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Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning

Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning
Lisa Marie Blaschke Oldenburg University and University of Maryland University College (UMUC) Abstract Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today’s workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology. Introduction Research Method Conclusion

http://www.irrodl.org/index.php/irrodl/article/view/1076/2087

Related:  theory of educationteaching theorylearningΕυρωπαϊκά προγράμματαAdult Education

International Journal of Learning and Media - Full Text Efforts to understand the dynamic processes of learning situated across space and time, beyond the here and now, are presently challenging traditional definitions of learning and education. How can we conceptualize learning in a way that is able to respond to and explain the increasing complexity, connectivity, and velocity of our times? We elaborate on the notion of “connected learning” as a conceptual heuristic that has recently received recognition as a potential lens and a model through which to research and promote learning as a holistic experience that stretches beyond formal and informal communities. Leading with Intellectual Integrity This article was written with Jennifer Riel. By the time people reach the most senior levels of a company, they are expected to have a degree of personal competence and a strong gut feel for making good executive decisions. Otherwise, they wouldn’t be considered for a top job.

7 Key Characteristics Of Better Learning Feedback 7 Key Characteristics Of Better Learning Feedback by Grant Wiggins, Authentic Education On May 26, 2015, Grant Wiggins passed away. Grant was tremendously influential on TeachThought’s approach to education, and we were lucky enough for him to contribute his content to our site. Occasionally, we are going to go back and re-share his most memorable posts. Yesterday we shared an article on close reading, and today Grant looks at providing better feedback for learning. Information by country:- Greece Greece's skills snapshot Developing the relevant skills How well does Greece’s education system perform? In the 2009 PISA test of 15-year-olds, Greece performs below the OECD average in reading (rank 32), mathematics (rank 39) and science (rank 40).1How much are Greek citizens undertaking further education? In 2008, only 13% of Greek citizens participated in continuing non-formal education compared to the OECD average of 34%.2How equal is access to opportunities for further training in Greece? In 2007, 32% of people aged 25-64 with a tertiary-level education participated in formal and/or non-formal education, compared with 4% for people in the same age group with below upper secondary education.3Should more be done to prevent skills shortages?

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Constructivism (philosophy of education Jean Piaget: founder of Constructivism In past centuries, constructivist ideas were not widely valued due to the perception that children's play was seen as aimless and of little importance. Jean Piaget did not agree with these traditional views, however.

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A classroom for the 21st century: where are the best places for learning? Since compulsory primary education was introduced nearly 140 years ago, what children learn and the way they learn has changed dramatically. In modern schools, children are encouraged to be independent learners, to share ideas and to work in small groups. Yet the environment in which most children learn remains the same: a building, divided into classrooms and linked by corridors. Classrooms consist of tables and chairs, usually arranged so that children face a teacher and an interactive whiteboard – the technological equivalent of the Victorian blackboard. By insisting there is only one setting suitable for learning, we could be missing a trick – or several. Learning can, and does, happen anywhere and everywhere.

A Clever Trick to Play YouTube Videos without Distractive Features YouTube is both a video resource for educational clips to use with your students in the classroom and also a robust video editor to work on your clips before you share them with the world. Recently some extra useful services have been added to YouTube such as creating presentations with audio embedded in them, and live streaming a Google Plus hangout. However, while YouTube is free for everyone to use, it comes with another cost. Those annoying ads forced at you every time you want to watch a video together with the "recommended videos " for you, are part of the cost users pay for using the service.

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Towards a Working Theory of Learning: The Affective Context Model Preface: (you can find a brief video overview of the Affective Context Model here.) For about five years I taught psychology - including learning theory, cognitive psychology, developmental psychology and comparative psychology.

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