionalized monolayer. Unlike impedance measurements, quartz crystal microbalance measurements provide quantitative mass assessments that confirm polyelectrolyte deposition of inhibition under the direction of applied potential. Application of appropriate potentials is shown to induce variations in the electrostatic interactions between redox probes in solution and terminal groups of monolayers. Variations in the electrostatic interactions between the modified electrode and the redox probe modulate electron transfer that produces varying current. Since scanning electrochemical microscopy (SECM) relies on modulation of feedback current underneath a ten-micrometer platinum tip, SECM provides a means for monitoring of potential-driven surface charge modulation. Experiments presented in this dissertation will show that in addition to monitoring the effect of applied potential on the charge of ionizable surface groups, SECM can also be used to selectively deposit a polyelectrolyte to the surface of a carboxylic acid terminated monolayer. The SECM tip was rastered over the surface of a functionalized monolayer in the form of a simple pattern while the electrode was immersed in a dilute polyelectrolyte solution. As the SECM tip was moved and potential stepped more positive than the PZC, ionization was confined ionization to one spot encouraging localized ionic self assembly.<br>Ph. D.
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Lombo, Lombo. "Second Chance for School Dropouts in Kenya through Adult Education." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1696.

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Most Kenyan high school dropouts do not have a school reentry option, and without a high school diploma, they lack access to tertiary or higher education institutions for training and career development. This case study was an investigation of how an adult learning center in Kenya educated high school dropouts and helped them to gain access to vocational training or higher education. The research questions addressed the pedagogy, learning experiences, and curriculum of the Baraka Adult Learning Center (BALC) and also focused on how the BALC met students' aspirations, needs, and goals based on the perceptions of teachers and adult learners. The conceptual framework was based on liberatory education theory, transformative learning theory, and andragogy. Data collected from classroom observation s, curriculum review, and interviews with 9 current students, 3 former students, 5 teachers, and the principal were analyzed inductively by sorting and coding to generate emergent themes. The results of the study indicated that instructors followed the regular high school curriculum with little adaptation and lacked training about teaching adult learners and self-directed learning approaches. The adult learners perceived returning to school as getting a second chance. A professional development project for BALC instructors was developed to address some of the needs identified in the study. This training could have an impact on the adult learners by better assisting them to gain access to vocational training and higher education.
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Books on the topic "Self-directed change"

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Self-directed growth. Accelerated Development, 1988.

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The magic of self-directed work teams: A case study in courage and culture change. ASQ Quality Press, 2006.

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Leading the transition: Management's role in creating a team-based culture. Quality Resources, 1995.

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Cleland, David I. Strategic management of teams. Wiley, 1996.

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George, Jill. Team member's survival guide. McGraw-Hill, 1997.

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Building the Dream Workforce. Prospero Publishing, 2002.

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The End of Management and the Rise of Organizational Democracy. Jossey-Bass, 2002.

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The relationship between health locus of control and self-directed behavior change and the impact of a lifestyle management course. 1991.

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McNally, Dr Patrick J. How to Stay Alive and Well : How Medicine Will Change in the Twenty-First Century: The Dawn of Personalized Medicine and the Self Directed Patient. CreateSpace Independent Publishing Platform, 2011.

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Gause, Robert Carlos. "From crying to laughing": The transpersonal curriculum. Sharing experiences of transformative learning with participants in an "Art of Living" course: A holistic program for self-directed change in adult learners. 2005.

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Book chapters on the topic "Self-directed change"

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Galkienė, Alvyra, and Ona Monkevičienė. "Development of Knowledgeable and Resourceful Learners." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_7.

