Abstract:

In today's lifelong learning society, Self-Directed Learning(SDL) and Self-Regulated Learning(SRL) is a necessity for everyone. Even after finishing school, many people today must continue to learn on their own, taking advantage of reskilling and other opportunities. The same is true for people with various traits, such as developmental disabilities. Now that neurodiversity is becoming a matter of course to be respected, there is an urgent need to develop tools that support the learning of each individual while responding to his or her traits individually.

This study aims to develop learning support tools for Self-Directed Learning in the context of neurodiversity. One specific approach would be the development of a mobile app-based mentoring tool. Similar learning support tools have been developed for language learning applications (e.g., Duolingo), where the focus is on the learning content, as well as for behavior maintenance support applications. After reviewing the functions realized by these tools, we will organize the state of learning support tools and the necessary functions, with a focus on addressing neurodiversity. The UDL (Universal Design for Learning) Framework will be used as a support. We will select and develop the necessary functions of the support tools with reference to Takabayashi (2020), which evaluated the technical feasibility and the urgency/needs for support in particular.

In conclusion of this study, developing learning support tools that accommodate more learners and their neurodiversity will support learning for all in a society that will continue to learn. While there are various functions needed for this purpose, mentoring functions, especially notification and scheduling, could be useful in terms of both technical feasibility and effectiveness of support. However, the challenge is that learners are not always aware of their own characteristics. In addition to type diagnosis by the tool that takes this into account, it would be desirable to add a mechanism to diagnose oneself and adjust type-specific functions in order to manage lifelong learning on one's own. Although we have not yet achieved everything, we would like to continue the discussion on the use of ICT diversity through better learning support tools, utilizing the results of interviews with users of the prototype version, including both experts and people concerned.

Keywords:

Self-directed learning, diversity, digital communication, learner support.