How to activate self-directed learning

Are you a teacher who wants to use video in your teaching and create more active and engaged students? Then this model is for you.

With video, you can explain knowledge processes, present models and give instructions, but also visualize situations, environments or convey emotions. Whatever the purpose of your video, this five-part model, based on self-directed learning theories, can be used as a pedagogical tool. The model is designed to motivate and engage students, helping them to take the next step in their learning. Below is a detailed step-by-step description that guides you and provides information about each part, as well as what needs to be prepared in order to use the model directly in your teaching.

The model is based on:

Pedagogical framework

Self-directed learning (Knowles 1975, p. 18)
Reflection (Sandars, 2009)
Feedback (Hattie & Timperley, 2007)
Inspired by Kolb’s reflection cycle (Kolbs, 1984 )

Pedagogical framework of the film

The script is built on subject-didactic evidence and follows intended learning objectives and outcomes (course objectives)
Contextual factors, such as authenticity in primary and secondary aspects (Sailer, et. al, 2021)

Part 1 – Information

In the first step, you inform the student about the task ahead of them. This creates the conditions for the student to plan their own learning. Put the information close to or in the film.

What kind of film is it? (lecture, instruction)
What is its purpose and what is the intended learning outcome? What is the student supposed to learn?
How long will the task take to complete?
How should they use the material in further studies? (basis for examination, group work, clinical training, new elements)

Part 2 – Ask questions before the film

Ask questions for the student to answer before watching the film:

What do you want to learn?
What is important to consider?
Do your own planning.
Encourage the student to think, write down, discuss, plan, formulate, practice.

Part 3 – Create the content of the film

Write the script based on the didactic evidence of the subject and the intended learning objectives and outcomes (course objectives). The imagery should be consistent with what you want the students to learn and that the film is authentic, e.g. hygiene, ergonomics and hand movements are correct.

In the film, you can add additional questions and tasks. By encouraging pausing, answering questions or taking notes, you create an active viewer.

Keep in mind that any narration can be generated as a coherent text and can then be perceived as a scientific basis or clarify proven experience.

Part 4 – Ask questions after the film

Ask questions at the end of the film. By doing that, you tie in with the planning that was done before and create conditions for the student to give feedback to themselves.

Was there anything that differed between your planning and what was shown or revealed in the film?
What was done well?
What could have been done differently?
What will you take with you to the next occasion?

Part 5 – Motivate to the next step

By asking questions that encourage activity, you increase the student’s motivation for further learning.

How can you use this in your further studies?
Where are you heading next?
What activities do you need to plan for in order to develop in the subject?

What is film good for?

With film, we can illustrate knowledge processes, models, sequences of events or instructions. We can depict environments, people, situations, and communication to create experiences and convey emotions.

With film, we can focus on different things by altering the sound (what to hear and what not to hear)or adding sound. We can vary the visuals (darkness, light, full frame, half frame, close-up). We can control time (something can go slower or faster) or cut in time. We can also manipulate the space, for example, by moving geographically, historically or into the future.

What is meant by self-directed learning?

It is based on students taking responsibility for their learning by taking the initiative to learn, identifying their learning needs, and creating learning objectives. Students are supported in the process through, among other things, self-reflection, where they can identify resources for learning, apply adequate learning strategies and evaluate their learning outcomes.

In summary, students can take responsibility, evaluate and reflect on their learning, thus identifying the level of knowledge, need for further knowledge and areas in which they need further training.