5LD01 Supporting self-directed and social learning

5LD01 Supporting self-directed and social learning

Learning Outcome 1: Understand theoretical concepts of self-directed and social learning.

Assessment Criteria (see last page for indicative content):
1.1 Explain the concepts of, and connections between self-directed and social learning.
Concept: definitions and interpretations, related concepts (for example collaborative,
collective, co-operative learning). Related theories and models (for example for self-directed
learning, Deci and Ryan, Knowles, Hase and Kenyon and Grow, and for social learning,
Bandura, Vygotsky and Bruner, Siemens and Downes, Stepper).
Connections: for example how terminology is often unclear and used interchangeably, or to
mean different things, for example, ‘individual learning’ might be directed or self-directed
‘solo’ learning. Self-directed learning might include collaborative learning activities
determined by the individual learners.
Discuss the meaning of self-directed and social learning using definitions and academic
underpinning. Explore how the terms are related to and differ from each other.

1.2 Assess underpinning theories related to self-directed and social learning.
Self-directed learning: related theory and models that underpin learner choice in informal and
self-directed learning. for example Deci and Ryan, Knowles, Hase and Kenyon, Jennings,
Sambrook, Willis, Davachi et al, and examples of formal (planned, deliberate) and informal
(accidental, naturally occurring) types of learning.
Social learning: related theory and models that underpin social learning, for example Bruner,
Lave and Wenger, Vygotsky, Revans, Jarche, Hart and Lancaster.
Identify 3 theories that relate to self-directed and social learning. Provide an assessment on the

importance of these theories, looking at the pros and cons and how they could be used for
learning purposes in an organisation. You can refer to examples from your workplace and or
best practice.

1.3 Evaluate the potential benefits and risks of self-directed and social learning for both
individuals and organisations.
Potential benefits: empowering employees, learner self-awareness and self-reliance; greater
individualisation of learning; potential for greater targeting of development activities in
relation to unique learning needs; potential for wider awareness, sharing, signposting of
development opportunities; learning accessed just-in-time, in-the-flow of work and as needed,
potential increase in overall organisation knowledge; benefits of communities of practice;
more agile employees and organisations; potential for increased worker satisfaction and
engagement; more effective formal learning and development in the organisation through
blended options; support the transfer of learning to the workplace.
Potential risks: non-engagement; cognitive learning not utilised or developed into skills or
behaviour change; lone learners and lack of stimulation from others; challenges of less
support; lack of networking opportunities; failure to recognise ‘mistakes’ in learning or
reinforce poor practice; lack of alignment between individual choices and organisation
requirements; lack of focus; ‘group think’; challenges of dispersed workforces.
Undertake an evaluation of the benefits and risks of both types of learning for individuals
and organisations with examples (use subheadings or a tabular format to show them
separately).

Learning Outcome 2: Understand how to encourage and engage individuals in self-directed and social learning and development activities.

Assessment Criteria (see last page for indicative content):
2.1 Explain the steps organisations can take to encourage informal and self-directed learning.
Staged self-directed learning model’ (Grow); insights from psychology and neuroscience; adult
learning and motivation theory; provision of options rather than predefined solutions;
facilitation rather than instruction; financial and resource support; promoting a learning
culture; promoting the value of selfdirected learning; challenging and overcoming reasons for
non-engagement: for example self-image, self-beliefs and learning history; perceived lack of
relevance to work and/or work aspirations; perceived lack of relevance to personal objectives;
logistical factors.
Discuss the main steps and areas of consideration that L&D professionals and organisations can
take to encourage (not implement) informal and self-directed learning. For example, promoting
a learning culture.

2.2 Explain the steps organisations can take to encourage social learning.
Forming communities of practice; provision of effective environments, face-to-face and
digital; support, for example community management; promoting benefits; resourcing
through content; promote concept of ‘working out loud’; interacting with ‘adjacent/linked’
professional communities; differentiating between social learning and social media; insights
from psychology and neuroscience, adult learning and motivation theory, financial support,
promoting a learning culture, challenging and overcoming reasons for non-engagement: for
example self-image, self-beliefs and learning history; perceived lack of relevance to work
and/or work aspirations; perceived lack of relevance to personal objectives; logistical factors.
Discuss the main steps and areas of consideration that L&D professionals and organisations can
take to encourage (not implement) social learning. For example, forming communities of
practice.

