Self-determined learning

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The term self-determined (or self-directed ) learning , coined in reform pedagogy , describes an approach in which learners determine for themselves what they learn when , where , how and with whom .

The term “Discretionary Learning” is used - in non-school contexts - as a term for a form of work organization that is characterized by “a high degree of autonomy in the workplace, learning and problem-solving techniques, complexity of tasks, self-assessment of the Quality of work and - to a lesser extent - autonomous teamwork ”. This form of work organization "will lean manufacturing (" lean production "), the" Taylorist "work organization" as well as "traditional" or "simple structured" forms of work organization faced (with largely informal methods). According to an analysis by the Eurofound Foundation, this model of self-determined learning is particularly prevalent among managers , the self-employed and skilled workers .

Historical

Self-determined learning meant that the learners themselves determined what they wanted to learn, not on the basis of curricula, but on the basis of their individual experience. For John Dewey in the laboratory school he founded in Chicago and Berthold Otto in the private tutor in Berlin, self-determined learning was the central category of their school and teaching concept.

present

With self-determined learning in the present (e.g. in democratic schools ), the learner sets the learning goal and subject himself, without taking traditional guidelines (e.g. curriculum ) into account.

In school practice, self-determined learning was often used in connection with reform pedagogical teaching concepts such as B. Free work or used with Freinet and Montessori pedagogy , but with different meanings. Often it is limited to the self-determined selection of texts that are offered for a lesson goal. Self-determined learning is often used synonymously with open learning in the literature .

In scientific usage, the term self-determined learning was not initially clearly defined. For open learning, Falko Peschel ended this indeterminacy through grids of determination with regard to different dimensions and degrees of openness.

In subject science , self-determined learning means that the learner is unreservedly the subject of his or her own learning processes ( Klaus Holzkamp ). However, Holzkamp uses the term expansive learning : "Expansive justified learning does not mean learning for 'oneself', but learning for the sake of the expansion of the disposition / quality of life that can be achieved by penetrating the object."

See also

literature

  • Bannach, Michael:: Self-determined learning. Free work on topics of your choice. Baltmannsweiler 2002
  • Langemeyer, Ines: Competence development between self-determination and external determination. Work-process-integrated learning in IT. A case study. Munster 2005.

Web links

Individual evidence

  1. a b Working conditions in the European Union: The organization of work - Introduction (PDF; 50 kB) ( summary ), EF / 08/68 / DE. Issued by Eurofound , September 19, 2008.
  2. The quoted text, however, continues: 'The "lean manufacturing" (which applies to 26% of employees) is primarily characterized by a higher degree of teamwork and job rotation, by self-assessment of work quality and quality standards as well as various factors that inhibit the pace of work, embossed.
  3. ^ Peschel, Falko: Lessons in the Evaluation, Hohengehren, 2006 (2nd edition), Part 1, Chapter 3, p. 51ff
  4. Holzkamp, ​​Klaus: Lern, Frankfurt / M., 1995 study edition, p. 190ff
  5. Ibid., P. 191, emphasis placed on HK