apcampbell

On the subject of moving toward learner autonomy, David Boud writes:

The autonomous person must be free not only from direction by others
external to himself, but also from his or her own inner compulsions and
rigidities.  Autonomy is more than acting on one’s own.  It
implies a responsiveness to one’s environment and the ability to make
creative and unique responses to situations as they arise rather than
patterned and sterotypical responses from one’s past (Jackins 1965).

Responsiveness only comes with awareness.  Greater awareness
arises with attention to processes and the results that spring from
those processes.  If learners are to make a move toward becoming more
free, self-motivated, self-organized and self-reflective; educators
must provide them with an environment conducive to such ends (which can
also be the means).  Once learners see for themselves the
inadequacies of certain views they hold and the behaviors that result
from such views, they are in a position to consciously change those
views.  Once they realize the power they have to control their own
learning process, they can make instituions work for them, rather than
depending upon others to decide their paths and goals. 

I have no doubt that a skillful introduction of interactive
webpublishing practices in institutions of formal education will help
learners along this path to autonomy.  Of vital importance though,
is not so much the technology, but the pedagogy.  As educators, we
must cultivate an attitude that triumphs the movement toward autonomy, rather than attempting to measure magnitudes of change for assessment.

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