A Model of Lifelong Learning Capacity Building

in Professional Education

EunMi Park, Ed.D., MLACAssistant Professor of MedicineAssociate Director of Education

Division of Geriatric Medicine and Gerontology

Objectives

1. Address lifelong learning needs and current issue in professional education

2. Propose an innovative model of learner autonomy development

2. Discuss implications

Lifelong Learning in Workplaces

As a way to achieve individuals’

• Performance Outcome

• Productivity

• Quality Management & Improvement

An US Accreditation Standard in Medical Education

The liaison committee on medical education (LCME) (June 2007)

ED-5-A. “The educational program must include instructional opportunities for active learning and independent study to foster the skills necessary for lifelong learning”

An US Accreditation Standard in Engineering Education

ABET: Leadership and quality assurance in applied science, computing, engineering, and technology education. Formerly named ‘American Board for Engineering and Technology Education.’(2007 For 2008/2009 cycle)

Criteria 3(i)

“Engineering programs must demonstrate that their students attain the following outcome:

a recognition of the need for, and an ability to engage in life-long learning.”

An US Accreditation Standard in Applied Science Education

ABET: Applied Science (2007 For 08/09 cycle)

3-A-(i) “Baccalaureate degree programs must demonstrate that graduates have a recognition of the need for and an ability to engage in life-long learning.”

3-B-(g) “Associate degree programs must demonstrate that graduates have a recognition of the need for and an ability to engage in life-long learning.”

An US Accreditation Standard in Technology Education

ABET: Technology Education (2007 For 08/09)

Criteria 3(h) “Each program must demonstrate

that graduates have a recognition of the need

for, and an ability to engage in lifelong learning.”

An US Accreditation Standard in Business Education

AACSB: The Association to Advance Collegiate Schools of Business (Jan 2008)

PREAMBLE: “… As part of each institution's effort to prepare its students for future careers, it should provide a total educational experience that emphasizes conceptual reasoning, problem-solving skills, and preparation for lifelong learning. (, p.2)”

Maintenance of Intellectual Capital: “… Each faculty member, thus, is obligated to continuously update, expand, and hone personal knowledge and skills. Without this personal commitment on the part of individual faculty members, the intellectual life of the school will stagnate, and the vitality of degree programs will quickly be lost.”(p.56)

To Be Competent Workforce

Continuous learning demandsbeyond obtained/existing knowledge and skills

• Physicians who are non-geriatricians Reynolds Consortium (JH, Mt. Sinai, Duke, UCLA) for Faculty Development to Advance Geriatric Education (FD~AGE) Mini-fellowship in geriatric teaching

• Engineers: BioMed Engineering

• Corporate Mangers and Executives: Lifelong Learning Network of Alumni for Stanford, Columbia, etc.

Lifelong Learning

“Lifelong learning is formal, non-formal and informal patterns of learning

throughout the life cycle of an individual for the conscious and continuous enhancement of the quality of life, his/her own and that of society.”

Dave (1976)

Formal vs. Informal Learning

Approximately,

10-20% through formal ed

80-90% informal learning

Tough (1971, 1999); Confessore and Confessore (1993)

Dimensions of Lifelong Learning

Birth Death (TIME)

Home (SPACE)

Society

Lengrand (1970)

Sch ool

Competence, Quality(DEPTH)

Kidd (1975)

Performance

Resiliency of Human Capital For Sustainability In Changes & Crisis

Capacity to Respond to

External Requirements & Cultural Forces

Capacity to Engage in

Autonomous Learning Efforts

Through Lifespan

Formal Education

and Training

Current Issue

Expecting LearningOutcome

Independently Competent

Professional

Formal Education Subject matters: knowledge & skills Affective support

Autonomous LearningProcess

In Lifespan

BECOME

An Efficient and Effective Capacity

Adult Learning Studies on Self-Directed Learning:

Learner autonomy / self-directedness is an

efficient and effective human factor that

produces desirable learning outcomes.

(Confessore and Confessore, 1992;Tough, 1999;

Confessore and his associates, 2000)

Learner Autonomy

• A necessary characteristic of the person who independently

exhibits agency in learning (Confessore and associates, 1999,

2000; Ponton, 1999)

• An attribute and ability of individuals to engage In learning

throughout life (Park, 2008)

Constructs of Learner Autonomy

• Desire to learn (Confessore,1991; Meyer, 2001)

• Resourcefulness (Confessore,1991; Carr, 1999)

• Initiative (Confessore,1991; Ponton, 1999)

• Persistence (Confessore,1991; Derrick, 2000)

are necessary constructs for the development of

behavioral intentions to learn in an adult learner.

Beliefs(Cognition)

Attitude(Affection)

BehaviorsIntentions(Conation)

Copyright 2006: Park E and Confessore GJ.

Learning Behaviors

DesirePrecursors to Intentionality

A Model of Learner Autonomy and Autonomous Learning based upon Fishbein & Ajzen’s Behavioral Model (1975) and Confessore and

Associates (1999, 2000, 2001)

BehaviorConationPredisposition

Resourcefulness

Persistence

Initiative

Learner Autonomy Profile (LAP) TM ©*4 constructs and 22 components

-Goal- Directedness-Action Orientation-Overcoming Obstacles-Active Approach-Self-Starting

-Circumstance -Expression-Group Identity-Growth & Balance-Love Issues-Communication Skills-Change Skills

Initiative Persistence

- Volition- Self-Regulation- Goal- Maintenance

-Learning Priority-Deferring Gratification-Resolving Conflict-Future Orientation-Planning-Evaluation Alternatives-Anticipating Consequences

Desire Resourcefulness

Copyright 2002 © HRD Enterprises *TM© HRDE

Learner Autonomy of East Asian Professionals

• East Asian professionals in globalization society: Increasing trend of study abroad, visits to work with, while having more international visitors in homelands

• American in US > Asian in US > Asian in Homeland (Park, 2000)

• American in US > East Asian in US > East Asian in Homeland (Park, 2003)

Suggestions From The Data

• The capacity of learner autonomy is not generally viewed as needing to be developed, or used by East Asian professionals.

• But, in a rapidly changing global society, EAFAE may consider helping them to exercise and build the capacity of learner autonomy as a way to increase resiliency of human capital in order to respond better to societal changes and crises.

A Model for Developing Learner Autonomy in Professional Education

1. Aware learner autonomy profile (LAP): Strengths and Need areas to develop.

2. Reflect on daily actions considering intended outcome-based goal (e.g. grant productivity using at an online web-log page)

3. Utilize the lessons identified with a coach using the analyzed patterns of reflected logs.

4. Reiterate the steps of 2 and 3 for a certain period until individual can gain a perceived competency.

A Present Implementation at JHM

Interactive Assessments & Coaching Processes

Baseline Survey/Interview Pre-online assessment: Learner Autonomy Profile (LAP)

Individual interpretation of LAP results: Strengths & Opportunities to develop

Self-reflection Monthly follow-up coaching

Post-LAP Feedback Survey/Interview

Productivity

- Grant Proposal - Publication

Aware, Reflect, and Utilize Intentionally of the LAP Strategies forthe Indented Outcome

A Present Effectiveness Study at JHM

Group 1Pre-

Assessment

Group 2Post-

Assessment

Coaching

Group 2Pre-

Assessment

Group 2Post-

Assessment

T h a n k y o u

Further Inquiry

e p a r k 1 2 @ j h m i . e d u

EunMi Park, Ed.D.