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 ultiBASE publication. 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. Beyond pedagogy and andragogy Knowles (1970, p7) defined self-directed learning as: Conclusion References
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5 Steps to Preventing Scope Creep (and Still Keeping Your Clients Happy) - Bidsketch Any freelancer or agency that has been in business for any length of time has experienced the monster that is scope creep. It goes something like this: work with a new client starts off as well as you would expect, but over time the project seems to get bigger and bigger while your price remains the same. The client either (a) seems to think5 that the “extra”work is within the scope of the original agreement, or (b) simply doesn’t realize that he or she is asking for more than was originally agreed. Scope creep is a slippery slope and can be difficult to recover from. In this article I want to establish the five step process that I recommend to prevent scope creep from taking over your business while keeping your clients happy. What is Scope Creep? Scope creep can mean many things depending upon context so it is probably best that I start by explaining my definition. Scope creep should not be seen as a “cost of business.” Step 1: Understand the Outcome I mean this: Step 4: Price Right
How To Tell If Someone Is Lying - Eye Patterns of a liar Have you ever been accused of lying just because you refused to make eye contact with someone? Well it's not if you're looking, but it's where you're looking that gives you away. Every time you look in a direction, there is a reason, it's not just a coincidence. · - When a persons eyes look to the right, they are constructing an auditory thought. Tell someone to think of the noise of thunder and watch their eyes. think of the sound of church bells · - This indicates a visually remembered image. Ask someone to remember the color of their house, and watch as their eyes quickly move up and to the left. What did you wear yesterday? · - This eye movement indicates a visually constructed image. If you ask someone to picture a sailboat sailing on the ocean, this will be the direction their eyes will move. Picture a giant ice cream with a scoop of every single flavor. · - Looking to the left is an indication of an auditory memory. Remember the sound of your father's voice. How does this help me ?
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? 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 Among many educators this hierarchal notion of thinking has led to an unquestioned acceptance of the idea that there are "high" and "low" levels of thinking: Knowledge and Comprehension are presumed to be less complex cognitively than are Application, Analysis, Synthesis, and Evaluation. IQ without Recall. Evaluation without Thinking.
Sloan School of Management How to Write Email with Military Precision In the military, a poorly formatted email may be the difference between mission accomplished and mission failure. During my active duty service, I learned how to structure emails to maximize a mission’s chances for success. Since returning from duty, I have applied these lessons to emails that I write for my corporate job, and my missives have consequently become crisper and cleaner, eliciting quicker and higher-quality responses from colleagues and clients. Here are three of the main tips I learned on how to format your emails with military precision: 1. Subjects with keywords. ACTION – Compulsory for the recipient to take some action SIGN – Requires the signature of the recipient INFO – For informational purposes only, and there is no response or action required DECISION – Requires a decision by the recipient REQUEST – Seeks permission or approval by the recipient COORD – Coordination by or with the recipient is needed 2. 3.
10 Life-Enhancing Things You Can Do in Ten Minutes or Less It usually takes us much longer to change our moods than we’d like it to take. Here are ten things you can do in ten minutes or less that will have a positive emotional effect on you and those you love. . See it online at Oprah.com . This is a deeply moving segment that may be the best ten minutes you've ever invested in front of a computer. . . . The experience will fill you with fond memories and perhaps make you a bit wistful for days gone by. . . Then spend that time just holding each other. Studies show that hospital patients who can see a natural body of water from their beds get better at a 30 percent faster rate. Shake, twist, and jump around. Sadly, many people measure happiness by how long the experience lasts. Dr.
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. 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 Gagné’s conditions of learning theory draws upon general concepts from various learning theories in order to define what learning is. Conditions of Learning Motor Skills