Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning | Blaschke 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
Comunidades de práctica What Is Heutagogy? | Heutagogy Community of Practice “Heutagogy is the study of self-determined learning … It is also an attempt to challenge some ideas about teaching and learning that still prevail in teacher centred learning and the need for, as Bill Ford (1997) eloquently puts it ‘knowledge sharing’ rather than ‘knowledge hoarding’. In this respect heutagogy looks to the future in which knowing how to learn will be a fundamental skill given the pace of innovation and the changing structure of communities and workplaces.” Hase, S. and Kenyon, C. (2000). From andragogy to heutagogy. Ultibase, RMIT. In self-determined learning, it is important that learners acquire both competencies and capabilities (Stephenson, 1994 as cited in McAuliffe et al., 2008, p. 3; Hase & Kenyon, 2000, 2007). Blaschke, L.M. (2012). Like this: Like Loading...
Heutagogia: se refiere al aprendizaje auto-determinado, se... 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. This article begins from the premise that forms of connected learning are not only desirable but also set to dominate progressive education reform. The key challenge for researching connected learning is how to capture the dynamic nature of the making of connections, which works at a number of levels. The Sociocultural Paradigm 1.
Heutagogía Teach Less, Learn More - Have We Achieved It? | Media Coverage | Newsroom | National Institute of Education (NIE), Singapore Outcome is a mixed bag as some children are still being pressured to do well in exams SINGAPORE - When the call to "teach less, learn more" was first made in 2004, parents and teachers alike were excited about the prospect of a less pressurised education system. Today, six years after the "Teach Less Learn More" policy was implemented in schools in 2006, the outcome is a mixed bag: Engagement of students and professionalism of teachers have improved, according to the Ministry of Education (MOE). However, by all accounts, children as young as primary-school age are still subjected to a pressure cooker environment, no thanks to the high-stakes exams and parents' expectations. And with Education Minister Heng Swee Keat leading a committee of younger ministers to take a fresh look at education and social policies, some observers and experts believe the time is right to re-examine and fine-tune the policy. The benefits cited included the reduction of didactic instruction in the classroom.
Heutagogía y Andragogía | Ernesto Yturralde Worldwide Inc. Heutagogy, Self-Directed Learning and Complex Work Pedagogy had always established an unequal relation between the teacher and the taught. Andragogy stepped in to rectify this and foster awareness about how adults learned. However, the premise was that there was someone doing the "teaching" so to speak. Then came Heutagogy advocating principles of self-determined learning. “A heutagogical learning environment facilitates the development of capable learners and emphasizes both the development of learner competencies as well as development of the learner’s capability and capacity to learn" (Ashton and Newman, 2006; Hase and Kenyon, 2000)." IMHO, a heutagogical approach is essential today. As the Creative Economy, the Knowledge Era, the Connected Age—call it what you will—sets in and its impact begins to be felt in all spheres of life—personal, professional, institutional—it is becoming imperative to take charge of one’s own learning, development and career graph. Will past experience help? Click on the image to see a larger version
‘MOOCs – Which Way Now?’ programme for June 27th | ALT MOOC SIG This page contains joining instructions, contact details, programme, abstracts for ‘MOOCs – Which Way Now?’, a one-day conference convened by the Association for Learning Technology’s Special Interest Group on MOOCs. Getting there and joining instructions Please note that you need to register via ALT to attend this free event. From 09.15 on Friday 27th June, please come to the Roberts Building, University College London, Torrington Place, London, WC1E 7JE. Join in on Twitter with the #altmoocsig hashtag and see our ALT page for signposts to other online meeting places. We will record the sessions (assuming consent) and may be able to webcast – details in due course. Any questions? Programme Abstracts Which problems could MOOCs solve, and how? Diana Laurillard (London Knowledge Lab and Institute of Education) The phenomenon of the MOOC has opened up the possibilities of what online learning might do to a much larger group of people. | Back to the programme | MOOCs need stewardship References