Group items tagged

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. With its learner-centered design, Web 2.0 offers an environment that supports a heutagogical approach, most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research, this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results, course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education.

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. The approach, known as andragogy, contrasts quite sharply with pedagogy which is the teaching of children. This paper suggests there is benefit in moving from andragogy towards truly self-determined learning. The concept of truly self-determined learning, called heutagogy, builds on humanistic theory and approaches to learning described in the 1950s. It is suggested that heutagogy is appropriate to the needs of learners in the twenty-first century, particularly in the development of individual capability. A number of implications of heutagogy for higher education and vocational education are discussed.

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. The approach, known as andragogy, contrasts quite sharply with pedagogy which is the teaching of children. This paper suggests there is benefit in moving from andragogy towards truly self-determined learning. The concept of truly self-determined learning, called heutagogy, builds on humanistic theory and approaches to learning described in the 1950s. It is suggested that heutagogy is appropriate to the needs of learners in the twenty-first century, particularly in the development of individual capability. A number of implications of heutagogy for higher education and vocational education are discussed.

"Heutagogy is the study of self-determined learning in which the focus is person-centered (Davis, 2001) as opposed to teacher-centered or teacher-student centered. Heutagogy was coined in 2000 by Hase and Kenyon, acknowledging that "learners do immensely valuable work for themselves by filling in the gaps of their formal education through discovery and reflection" (Parslow, 2010, p. 121). A heutagogical environment would focus on both the development of the learner as well as the development of the learners capability to learn and capacity to learn (Blaschke, 2012)."

Garnett's blog post about his continued work on learner generated contexts and teaching incorporating heutagogy

Garnett's blog post about his continued work on learner generated contexts and teaching incorporating heutagogy

Garnett places pedagogy at the cognitive level, andragogy at the metacognitive level, and heutagogy at the epistemic level.

Heutagogy expands on principles of andragogy for self-determined learning, essential in the digital age and information explosion.

Discusses how andragogy is a base for heutagogy, and that heutagogy can be used to encourage the type of learning needed for the 21st century

Great Article: Suggested an important change in the way in which educational experiences for adults should be designed.

Good chart comparing pedagogy, andragogy and heutagogy

Good chart comparing pedagogy, andragogy and heutagogy

What is Heutagogy

Fascinating article on pedagogy, andragogy and heutagogy.

University of London's work on developing learner-generated contexts and presents pedagogy, andragogy and heutagogy as a continuum of contexts versus a hierarchy.

University of London's work on developing learner-generated contexts and presents pedagogy, andragogy and heutagogy as a continuum of contexts versus a hierarchy.

Student Reflections @wattspoi on "Heutagogy & its Implications for Evaluative Feedback" http://t.co/xiuWsCsD #lrnchat #edchat

Heutagogy is defined as self-directed learning going beyond andragogy where learners learn how to learn. From The International Review of Research in Open and Distance Learning by Blaschke.

In-depth explanation of heutagogical learning and its implications for higher learning.

Heutagogy in action!

Chat comparing pedagogy, andragogy, heutagoty by Lindy McKeown.

Community college professor discusses the implementation of heutagogy in an American Government class. His students did not appear to be ready to be self-directed learners

The evolution of the web from Web 1.0 to Web 2.0 and now to Web 3.0 can be used a metaphor of how education should also be evolving, as a movement based on the evolution from Education 1.0 to Education 3.0.

The evolution of the web from Web 1.0 to Web 2.0 and now to Web 3.0 can be used a metaphor of how education should also be evolving, as a movement based on the evolution from Education 1.0 to Education 3.0.

Education has historically been a core concept in societies. Over the years we have seen founders of educational thought compromise with dated economic and social trends. Locke, Dewey, Piaget, Montessori are only some of the 'contemporary' contributors in the field. It is very difficult for the educational paradigm of the industrial age to serve the so called 'Universal Electronic Campus' of the 'digital age' as there is a movement from campus based learning to web-based distance education.

Education has historically been a core concept in societies. Over the years we have seen founders of educational thought compromise with dated economic and social trends. Locke, Dewey, Piaget, Montessori are only some of the 'contemporary' contributors in the field. It is very difficult for the educational paradigm of the industrial age to serve the so called 'Universal Electronic Campus' of the 'digital age' as there is a movement from campus based learning to web-based distance education.