2.3 Critically assess theories of learner differences in relation to ways of accessing and
undertaking self-directed and social learning.
The validity and relevance of learning styles; generational categories and stereotypes; for
example Baby Boomers, Generation X, Y, Z, Millennials; perceived generational differences in
relation to expectations of work, preferred learning methods; how learning is integrated into
work and life; expertise in, expectations of and availability and challenges of technology;
expectations of networking (social learning).
Provide a critical assessment of at least 3 theories that explore learner differences (e.g.
generations, learning styles) and the way they inform and impact self-directed and social
learning.

2.4 Assess how digital and technological innovation are encouraging and enabling self-
directed and social learning.
Impact of smart devices; social media and learning networks, for example Twitter, LinkedIn,
Facebook, Instagram, YouTube; communities of practice; development of a ‘communication
culture’; online content; augmented and virtual reality, artificial intelligence and the role of
L&D professional as a social learning practitioner.
Evaluate the importance that digital and technological innovation has in encouraging learners
to engage with these ways of learning. Use examples from your workplace and or best practice.

2.5 Discuss strategies for supporting individuals to reflect on and measure the impact of self-directed and social learning.
Strategies and support such as regular meetings and discussions with coaches, mentors and
line managers; provision of self-assessment tools. Reflection and measurement, such as the
principles of critical self-reflection, for example Driscoll, Gibbs, Rolfe et al; differences
between reflective and reflexive practice; personal goal-setting and self-assessment, linking
into other formal or informal L&D activities where impact and transfer assessment takes
place; collecting peer or other feedback, links to ‘performance conversations’ with the line
manager; internal and external reward.
Discuss ways to support learners reflect upon and measure the impact of self-directed and
social learning. Include L&D examples from your workplace and or best practice.

Learning Outcome 3: Be able to support self-directed and social learning through the curation of learning resources.

Assessment Criteria (see last page for indicative content):
3.1 Evaluate principles underpinning the curation of learning resources for self-directed and
social learning, either as part of a wider learning and development programme or as a
‘standalone’ resource.
Structure and approach to curation; factors influencing the selection of materials, for example
relevance to purpose, quality, engagement, ease of access, cognitive and professional level;
recognition that resources don’t have to be created; use/collate from a huge amount of
existing materials and information available; factors influencing access (selected platform or
distribution method, user access skills and/or permissions); difference between central L&D-
curated versus learnercurated; use of subject-matter experts; curation models; Jarche’s ‘seek,
sense, share’ model, Higgins’ ‘digital curation, lifestyle’ model, Lancaster’s ‘CURATE’ model.
Discuss and evaluate key principles that inform the curation of material for self-directed and
social learning. Consider the differences between central L&D-curated versus learner curated;
use of subject-matter experts and curation models and their value.

3.2 Curate a range of accessible learning resources in relation to a specific area of learning
using an appropriate platform/method to make them accessible to others.
Defining accessibility needs of learners in a given context; types, strengths and weaknesses of
different curated resource types, text, video (including recorded webinars), audio (podcast),
interactive resources/e-learning, articles, photos, signposting to references, good practice,
case studies, blogs, social media; choice of platforms and/or methods: use of intranets,
LMS/LXP/CPD systems, online collative tools, HR systems, e-portfolio, apps, email, social
media, artificial intelligence.
Briefly explain how you considered the accessibility needs of learners.
Identify a relevant learning need and curate a number of materials.
These could be part of work you have created for your organisation. Evidence requirements:
rationale, screen shoots, resources and a witness testimony.
OR
They can be attached as a portfolio to this submission examples: recorded webinars, audio
(podcast), interactive resources/e-learning, articles, photos and a witness testimony.

3.3 Develop guidance which encourages and supports learners to be the curators of
resources for one another.
Encourage learners to curate their own materials by providing guidance and examples;
emphasise benefits, for example access to different perspectives and wider range of
materials; risks, information may lack accuracy, currency – resources maybe outdated,
offensive content; need for guidelines on storage (use of a taxonomy and effective tagging),
copyright and intellectual property; role of subject experts; adequate systems access and
training; links to organisation policies, for example code of conduct; updating, archiving and
disposing of resources; L&D’s potential role in curation oversight.
Provide a short guidance document that can be used with your employees outlining ways to
identify, store and share curated resources. Include the key principles here and attach the
guidance document as evidence.