How Society Can Foster Self-Directed Learning

Suppose we take Brigid Barron’s [this issue] learning ecology framework seriously as the way to encourage youths to take on the identity of self-directed learners. What kind of learning environments should we then try to create? How do such environments differ from the school-based learning environments we have invested in so heavily over the last 200 years? And how do the new technologies enable us to create learning environments that support self-directed learners? Self-directed learners are likely to be the clear winners in the 21st century economy. They will develop deep skills and knowledge, which can pay off in fruitful careers. If we are trying to foster self-directed learning, we particularly want to encourage youths to pursue career interests that are likely to pay off for them. Currently many youths pursue careers in sports or the arts because these careers are so visible and glamorous, despite the low probability of success. Barron focuses on self-directed learning in the context of computerand Web-based learning because that is the data she collected. But there are many other career-related interests that youths may develop, such as interests in medicine, law, the military, business, technology, etc. These are the kinds of areas around which school systems have been developing ‘career academies.’ Youths also develop passions about more narrowly focused topics, which might evolve into careers, such as Chinese history, set theory, black holes, poetry or horses. All such passions can provide the basis for developing specialized knowledge that supports youths’ future endeavors. As a society we would do well to make it easier for youths to pursue their interests as deeply as possible.