LEARNING WITH PURPOSE:
A Toolkit For Leaders and Learners Transitioning to Self-Directed Learning
About Toolkit
01 / PURPOSE
The Learning With Purpose (LWP) toolkit has been compiled for leaders who want to assist individuals in becoming self-directed learners, increasing their ability to set goals, stay motivated, and work independently using digital resources and online learning communities.
02 / PRODUCT
LWP is a collection of tools geared towards self-directed learning as an instructional approach. It includes an introduction to self-directed learning, a six-step change model for leaders (see slides below), LWP program activities, and targeted resources to develop independent learners.
03 / GOAL
To help leaders plan, implement, and evaluate the shift to self-directed learning in their context.
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To assist adult learners in the LWP program transition from a traditional learning approach to one that is self-directed — taking learning from an external source to the individual by encouraging learners to discover the purpose of their learning and ways to personalize it.
HOW TO USE
WHO IS IT FOR?
This toolkit is designed for leaders of small to medium size organizations (e.g., schools, nonprofits, and corporations) interested in implementing self-directed learning in their context.
WHAT DO I NEED?
Leaders and intended learners will need access to a computer, webcam, headset with microphone, stable internet connection, open and flexible systems of collaboration and communication, and foundational technology skills.
HOW DO I USE IT?
This toolkit has three main sections:
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Introduction to Self-Directed Learning (SDL)
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Leaders: Leading Change With Purpose - a series of checklists designed for leaders to effectively manage the shift to SDL following the ASCEND model.
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Learners: Learning With Purpose - a program that provides assessment and reflective activities designed to encourage learners to be focused, autonomous, and collaborative in their learning.
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Each section contains a collection of tools and resources that organize the work needed for the transition to a self-directed learning culture. It is possible to use each section as a stand-alone guide and apply them as needed. However, it is best followed in the order given.
This toolkit aims to support leaders in their transition to SDL, while encouraging learners to discover ways to personalize their learning and make the self-directed online learning environment work for them.
It is hoped that after working through the tools and resources presented, both leaders and learners will develop a culture of learning that encourages and supports one another while fostering learner autonomy. To dig deeper into SDL and its implementation, consider the following additional resources:
Additional Resources
References
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Al-Haddad, S. & Kotnour, T. (2015). Integrating the organizational change literature: a model for successful change. Journal of Organizational Change Management, 28(2), 234-262.
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Biech, E. (2007). Models for change. In Thriving through change: A leader’s practical guide to change mastery. Chapter 3: Models for change. ASTD [Books24x7 database]
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Boyer, S., Edmondson, D., Artis, A., & Fleming D. (2014). Self-directed learning: A tool for lifelong learning. Journal of Marketing Education. 36(1). 20-32.
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Doorley, S., Holcomb, S., Klebahn, P., Segovia, K., & Utley, J. (2018). Design thinking bootcamp bootleg. Adapted from Hasso-Plattner Institute for Design, Stanford University.
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Garrison, D. (2009). Communities of inquiry in online learning. Encyclopedia of Distance Learning. 352-355.
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Groves, K. S. (2005). Linking leader skills, follower attitudes, and contextual variables via an integrated model of charismatic leadership. Journal of Management, 31(2), 255–277.
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Herold, D. M., Fedor, D. B., Caldwell, S., & Liu, Y. (2008). The effects of transformational and change leadership on employees' commitment to a change: A multilevel study. Journal of Applied Psychology, 93(2), 346–346.
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Hiatt, J. (2006). ADKAR: A model for change in business, government and our community. Prosci Learning Center Publications.
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Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. Association Press. 2(2).
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Kotter, J. P. (1996). Leading change. Harvard Business School Press.
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Loeng, S. (2020). Self-directed learning: A core concept in adult education. Education Research International.
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Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). Jossey-Bass.
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Park, S. (2008). Self-Directed Learning in the Workplace. Online Submission.
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Taipjutorus, W., Hanson, S., & Brown, M. (2012). Investigating a relationship between learner control and self-efficacy in an online learning environment. Journal of Open, Flexible and Distance Learning, 16(1), 56–69.
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Sarran, P., Clark, D., & Mendonca, K. (n.d.). Change management toolkit: Tips, tools, and techniques for leading a successful change initiative, Berkeley, University of California.
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Weiner, B. (2009). A theory of organizational readiness for change. Implementation Science, 4(67).
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Weller, M. & Anderson, T. (2013). Digital resilience in higher education. European Journal of Open Distance and E-Learning. 16(1). 53-64.