Autonomy That Actually Works with Hamza Sami
In the rapidly evolving landscape of education and corporate training, understanding the nuances of autonomy for adult learners is crucial. In Episode 106 of the Designing with Love podcast, Jackie and her guest, Hamza Sami, dive deep into the concept of "right-sized autonomy" and explore how it manifests in different learning environments. This comprehensive discussion sheds light on the importance of tailoring autonomy to meet the unique needs of both college students and corporate employees.
Understanding Autonomy
To kick off the conversation, Hamza defines autonomy as the ability to take charge of one’s learning and be self-motivated. This fundamental concept serves as the foundation for discussing how autonomy is perceived and enacted in various educational contexts.
Differences in Context
The podcast highlights key differences between college courses and corporate training environments. Hamza emphasizes that college students often experience extrinsic motivation—driven by grades and degrees—while corporate learners are typically intrinsically motivated, seeking personal and professional growth. This distinction significantly influences how autonomy should be structured in each setting.
Seating Arrangements and Learning Atmosphere
Hamza shares insights on the physical layout of learning environments, noting that college classrooms often have students seated in rows facing the instructor, promoting a more traditional, lecture-based experience. In contrast, corporate training sessions may adopt a more collaborative setup, such as semi-circles, to foster discussion and engagement. This shift in arrangement is crucial, as it encourages peer interaction and facilitates a more self-directed learning experience, both of which are vital for adult learners.
Scaffolded vs. Task-Oriented Autonomy
When discussing appropriate autonomy, Hamza introduces two distinct approaches: scaffolded autonomy in college courses and task-oriented autonomy in corporate settings. In college, students can progressively gain freedom, such as choosing project outcomes, which enhances their sense of responsibility and ownership. For instance, media students may select how they present their assignments through various media, such as graphic design or video.
In corporate training, autonomy is more task-oriented, allowing learners to control their learning paths while focusing on achieving business objectives. This flexibility enables employees to access training resources as needed, promoting continuous skill development aligned with organizational goals.
Encouraging Reflection
Another critical aspect discussed is the importance of reflection in the learning process. Hamza suggests that in college, students should maintain reflective journals to evaluate their progress, fostering a culture of self-assessment and accountability. This practice not only helps students track their development but also encourages a deeper understanding of their learning journey.
Conclusion: Key Takeaways
The conversation between Jackie and Hamza emphasizes the need for instructional designers and educators to adapt their autonomy-based approaches to the learning context. Recognizing the differences between college courses and corporate training helps in creating effective curricula that meet the diverse needs of adult learners. By fostering an environment that encourages autonomy through reflective practices and supportive structures, educators can empower learners to take charge of their educational experiences.
🔗 Website and Social Links:
Please visit Hamza Sami’s website and social media links below.
📢 Call-to-Action: Need a hand bringing your learning ideas to life, whether curriculum design, instructional strategy, or even creative production? Reach out on LinkedIn, and let’s explore how we can make learning more engaging together.
Photo by fauxels: https://www.pexels.com/photo/woman-reading-from-tablet-3183169/
Instructional Designer, Author, College Professor, and Podcast Host
Jackie, an Arizona native, leverages decades of experience as an instructional designer within both higher education and the corporate world. She holds an MBA and a Master of Science in Instructional Design and Technology, both acquired through online learning. In addition to her full-time role, Jackie serves as an adjunct instructor, teaching online courses at Grand Canyon University. During her leisure time, she delights in reading books across a range of genres, enjoying movies and TV shows, playing games, listening to uplifting music, and spending quality time with her family and friends.
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