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AbstractThis chapter introduces a study carried out in the context of the transformation of the Lithuanian education system towards inclusive education, with the aim of revealing the educational factors that contribute to students becoming knowledgeable and resourceful expert learners in the universal design for learning (UDL) approach. The UDL framework was chosen as a systematic reasoning instrument for the teacher and the school, aiding in achieving the development of expert learner qualities in every student in the general education context and ensuring the quality of inclusive education. The chapter briefly introduces the theoretical approach of the research, the context of Lithuanian education and the school where the research took place, which is relevant for the interpretation of the results, and other important methodological aspects. The research data show that applying the UDL approach helped the teachers to modify the educational process in order to develop in students the qualities of knowledgeable and resourceful expert learners. The results, presented in a structured manner in the chapter, reveal the process and contributing educational factors to students’ becoming actively perceiving, self-directed, knowledge-creating and co-creating learners and learners constructing their own deep comprehension. The research data reveal the methods used by the teachers to recognise and overcome the barriers in cultivating these qualities in their students. We also identified the emerging changes in teachers’ dispositions when applying the UDL approach and designing lessons aimed at promoting the qualities of knowledgeable and resourceful expert learners.
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Lao, Joseph R., and Jason Young. "Self-Directed Learning." In Resistance to Belief Change. Routledge, 2019. http://dx.doi.org/10.4324/9781315146867-10.

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"UNHCR, autonomy, and mandate change: Alexander Betts." In International Organizations as Self-Directed Actors. Routledge, 2012. http://dx.doi.org/10.4324/9780203123782-14.

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Newman, Jeanette. "Managing the Change to Self-Directed Teams." In Best Practices. Auerbach Publications, 2001. http://dx.doi.org/10.1201/9781420000160.ch19.

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Julian, George. "From service provision to self-directed support." In Managing transitionsSupport for individuals at key points of change. Policy Press, 2009. http://dx.doi.org/10.1332/policypress/9781847421883.003.0007.

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Şentürk, Cihad, and Gülçin Zeybek. "Overview of Learning From Past to Present and Self-Directed Learning." In Self-Directed Learning Strategies in Adult Educational Contexts. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8018-8.ch008.

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Because it was difficult to find information during the last century, it was significant to raise individuals who acquired, learned, and memorized it and had basic level skills. Currently in our world, memorizing information has lost its significance. Thanks to the technological developments, reaching the desired information has become extremely easy. Therefore, what is being expected from the individuals today is to question the accuracy of the information they reached, to produce new information from the one in hand, and to realize the change and transformation with the information they acquired by the help of self-directed learning skills. Nowadays, the changes occurring in technology and information every single day have made lifelong learning and in this direction self- directed learning important, which is one of the basic elements of it. The societies that bring up individuals who assume their own responsibility by seizing the transformation in education and execute the necessities of it have a voice around the world and direct the future.
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Chance, Shannon. "Inciting Grassroots Change." In Encyclopedia of Strategic Leadership and Management. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch063.

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In higher education, policies and strategic plans often achieve fewer positive outcomes than their makers intend. Motivating teachers to innovate is remarkably difficult. Pleas issued by accreditation agencies and professional organizations, asking teachers to implement pedagogies that develop transferrable skills like collaboration and self-directed learning among engineering students, have gone largely unaddressed. To help leaders achieve change, this chapter analyzes one case that accrued positive results. It studies how change unfolded at a postsecondary institution in Ireland and discusses factors that enabled learning on the part of individuals, small groups, and their college. In this case, a grassroots effort by teachers was matched by institutional support that, although poorly understood by the teachers, built their capacity and set the stage for change.
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Nowack, Kenneth M. "From Insight to Successful Behavior Change." In Handbook of Strategic 360 Feedback. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190879860.003.0011.

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This chapter provides an integrated and theoretically derived individual change framework within strategic 360 Feedback interventions to facilitate successful behavioral change in the face of realistic issues and potential challenges. A brief description of a new individual change model is introduced and issues specific to each stage are discussed. The importance of this individual behavior change model is that it highlights the diverse roles of the practitioner, employee, and organization that appear throughout the 360 Feedback literature to facilitate accurate self-awareness, self-directed learning, goal setting processes, deliberate practice, and evaluation. Practitioners are provided with practical tips and suggestions to maximize understanding, acceptance, motivation, and successful goal accomplishment—the real impact of strategic 360 Feedback interventions that also has a development component.
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Eddington, Kari M., Timothy J. Strauman, Angela Z. Vieth, and Gregory G. Kolden. "Orientation Phase (Sessions 1–4)." In Self-System Therapy for Depression. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190602512.003.0005.

