Self Directed Learning - What I Have Learned

1. That self learners don't know everything they intend to learn prior to starting.
 - they may have a specific result/s they are aiming for
 - and an initial impulse to learn in a certain way.
 - that they have methods and resources they have built up over a life time

2. That traumatic brain injury
 - has a tendency of eliminating the third aspect entirely
 - makes the re-acquisition of the third the aim
 - and simplifies the urge to do something in an certain way into just an urge to do something.

3. When the truths of a persons life have been brought into question due to massive changes in support networks, and income source, the styles of learning, what they originally chose to learn, how, and why all of a sudden become irrelevant, and the those must be rebuilt before any learning can take place... otherwise it becomes a random collection of facts that are used for the moment and then forgotten much like cramming for a test.

Skill or Competency

Thanks to a link from www.ZTCollege.com  I found a list of different items that will help me address the deficiencies I mentioned in my first post.  And in addition I have included the email I sent to the University of Waterloo.

The Letter:
"Hello,

I found your site through ZTCollege.com.  The article that I am contacting you in regards to is the Page titled "Independent Studies; Readiness to learn" questionnaire.  Due to a brain injury I sustained 3 and a half years ago, I am currently disabled I am in in need of redeveloping all or most of the skills that it mentions.  The self evaluation results are: ready but unable.

Unfortunately most of the aid agencies and medical help I have been able to locate have not been very useful, from what I have seen so far with state agencies (I am from New York State in the US) all that I am able to look forward to is getting extended test taking time at a regular university.  

So the question is, what resources are available to address those deficiencies prior to returning to university?  If I were to pick the top areas it would be Problem Development skills, Evaluation skills, and Completion Skills, and the interchange between Evaluation skills, and Completion Skills.

Sincerely,

Gary Reimer"

This at the moment has been copied without permission but the link is below to the full article.
http://cte.uwaterloo.ca/teaching_resources/tips/self-directed_learning_readiness_to_learn.html

SKILL OR COMPETENCY	CURRENT IMPORTANCE 1-very 2-fairly 3-not very 4-unimportant	CURRENT SKILL RATING 1-excellent 2-good 3-adequate 4-poor
Life skills: Organisation of time and resources in your life, co-operation in working with others, available support network
Independence: Autonomy, self-motivation, self-reliance, resourcefulness, initiative, and judgment
"Basic” skills: Literacy, numeracy, graphicity, computer literacy, etc.
Information skills: Ability to find information by: using libraries; abstracts; community resources; interpreting data, charts, tables, timetables, etc.
Study skills: Organisation of material for projects, note-taking and reading for different purposes, understanding assignment requirements
Learning to learn: Awareness of task demands, flexibility, self-knowledge of learning preferences, awareness of learning process, self-evaluation
Planning skills: Ability to design a plan of strategies for meeting learning needs, ability to carry out a plan systematically and sequentially
Problem development skills: Ability to formulate questions that are answerable through various research activities (projects, library, readings)
Analytical skills: Ability to select and use most effective means of acquiring information, ability to analyse and organise information, ability to select most relevant and reliable information sources
Communication skills: Ability to write reports, essays, instructions, discourse, display data, etc.
Evaluation skills: Ability to collect evidence of accomplishments and have it evaluated, ability to accept constructive feedback from others
Completion skills: Ability to identify problem areas, ability to revise work, commitment to completing units and program

Open to all who are viewing this post;
Any feedback you might be able to provide would be appreciated.

Thanks for reading so far.

Self Directed Learning

This is going to be complicated.

Self Directed Learning has a tendency of being that way, and combining that with a brain injury just complicates the process even more.

Much of this blog will be made up of self directed learning information, but it will be done not from the perspective of researcher, but from my perspective as I make use of it.

I will do my best through out to not make this a collection of really interesting articles and information about what is known and is being done in research facilities.  Rather this will be about what I am doing, why I am doing it, and what I am looking to get out of it and additionally how I have ensured those results.

Now for the complicated part:  self directed learning can be looked at in two ways, as a process and as a goal.

So the first objective in any self directed learning program is to figure out the process that I am going to utilize, and define the goal as being stronger as a person as the result.  And this step can not be skipped particularly in my case due to the brain injury that I sustained.

To some this would seem a bit excessive, but the type of damage that I sustained has affected my ability to conceptualize, and to do this on an unconscious level.  Compared to say what most self education is concerned with and that is the specific content.

For me specifically that is the sporadic and poor quality results that I achieve in relation to the amount of time and effort I put in.  

An example of how this problem manifests itself is when you define two different forms of learning:
 - reproductive
 - transformational

And secondly the difference between
 - learning (no matter the process)
 - doing (consistent output)

The first manifestation is between the reading, and the reproducing of that information, in terms of recall time, quality of what is recalled, and the length of time I can maintain attention on a particular task.
 - And this further complicated by the delay in how the information is to be organized, not just in the delay of the information itself.
 - then of course the even more painful truth, sometimes the method of organizing that information/or actions is no longer there, even though the memory of once being able to do something of that nature is still there resulting in me overreaching and not realizing it.

The Transformational type, that is understanding something and then being capable of changing behavior because of it.  The problem is the word "understanding" constitutes a series of processes that I am not even sure has been studied.
 - then of course the transition from learning to doing in this area as well.

And these can be understood in terms of Cognitive Function.  And to address this issue I have taken a three point approach:
 - Lumosity.com (its what I can afford)
 - Traditional Medial care (which I have found to be painfully slow)  I was able to get disability before I was able to get appropriate treatment.
 - Supplementation (balancing results to financial resources)