This document discusses learner autonomy and enquiry-based learning (EBL). It defines an autonomous learner as someone who independently chooses their learning goals, methods, and criteria for evaluation. Effective autonomous learners have appropriate conceptions of learning, intrinsic motivation, and skills for managing information and their learning. EBL involves students determining their own lines of inquiry to pursue knowledge. When using technology to support EBL, factors to consider include the appropriateness of tools, availability of resources, and not overburdening workload. Academic staff can be encouraged to engage with technology by providing peer support, ensuring tools have clear purposes, and equipping them with strategies for appropriate usage.

1. OK Bloggs, just watch the blackboard while I run through
it: what has elearning got to do with EBL?
Sheffield Hallam University, UK
Ivan Moore: Centre for Excellence in Teaching and Learning (Promoting Learner
Autonomy)
Mike Bramhall: Arts, Computing, Engineering and Sciences
June Clarke: Organisation and Management
Claire Craig: Health and Wellbeing

2. What is an autonomous learner?
• Someone qualifies as an autonomous learner when (s)he
independently chooses aims and purposes and sets
goals; chooses materials, methods and tasks; exercises
choice and purpose in organising and carrying out the
chosen tasks; and chooses criteria for evaluation.
• Holec 1982

3. A definition of learner autonomy
• An autonomous learner takes responsibility for his/
her own learning
• They can identify:
– their learning goals (what they need to learn)
– their learning processes (how they will learn it)
– how they will evaluate and use their learning

4. Characteristics of ʻeffectiveʼ autonomous learners
• they have well-founded conceptions of learning
• they have a range of learning approaches and skills
• they can organize their learning
• they have good information processing skills
• they are well motivated to learn

5. STANCE TOWARDS LEARNING WILLINGNESS TO LEARN
Orientation to learning Balance of vocational, academic,
Appropriate conceptions of learning personal and social motivations to learn
Deep approach to learning Intrinsic motivation
A range of appropriate learning Extrinsic motivation
strategies Goals
Short - Medium - Long
Confidence
INFORMATION MANAGEMENT
Information handling Study Skills
Access to resources: Planning and problem solving
On line and Paper-based Evaluation & Metacognition
Role models (people, exemplars, Self-assessment
designs) Focus & ʻstickabilityʼ
Equipment Time and project management
Other learners Balancing social, work and learning
Contexts needs
Assessment

6. STANCE TOWARDS LEARNING WILLINGNESS TO LEARN
Orientation to learning Balance of vocational, academic,
Appropriate conceptions of learning personal and social motivations to learn
Deep approach to learning Intrinsic motivation
A range of appropriate learning Extrinsic motivation
strategies Goals
Short - Medium - Long
Confidence
INFORMATION MANAGEMENT
Information handling Study Skills
Access to resources: Planning and problem solving
On line and Paper-based Evaluation & Metacognition
Role models (people, exemplars, Self-assessment
designs) Focus & ʻstickabilityʼ
Equipment Time and project management
Other learners Balancing social, work and learning
Contexts needs
Assessment

7. The SHU social model
• learning is a social activity
• people are not only a resource
• sense of belonging
• sharing, supporting, discussing, debating
• working in partnership
• teamwork, leadership, inter-personal skills

8. Learning as a journey
• We become more autonomous as learners as we make
more of our own choices about what we learn and how we
learn it.
dependence
interdependence
Independence
or autonomy

9. The journey

10. Intellectual capacity
Learning
as growth
Level three
Independence
Level two
Knowledge
(breadth and
Level one
complexity)

11. Enquiry Based Learning
• Natural form of learning: curiosity and desire to
understand
• Students determine and pursue their own lines of enquiry
• Supported

12. Digital Fluency
• Capacity to operate effectively in a web-enabled world
• IT skills
• information literacy
• critical thinking
• social interactions – email, blogs and wikis

13. A sharing workshop
• A range of case studies in EBL/use of IT
• Our facilitation and experience
• Your experiences and thought processes
• Some answers to some questions

14. Exploiting IT in EBL - the questions
• When choosing the extent to which we 'use' IT in our EBL
activities
– what are our decision making processes?
– how do we encourage other academic staff to engage
in the process?
– how do we equip other academic staff with the tools to
make appropriate decisions?

15. what are our decision making processes?
• Is it available? Is it reliable? Will I look foolish
• How appropriate is the technology to the task: what is the ʻfitʼ
• Is there something I donʼt know about. Is there more appropriate
technology
• Limited by availability of technology and resources
• Mobile technology: how available and familiar is the technology
• Fear….. Graded approach
• Supporting staff in engagement process
• Donʼt worry when it doesnʼt go to plan….
• Donʼt need to know everything…..
• Time involved in learning and using technology, particularly on-line
forums

16. how do we encourage other academic staff to engage in the
• Types of support mechanisms
• Technology that works and the necessary technical
expertise to step in when needed
• Peer supported
• Making technology ʻfitʼ and ensuring that it has a specific
purpose
• Making technology ʻinvisibleʼ
• Ensuring that it doesnʼt add to workload
• Perhaps challenging staff ʻto answer the questionʼ

17. how do we equip other academic staff with the tools to make
• Appropriate use of technology
• Provide the equipment, preferably in the classroom and
not in a bag…
• Needs to be tying up of strategies within organisations
• Strategic considerations
• Conversations: how do you use a blog etc
• Sharing ideas and learning around using technology
• Putting technology into context
• Simple templates to get people started
• Make it easy
• Support systems that are readily available

19. OK Bloggs, just watch the blackboard while I run through
it: what has elearning got to do with EBL?
Sheffield Hallam University, UK
Ivan Moore: i.moore@shu.ac.uk
Mike Bramhall: m.bramhall@shu.ac.uk
June Clark: j.clark@shu.ac.uk
Claire Craig: c.craig@shu.ac.uk
www.shu.ac.uk/cetl/cplahome