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"Self-determined learning or heutagogy is fast gaining interest from educators around the world interested in an evidence-based approach to learning. Grounded as it is on brain research and extensive research into how people learn self-determined learning is particularly popular among those interested in innovative approaches to learning. This edited book is the perfect primer on self-determined learning or heutagogy. It consists of an introductory chapter explaining the main concepts and principles of this exciting approach to educational practice. This is followed by 16 chapters describing the experience of practitioners in using the approach. These experiences come from a wide variety of interests including school education, higher education, workplace learning, consulting, lifelong learning, training, and community education. Full of links to resources, curated sites,and discussion forums, this is a valuable 'how to' book for the interested practitioner and theoretician alike."

"There is a fine line between bolstering your professional image, or that of your business, and coming across as self-absorbed and narcissistic -- hence the seemingly black-and-white nature of self-promotion."

Imagine how transformative it would be if we could combine self-paced, self-directed postsecondary learning (which has been around in one form or another for millennia) with online delivery of content that has embedded in it both the sophisticated assessment of learning and the ability to diagnose learning problems, sometimes even before the learner is aware of them, and provide just-in-time interventions that keep the learner on track. Add to that the opportunity for the learner to connect to and participate in groups of other learners, and, to link directly to the faculty member and receive individualized attention and mentoring. What you would have is the 21st-century version of do-it-yourself college, grounded in but well beyond the experienced reality of the thousands of previous DIYers such as Abraham Lincoln, Frederick Douglass, and Thomas Edison.

I remembered it this morning when I drove past a Google self-driving car and then again a few minutes later when a Tesla whipped past me and a third time during the same commute when I dictated an email to my mobile phone. Sometimes living in the Bay Area does feel like the living in future. But to Gibson's point, not every region can claim to have self-driving cars on its highways or electric car ownership or smart phone penetration rates as high as the Bay Area. Why not?

"Instead of the parade you anticipated, you get the gift of FINALLY grasping the idiocy of your undertaking. You finally understand that there are roughly one billion other blogs.  And that the chances of yours being special is so microscopic as to be nonexistent. So now you have two choices: 1. You can accept defeat and go spend time with your family. 2. You can commit yourself to self-delusion. Lucky for me, I've been training in self-delusion all my life."

"Self-Directed Learning It's what's for breakfast.   Welcome to a new book by author, educator, and entrepreneur Blake Boles."

something Janis mentioned... Kahn academy. Another resource for the self-directed learner

Some University of Delaware faculty members have begun "flipping the classroom," recording brief lectures or demonstrations for their students to view outside the classroom so that more class time can be spent on other activities. Faculty have found the Self Service Studio in 309 Gore Hall an easy-to-use resource for recording material to supplement their students' classroom experience: homework solutions, prerequisite material, lectures, demonstrations and other resources.

"Why do practitioners in higher education, student affairs, and students services always go to the "tool" question first? Why do we want to know what's "hot" with the digital, social technologies?"

"Personalized learning puts each student at the center of their own learning. Teachers are empowered to customize instruction to meet their students' individual needs and interests. Students are empowered to become self-directed learners and develop the habits, mindsets and behaviors that lead to academic and personal success."

Imodesty thrives on Facebook and Twitter because they enable what social scientists call self-enhancement - the human tendency to oversell ourselves.

"FlexCourse, a teaching and learning platform offering self-paced online degree programs, comes from a combination of acclaimed technological assets and programs of UniversityNow, which were acquired by NUS, and enhancements and customization by NUS developers; NUS affiliate John F. Kennedy University is the first to integrate FlexCourse, with classes starting in September"

"The beauty in opening with "tell me about yourself" is that it allows you to start a conversation without the fear that you're going to inadvertently make someone uncomfortable or self-conscious. Posing a broad question lets people lead you to who they are"

"I was inspired by how they actual artist was teaching others how to play their song.  Many people, including myself, are self taught to play the guitar because of the resources on the Internet from sites such as Ultimate-Guitar.Com, and YouTube, but it is a totally different vibe when you are learning from the artist themselves.  Funny thing was that song "Live and Die" was probably not even in my top five on the album, yet when it feels like the performer is actually talking to you, and teaching the song, you instantly have a different connection. "

The students in the Independent Project are remarkable but not because they are exceptionally motivated or unusually talented. They are remarkable because they demonstrate the kinds of learning and personal growth that are possible when teenagers feel ownership of their high school experience, when they learn things that matter to them and when they learn together. In such a setting, school capitalizes on rather than thwarts the intensity and engagement that teenagers usually reserve for sports, protest or friendship.

"In a chapter titled "What College Could Be Like," Mr. Khan conjures an image of a new campus in Silicon Valley where students would spend their days working on internships and projects with mentors, and would continue their education with self-paced learning similar to that of Khan Academy. The students would attend ungraded seminars at night on art and literature, and the faculty would consist of professionals the students would work with as well as traditional professors."

"Worse, the first-order barriers often become self-fulfilling prophecies. For instance, the time needed to learn about a new technology is greatly extended by an individual's sporadic use of it. Lots of time is spent just logging in or setting up or getting back in the groove with the basics, making people feel like they are starting over-again and again."

Anyone who has ever tried to teach a kid how to multiply knows how hard that job is. (Try teaching a child what an adverb is long enough and you'll develop a facial tic.) But set the student up with an interactive, electronic game that is fun, competitive, and self-diagnostic, and suddenly teaching these basic subjects becomes both efficient and effective. Does that make teachers obsolete? Quite the opposite: it frees them to teach the higher levels of the cognitive domain-analysis, problem solving, synthesis, and creative thinking. The parts teachers normally never get around to because they're too bogged down in the basics.

This is a unique transition course designed to facilitate students' integration into the learning community of the University. The course enhances student's skills for academic success, develops understanding of university culture, increases understanding of self, and fosters educational engagement.

"Along the way, we should encourage learners who have been raised on a diet of compliance and social control to take a critical mind-set. But that doesn't mean that we should teach them that all arguments are equally valid and that the truth is whatever you decide it is at that moment. Just as we learn to raise our standards when analyzing the claims of others, we also need to apply high standards to our own thinking. That's why critical thinking can be an important part of self-improvement. It can help you get what you want, but it can also help you decide what you want to want."