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Chapter 5 provides a session-by-session guide to the orientation phase of self-system therapy (SST). The main goals of orientation are to familiarize the client with the structure and focus of SST and to establish a strong, collaborative working alliance that supports the client’s efforts in identifying and addressing underlying sources of problems in self-regulation. The orientation phase involves educating the client about self-regulation, reinstating goal-directed activities, conducting a self-in-context assessment, and developing a problem formulation. The therapist completes an evaluation of the client’s presenting problems, introduces the idea of self-regulation, and searches for the possible origins of self-guides and standards to develop a formulation of the problems with self-regulation that are most directly associated with the depression. SST emphasizes the breakdown in motivation that characterizes episodes of depression and uses the orientation phase to begin to increase the client’s level of goal-directed activity (especially promotion-oriented activity) and identify targets for change.
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Sohmen, Victor S. "Project-Based Learning (PBL) in a Higher Education Project." In Handbook of Research on Adult Learning in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1306-4.ch005.

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A Senior Design course in an urban Engineering Technology (ET) program was examined to propose an Accelerated Project-Based Learning (A-PBL) model, guided by three research questions: (1) What is the extent to which Self-directed Learning (SDL) skills were applied by final-year ET students using PBL, as determined quantitatively through the Self-directed Learning Readiness Scale (SDLRS-A®)?; (2) How are Self-directed Learning (SDL) skills, Project Management (PM) efficiencies, and Change Leadership (CL) effectiveness applied in implementing ET capstone projects?; and, (3) What are the best practices to accelerate PBL by employing SDL skills, PM efficiencies, and CL effectiveness? This mixed-methodology research resulted in an accelerated PBL model geared to significant time, cost, and quality efficiencies in rapidly evolving, technological environments for optimal outcomes in 21st century higher education. The study concluded that this A-PBL model could also minimize the employment gap, fuel self-motivation, enable skill-building, and instill a deep commitment to lifelong learning.
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Conference papers on the topic "Self-directed change"

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Bruce, Robert L., Gloria Fraczak, John M. Papalia, et al. "Directed self-assembly patterning strategies for phase change memory applications." In SPIE Advanced Lithography, edited by Sebastian U. Engelmann and Rich S. Wise. SPIE, 2017. http://dx.doi.org/10.1117/12.2257829.

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Charbonneau-Gowdy, Paula Antoinette, and Danisa Thamara Salinas Carvajal. "Cracking the Cocoon: Promoting Self-Directed Lifelong Learning in EFL Pre-service Teachers in Chile Through the Guided Use of Social Media Tools." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5612.

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Abstract While is it an obvious observation that in the 21st century individuals will need to continue to learn to keep pace with the rapid changes that affect their personal and professional lives, the practicalities of doing so are daunting. Where do we begin to instill a sense of self-directed learning that leads to a lifelong pursuit of knowledge and, more importantly, how? The aim of our study was to determine the influence of providing guided support in the use of social media to a group of future EFL teachers in Chile. In this context, where traditional teaching practices and cultural norms, not to mention resistance to technology adoption often stand in the way of learner agency and evolving self-directed learner identities, we focussed on pre-service teachers as a strategic step in changing these trajectories. Our results were encouraging in that for this group of participants there was evidence of change not only in responsibility for learning but in a metacognitive awareness of ‘how’ to learn – key ingredients in reaching personal and professional potential. We conclude that the use of technology needs to be re-conceptualized as not only an information provider but as a key player in constructing self-directed, lifelong learners. Keywords: self-directed learning, social media, lifelong learning, Teacher Education, ICT, learner identities
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Cortellazzo, Laura, Sara Bonesso, and Fabrizio Gerli. "Combining experimentation and reflection techniques in behavioral competency development programs: A learning approach based on journaling and peer coaching." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12946.

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Behiavioral competencies are key determinants of individual performance and literature has recently started to devote attention on those methodological approaches that can effectively promote their development. According to Dewey, individuals do not learn from experience, but they learn from reflecting on experience. In this paper, we draw on the Dewey’s idea and we investigate if reflective practices through journaling and peer coaching can improve the learning experience of individuals engaged in a competency development program. After introducing the prior research that emphasized the positive impact of these two reflective techniques, the paper illustrates how journaling and peer coaching has been introduced as a part of a competency development program. Preliminary insights from the empirical case show that self-directed learning requires a reflection process that helps individuals to better understand their current behavior, their progresses, and opportunities for change. Journaling was found especially useful to increase one’s self-awareness and self-confidence, whereas peer coaching allowed students create a social bond, share their experiences and receive a direct feedback from a peer. The paper also illustrates the limits of these reflective practices, discussing the interventions that can be implemented to maximize their learning benefits.
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Vogrinec, Monika, and Drago Bokal. "Doseganje višjih kognitivnih ciljev z vključevanjem hackathona v učni proces." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.75.

