background preloader

From Andragogy to Heutagogy

From Andragogy to Heutagogy
Author: Stewart Hase and Chris Kenyon (2001) Southern Cross University Keywords: Southern Cross University, pedagogy, andragogy, heutagogy, higher education, vocational education, self-determined learning. Article style and source: Peer Reviewed. Original URL: Contents Abstract In something of a landmark for education Knowles (1970) suggested an important change in the way in which educational experiences for adults should be designed. Heutagogy Education has traditionally been seen as a pedagogic relationship between the teacher and the learner. The distinction Knowles (1970) made between how adults and children learn was an important landmark in teaching and learning practices in vocational education and training, and in higher education. This revolution recognises the changed world in which we live. Heutagogy is the study of self-determined learning and draws together some of the ideas presented by these various approaches to learning. Related:  Train the TrainerEd Theory

Rethinking Thinking - Does Bloom's Taxonomy Align with Brain Science? Dr. Spencer Kagan To cite this article: Kagan, S. Rethinking Thinking – Does Bloom's Taxonomy Align with Brain Science? San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Fall 2005. Thoughtful educators know that their students' success in the 21st Century depends on thinking skills. The second, related trend is the change rate. For half a century, thinking about thinking among educators has been dominated by a hierarchical model. Bloom's Taxonomy In Bloom's Taxonomy, six types of thinking are arranged from simple to complex; the taxonomy is built on the assumption that the more complex or higher-level thinking skills are built on the simpler or lower-level thinking skills. Table 1: Bloom's Taxonomy Some educators and theorists take the hierarchy very seriously; some have even gone so far as to debate the order of the hierarchy, arguing for placing synthesis at a higher-level than evaluation. IQ without Recall. Evaluation without Thinking. How Do We Cut the Pie?

Gagne’s Conditions of Learning Theory | International Centre for Educators' Learning Styles Robert Gagné’s seminal work is his conditions of learning theory. It includes five categories of learning outcomes and the nine events of instruction. Together, these two themes of Gagné’s learning theory provide a framework for learning conditions. Gagné’s work (1985) focuses on intentional or purposeful learning, which is the type of learning that occurs in school or specific training programs. He believed that events in the environment influence the learning process. For example, a learner who is participating in a situation where the right conditions for learning are invoked, then he or she will experience the five categories of learning outcomes that include the human capabilities of intellectual skills, verbal information, cognitive strategies, motor skills, and attitudes. Gagné also relates learning outcomes to the events of instruction. Description of Gagné’s Conditions of Learning Theory The following four elements provide the framework for Gagné’s Conditions of learning theory.

The Top 20 Leadership Thinkers of 2015 As the year draws to a close, it is time to look at those people who have influenced our thinking. Over the next few weeks, I will be posting various lists about trends and influencers covering various topics. In this post, however, we will be looking at ‘The top 20 Leadership thinkers of 2015’ these are considered to be the world’s top leadership and management thinkers. The criteria is based on: Relevance of ideasRigor of researchPresentation of ideasAccessibility/Dissemination of ideasInternational outlook and then the thinkers’ performance over the long term. Below are the first 20 top thinkers for 2015: Michael Porter Michael Porter is well known for contributing to modern business strategy. 2. Clayton is an expert on innovation and has been Thinkers’ number 1 in 2011 and 2013. His acceptance speech, when he won the number one spot in 2013 would give you a lot of perspective on his priorities. 3. 4. 5. Dr. 6. Linda A. 7. 8. 9. 10. Daniel H. 11. 12. 13. 14. 15. Dr. 16. Amy C. 17. Dr.

The Invented History of 'The Factory Model of Education' 12 min read “What do I mean when I talk about transformational productivity reforms that can also boost student outcomes? Our K–12 system largely still adheres to the century-old, industrial-age factory model of education. A century ago, maybe it made sense to adopt seat-time requirements for graduation and pay teachers based on their educational credentials and seniority. One of the most common ways to criticize our current system of education is to suggest that it’s based on a “factory model.” As edX CEO Anant Agarwal puts it, “It is pathetic that the education system has not changed in hundreds of years.” I’d like to add: there’s nothing especially historical about these diagnoses either. Blame the Prussians The “factory model of education” is invoked as shorthand for the flaws in today’s schools – flaws that can be addressed by new technologies or by new policies, depending on who’s telling the story. There are several errors and omissions in Khan’s history. The Industrial Era School

Overview of learning styles Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Using multiple learning styles and �multiple intelligences� for learning is a relatively new approach. By recognizing and understanding your own learning styles, you can use techniques better suited to you. The Seven Learning Styles Visual (spatial):You prefer using pictures, images, and spatial understanding. Why Learning Styles? Your learning styles have more influence than you may realize. Research shows us that each learning style uses different parts of the brain. For example: Visual: The occipital lobes at the back of the brain manage the visual sense. Where to next? Click the links in the navigation menu on the left (or above) to learn more about the individual learning styles, or go to the learning styles inventory page to try a test to discover your own learning styles.

Hackable High Schools How to Find Anything Online: Become an Internet Research Expert Einstein once said, “The secret to creativity is knowing how to hide your sources.” The same could be said of intelligence. What they don’t tell you is that the “smart” people of the world are, in most cases, just better at researching and learning things than everyone else. But researching is a learned skill, not something you’re born with. And while some people might be predisposed to learn things more easily than others, it’s generally not enough to make a measurable difference. By learning how to research, you can quickly and fairly easily become knowledgeable about just about anything. It’s all there, online, for free. Start with Wikipedia Whenever you try to learn something new on the Internet, start with Wikipedia. The main reason to start with Wikipedia is that it gives a good overview of most topics. Sure, any given page is bound to have some inaccuracies (as is the case on most user-generated websites), but most of the content is generally reliable. Move on to Google Go Multimedia

Research and Advocacy | Alliance for Childhood How to use Gagne's model of instructional design in teaching psychomotor skills Stop Innovating in Schools. Please. Too often when we talk about “innovation” in education, we point to that new set of Chromebooks or those shiny new Smartboards as examples of our efforts to change what we do in the classroom. That is, after all, what “innovation” is all about, to “make changes in something established, especially by introducing new methods, ideas, or products.” Over the last few years, many schools in the developed world have done a pretty good job on the new products front, earning billions of dollars for vendors who sell their gadgets or code under the guise of “innovation” of some degree or another. We’ve definitely got more stuff. And it’s arguable that our methods are changing, even if just a bit; the Maker Movement in schools, when fully embraced, is one such example of shifting roles in the classroom. But on balance, is all of this “innovation” really changing us? Not so much. How we innovate depends largely on how we define learning.

Learning Techniques One of the things that we expect you to pick up by osmosis, but almost never mention explicitly, is techniques for learning itself. After you leave university, you will be expected to be able to learn by yourself for the rest of your life. And an hour spent addressing the meta-issue of learning skills pays off in reduced time to actually learn. A lot of work has been done over the past few decades about how people learn. This document suggests a wide range of techniques that may make your learning more effective. I recommend the work on accelerated learning by Colin Rose and Brian Tracy. You can learn anything if you have a goal that requires it. There are a number of stages to learning, each of which involves a number of aspects. The right state of mind There are six aspects to being in the right state of mind to learn. Here are the six aspects: Find a personal reason to want to learn this material. A variety of ways of input Exploring from different angles Memorising Showing you know