Abstract
In the fourth installment of the column following the self-directed learning curriculum development project at Kanda University of International Studies, Japan, Satoko Watkins, Neil Curry and Jo Mynard detail the process of conducting a pilot of a possible self-directed learning curriculum for freshmen students, that would meet the needs and principles established in the previous two installments. This pilot represents quite a shift for the learning advisors (LAs), as it would bring what has up until now been a largely self-study course into the mainstream classroom environment, taught by LAs. The installment offers an insight into the strengths and potential weaknesses of such a course, and how students responded to it.
Highlights
Introduction to the ColumnKatherine Thornton, Otemon Gakuin University, Osaka, JapanIn the fourth installment of the column following the self-directed learning curriculum development project at Kanda University of International Studies, Japan, Satoko Watkins, NeilCurry and Jo Mynard detail the process of conducting a pilot of a possible self-directed learning curriculum for freshmen students, that would meet the needs and principles established in the previous two installments
Format refers to how the curriculum would be delivered to the students i.e. as an optional outside class self-study course, as classroom-based content etc. and was the first item that needed to be decided
It was decided that the curriculum should be piloted with one Freshman English class over the course of the first semester, which involved firstly compulsory in-class input sessions taught by learning advisors (LAs), and secondly an optional outside class self-study supported by LAs
Summary
In the fourth installment of the column following the self-directed learning curriculum development project at Kanda University of International Studies, Japan, Satoko Watkins, Neil. Curry and Jo Mynard detail the process of conducting a pilot of a possible self-directed learning curriculum for freshmen students, that would meet the needs and principles established in the previous two installments. This pilot represents quite a shift for the learning advisors (LAs), as it would bring what has up until now been a largely self-study course into the mainstream classroom environment, taught by LAs. The installment offers an insight into the strengths and potential weaknesses of such a course, and how students responded to it. ● Re-designing the delivery format, content, sequencing, and assessment ready to pilot
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