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With the lack of time and abundance of distractions, to which we are subject to when lecturing and assimilating new knowledge, it is very important to form lecturing processes that allow management of compromises between the learning experiences, goal depth, range of the used concepts, and effective feedback about correct understanding of learned material. In this paper, we present a hackathon concept with outcome directed to specific applicable results. Besides higher efficiency at achieving the goals, the learning process is monitored using a questionnaire, which induces reflection on comprehension of learned concepts. Because of a large amount of autonomous and focused work, the mentee solves the problem with greater quality and uses the questionnaire for recieving feedback as a substitute to grade. In this way, the self-evaluation helps the mentor to indentify the weaknesses of understaning, while simultaneously the examination of self- evaluation with the mentor is the foundation of mentees self- criticism and becomes the tool in formative monitoring regarding assimilation of new knowledge. The hackathon concept is adapted to learning by a reflection of progress in project execution and understanding of the concepts learned along the way at a course on Combinatorial optimization. It is also appropriate for other courses that lecture quantitative methodologies (Mathematican modelling, Operating research, Statistics, subjects of programing and data analytics). The result is a learning process, adapted to the mentee, where the lecturer takes on the role of a mentor. With his in-depth knowledge of the topic, the mentor guides the mentee at searching for solutions of the problem and simultaneously through observation of the mentee adjusts the depth and contents to outset of the mentee and his ability to acquire knowledge.
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Schulz, Kristina Maria. "Approaches to promote self-directed learning in Software Engineering." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9355.

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Software engineering is a profession, that requires expertise, but also underlies fast changes of contents and requirements. To cope with these challenges students in this subject need self-directed learning competencies. This paper explores Just-in-Time Teaching as one exemplary teaching method known to support self-directed learning processes. The focus in this analysis lies on a didactical evaluation of the sensitive use of this method concerning the special target group of software engineering students, the teaching content and material. The aim is to avoid a mere transfer of didactical approaches to students without additional value for the learners. Additional didactial consideration are directed towards (already existing) learning strategies of the students, which are essential for enabling students to efficiently benefit from self-directed learning arrangements. Resulting issues need to be evaluated through a serious data collection and analysis, that will be carried out in the subject of software engineering.
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McCrone, Luke. "Transitional space: learning in the spaces in-between." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.14.

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There is increasing evidence, particularly in STEMM education, that traditional didactic transmission lecturing is less effective than more active, student-centred learning (Freeman et al., 2014). This mounting evidence has resulted in institution-wide curriculum review, pedagogic transformation and ongoing space refurbishments at Imperial College London, a research-intensive institution that provides the context for this work. Although active learning is proven to improve cognitive outcomes by supporting ‘students to do meaningful learning activities and think about what they are doing’ (Prince, 2004, p.223), its examination remains largely linked to instructional contexts, with neglect for the self-directed, non-timetabled learning spaces that support a rich learning experience. This instructional emphasis is evident from the capital that Imperial College London, among other institutions, continue to invest into ongoing classroom refurbishments to support curriculum review and innovation. However, it could be argued that these changes to physical infrastructure do not accurately reflect and address the growing self-directed workload that students now contend with. Furthermore, as capital spending on maintaining and modernising university buildings in the UK approaches £3 billion annually (Temple, 2018), these refurbishments are increasingly time- and money-intensive, placing a financial strain on institutions. The assumption that students successfully transition between passive and active learning, between directed and self-directed learning and between formal, timetabled and informal, non-timetabled spaces has meant transitional space being overlooked. By seeking to better understand student engagement with these transitional spaces as physical, curricular and cognitive spatial phenomena, this study is generating evidence for the educational importance of transitional space and using this to better understand active learning. By redesigning underutilised ancillary spaces adjacent to formal lecture spaces at lower cost than lecture theatre refurbishments, students can better self-direct active learning at moments of transition into and out of formal, timetabled spaces.
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Alony, Irit, and Michael Jones. "Lean Supply Chains JIT and Cellular Manufacturing - The Human Side." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3215.

