Student Control of Learning

In “Older Workers, Rising Skill Requirements, and the Need for a Re-envisioning of the Public Workforce System” By Maria Heidkamp, John J. Heldrich Center for Workforce Development, Rutgers University (source), the writers summarize some considerations for policy makers.

From the introduction: 

The lingering aftermath of the Great Recession that commenced in December 2007 has shown that despite the efforts of the traditionally under-resourced public workforce system to serve more job seekers than ever before, far too many job seekers have been unable to reconnect to the labor market. Though the economic news is slowly improving, unprecedented and extreme long-term unemployment has become a reality for many individuals, including many low-skill and older workers.

Later in the article under the heading “A Vision for the U.S. Public Workforce System” are useful questions:

How can the broader U.S. public workforce system better respond to the demographic changes of an aging labor force? How might limited public workforce system resources be reallocated to better serve the growing number of older job seekers, trying to reconcile the unique needs of older and midcareer job seekers with the need for a universally designed system that must serve a wide range of clients at different points throughout their careers?

A program created by the AARP and New York State are mentioned which emphasize personalized learning methods using a variety of technologies to virtually connect with students using discussion groups, telephone, email, etc.

This hybrid approach allows an efficient use of technology and self-directed activity blended with access to more personalized assistance as needed.

A similar sentiment about personalizing learning is reflected in the interview with Maya Richardson featured in the blog post “The Importance of Student Control of Learning, Especially For Working Adults” (source).

The personalized learning part of it is taking ownership. I think it motivates. As an adult learner, it’s really important to find that you have some control over—when I go in, I know what I want to learn. I hope I know what I want to learn, and I hope I learn it at the end.

See also Just Tell Me What To Do (source), The Five Pillars of Motivating Instruction (source), & Guided Pathways & Professional Development (source)

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