As a growing body of information is made available online, we tend to assume that people who use web sites will also be able to strategise their learning to make optimal use of access information. This, however, is not the case, leaving ample scope for a publication such as Constructing Self-discovery Learning Spaces Online, which is intended to raise awareness of the strategies that support self-driven learner efficacy. An extensive body of literature on self-discovery learning is used as a basis for suggestions on what learners need in terms of scaffolding to help them make the right decisions, assess their own level of learning, make strategic decisions on information found, collaborate with other learners and build their own skill sets.
The content is presented in four sections:
a foundation for discovery learning;
discovery learning environments and tools;
types of self-discovery learning; and
design strategies for self-discovery learning.
Section 1 includes two chapters dealing, respectively, with human motivations and discovery learning and self-discovery learners, as well as asking, “who are these learners?” The second section consists of five chapters dealing with collaboration, NASATalk as an example of a discovery learning space, knowledge spaces, web-based 3D virtual learning environments, and a case study of using discovery learning within a learning management system. Two chapters are offered in Section 3, namely a chapter on Second Life and Web 2.0 and self-discovery for writing, and informal problem solving. Section 4 offers four chapters, dealing with design guidelines for self-assessment support specifically aimed at adult distance learning, non-visual spatial learning, engaging learners, and addressing the problem of commitment.
Although presented as “early thoughts and research in this area”, Constructing Self-discovery Learning Spaces Online and the ideas and examples presented hold much promise to support lifelong learning and continuing professional development regardless of the fields of application.
Chapters are well-written and well-structured, including an abstract, chapter objectives, detailed lists of references, and a list of key terms and definitions. As is typical of books from this publisher, the basic index is followed by a more (and very helpful) detailed discussion of what can be expected from the various chapters. What I found especially interesting is the list of topics noted by the editor. This reflects the commitment of this work to stimulate further research, and is also an important step in the scaffolding of information to which the reader is exposed. Content from the respective chapters can be read against these guidelines to move to further fields of exploration.
This work is important for educators, policy makers and instructional designers, as well as postgraduates. For those working on information literacy training the book might offer some very stimulating reading. I certainly intend to reread it with this in mind. Constructing Self-discovery Learning Spaces Online is wholeheartedly recommended to the groups mentioned here, and probably many more.
