Self

Self: A person’s essential being that distinguishes them from others.

We are all unique, aren’t we? Doesn’t the definition of “self” preach individuality? Don’t we all see and experience and digest the world around us through custom-made filters? Yes, we do. So when that unique, custom-made, individual person undertakes a learning experience, who is in the best position to direct, manage, regulate and guide the education process? Why, the “self,” of course.

Be My Own Boss

One recurring daydream I have had throughout my adult life is the notion of running my own business. I know it is difficult – – – I grew up in a household centered around my father’s one-man, service-based business. Four years old, and I was taught to stamp the invoices with my father’s company name and phone number. I loved my “job,” not realizing it was one of many ways my parents had engineered to scrimp and save every single penny that they could. I thought we were rich because my father did not report to a boss. He was the boss; he made the decisions. It did bring freedom to our family. But that freedom was coupled with responsibility.

In the same way that my father shouldered the responsibilities of his business enterprise, I must be my own boss when considering my education. Because I am the sole owner of my “self,” I must responsibly nurture and advocate, manage and regulate. In this vein, my current K-12 public education employer presents a carefully-crafted “Portrait of a Graduate” on its website. One of the key descriptors is listed as a Self-Directed Learner,

Although I was hired to grow my students into Self-Directed Learners, I must ensure that I am one first.

What’s In It For Me?

So how does being a self-directed learner benefit me? How does it help me achieve my goals? The answer to these questions is honestly quite simplistic. If I am self-directed, then I am the one setting the goals. I am the boss. I get to decide what defines success and what defines failure. In fact, when I look closely at my employer’s portrayal of a Self-Directed Learner, I would love to add two small letters and change “own progress” to “owned progress.” My progress is owned by me. I get to be the owner.

But Self Does Not Mean Selfish

Up until this point, I’ve reflected on my responsibilities in my own learning. But how does this philosophy of independent, self-directed learning translate into my current role as a high school teacher and anticipated future in instructional design? How do I shift these values into my lessons, training pieces, and educational constructs?

As a teacher prior to COVID-19, I was free to design and customize instruction in my classroom. Although I certainly spent ample time fretting over content, I gradually learned that presentation and communication hold far greater importance. I must be clear and easily understood. I must be engaging and relevant. But most important, I must be a fervent missionary of the message that learning is attainable and enjoyable. If I can get my students to believe in their own learning, then the learning experience will be successful. They will strive to seek out the content as self-directed learners in their own right. Artfully designed communication makes that process possible.

With instructional design, communication is equally significant, but it must take alternate pathways. Instead of relying upon the command of my voice and stage presence, instead of asking concerned questions and calmly speaking reassurances, I must now use a digital platform to communicate. My tools will now be videos, animations, carefully-selected pictures and visuals, texts and appropriate fonts, proper educational sequence and confidence-instilling formative assessments. Although I may never personally interact with the audience of my instructional design pieces, I must still somehow get them to believe in their own learning.

I must help them validate and educate their self.