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Lean manufacturing has been widely adopted by many production companies. Apart from the operational difficulty associated with conversion from a traditional, functional based operation, adoption of Lean manufacturing involves significant organizational transformations. It requires formation of work teams, comprised of multi-skilled workers. The work teams are preferably self directed and need to continuously improve performance and production processes. Such changes can be challenging for organizations. This paper reviews studies of human related and organizational factors in the context of Lean manufacturing, and identifies gaps in research in this area. The paper presents the principles of lean manufacturing, the organizational shifts required, and presents studies relevant to each of these shifts. The paper concludes with implications for practitioners and suggestions for further studies.
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Marina, Revuelta García, and Araya Alicia Estancona Pérez. "Desarrollo de comunidades de aprendizaje en línea para titulaciones jurídicas. #Relaciónate: plan transversal de innovación docente a través del uso de nuevas tecnologías en el Grado en Relaciones Laborales." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.12017.

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This paper shows the results of a teachinginnovation Project called #Relaciónate of the University of Cantabria. This Project was designed to stablished a communication and specialist information channel between Labour Relations Degree students and teachers. The regular publication through Twitter was focused on legal reports, sentences, doctrinal analysis selected by teachers and specialised profiling network –like official bodies, professionals, teachers connected by social network, ecc.-. This particular system creates an online learning community which allows us to contextualize and share theoretical contents being taught in classroom and to improve the students involvement in learning processes and their relevant skills and values, such as self-directed learning, critical thinking or information management.
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Saeidi, Nima, Edward Sander, and Jeffrey Ruberti. "Real Time Observation and Quantification of Shear-Induced Collagen Self-Assembly." In ASME 2009 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2009. http://dx.doi.org/10.1115/sbc2009-206773.

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Collagen is the most abundant protein in the extracellular matrix (ECM) of vertebrates and is distributed widely throughout connective tissues. Fibrillar collagen is the principal load-bearing molecule in vertebrates (e.g. type I in tendon and ligament and type II in cartilage). Its inherent biocompatibility makes collagen an attractive scaffolding material candidate for tissue engineering. Although use of 2-D or 3-D collagen networks as a substrate for cell culturing have provided invaluable information about cell-ECM interactions, it has not been very successful in producing load-bearing tissue-engineered constructs. We attribute the fundamental problem to the use of disorganized collagen which may interfere with the ability of cells to generate organization. Several research groups have developed methods to produce organized layer(s) of collagen fibrils de novo (often with the intention of using them for guiding cell culture systems). Methods employed to influence collagen fibril organization during self-assembly include, electro-spinning [1], the use of strong magnetic fields [2–4], electrical gradients [5], flows through a microfluidic channel [6, 7], a combination of fluid flow and magnetic field [8], dip-pen nanolithography [9], cholesteric methods [10], and even freezing and thawing [11]. Although there has been some progress in controlling the alignment of collagen fibrils in vitro, there are many unknown factors which govern directed collagen self-assembly.
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Aleandri, Gabriella, and Fernando Battista. "Arts-therapy as innovative educational strategy for embodied narrative, lifelong learning and inclusion." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12959.

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Art, artistic expression and arts-therapy can be an opportunity to the pedagogy need to develop effective, innovative and avant-garde visions and strategies on issues considered crucial for cohesion and inclusion, in particular regarding migration issue. Dance-movement-therapy is central to this project which is configured as art-based research in the educational / intercultural field. It is a political-pedagogical project starting within the school context to open up to the territory. The research question therefore aims to verify whether art-therapy can create inclusive and intercultural environments, integrate with autobiographical methods through embodied narratives and stimulate self-awareness and lifelong learning. Main aims are: analyzing ways of inclusion, making significant and transformative changes to growth processes, modifying prejudices and stereotypes. The research, moving within the theoretical and methodological framework of the research-intervention, followed a mixed method preserving its qualitative nature, following the phenomenological and hermeneutic approach and, at the same time, using a questionnaire (Pettigrew, Meertens, 1995), which characterized the quantitative part. Among the main results, the discovery of feeling directed towards new perspectives from which to look at the world, more aware and proactive, emerged. Results have strengthened the choice of adopting a such innovative integrated educational strategy for inclusion and lifelong learning.
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