Self-Directed and Self-Designed Learning: Integrating Imperative Topics in the Case of COVID-19

Abstract

Self-directed learning and self-design became unexpectedly popular and common during the COVID-19 era. Learners are encouraged to take charge of their learning and, often the opportunity to independently design their learning experience. This research illustrates the use of technology in teaching and learning technology with a central theme of promoting self-directed learning with engaging self-design for both educators and learners. The technology used includes existing tools such as web page design, Learning Management Systems (LMS), project management tools, and basic programming foundations and concepts of big data and databases. In addition, end-users and developers can create their own tools with simple coding. Planning techniques, such as Visual Plan Construct Language with its embedded AI, are used to integrate course material and rubrics with time management. Educators may use project management tools instead. The research proposes a self-directed paradigm with self-designed resources using the existing technology with LMS modules, discussions, and self-tests. The research establishes its criteria for ensuring the quality of content and design, known as 7x2C. Additionally, other criteria for analysis, such as Design Thinking, are included. The approach is examined for a technology-based business course in creating an experiential learning system for COVID-19 awareness. Likewise, among other projects, an environment for educating learners about diabetes and obesity has been designed. The project is known as Sunchoke, which has a theme of Grow, Eat, and Heal. Educators can use their own content and rubrics to adapt this approach to their own customized teaching methods.