This link has been bookmarked by 127 people . It was first bookmarked on 05 Feb 2008, by Tom Hemingway.
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self-determined learning,
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Sue BeckinghamThis 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.
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21 Jul 11
Heather DayThe 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
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sherylteachesAbstract
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. top
Heutagogy -
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Heutagogy, the study of self-determined learning, may be viewed as a natural progression from earlier educational methodologies - in particular from capability development - and may well provide the optimal approach to learning in the twenty-first century.
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22 Nov 10
Vickel Narayan"Heutagogy"
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21 Nov 10
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Judy O'ConnellOne of the most recent models to challenge traditional concepts of learning and which looks at outcomes as well as process is that of Capability (Stephenson and Weil, 1992). Capable people are those who: know how to learn; are creative; have a high degree
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Heutagogy, the study of self-determined learning, may be viewed as a natural progression from earlier educational methodologies - in particular from capability development - and may well provide the optimal approach to learning in the twenty-first century.
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One of the most recent models to challenge traditional concepts of learning and which looks at outcomes as well as process is that of Capability (Stephenson and Weil, 1992). Capable people are those who: know how to learn; are creative; have a high degree of self-efficacy; can apply competencies in novel as well as familiar situations; and can work well with others. In comparison with competencies which consist of knowledge and skills, capability is a holistic attribute.
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It is not that heutagogy is a departure from andragogy but, rather an extension that incorporates self-directed learning.
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It had been recognised that globalisation and all its sequelae were creating a different kind of workplace where people needed to be more than just competent in order for them and their organisations to survive in a very turbulent environment. There was no longer any certainty about one’s job, chosen career, place of work, abode, relationships and economic circumstances. Turbulence and rapid change characterised an environment that was, and still is, dominated by economic forces beyond any individual’s and most organisation’s control.
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Since Knowles and the rise of concepts such as instructional design there has been a rapid rise in the use of distance education in both the higher education and vocational education sectors. This has been important for reasons of equity and access.
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Implications for distance education
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If handled well, the current enthusiasm for providing courses using the internet and intranets may provide superb opportunities for the use of a heutagogical approach. It will not be enough to simply place print based materials onto a server. Rather electronic delivery offers the hope of increased learner-learner and learner-teacher interaction through chat rooms and email lists. It also provides opportunities for learners to access and browse a variety of resources, the identification of current learning and then focus on areas of need and interest. Email and chat rooms will enable easier negotiation of assessment items and even learning contracts so that control for learning is passed on to the learner in a guided way as self-efficacy is increased.
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02 Jan 10
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29 Dec 09
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Maryanne BurgosArticle on 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
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15 Dec 09
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- We cannot teach another person directly: we can only facilitate learning;
- People learn significantly only those things that they perceive as being involved in the maintenance or enhancement of the structure of self;
- Experience which if assimilated would involve a change in the organisation of self tends to be resisted through denial or distortion of symbolisation, and the structure and organisation of self appear to become more rigid under threat;
- Experience which is perceived as inconsistent with the self can only be assimilated if the current organisation of self is relaxed and expanded to include it; and
- The educational system which most effectively promotes significant learning is one in which threat to the self, as learner, is reduced to a minimum".
Rogers (1969) suggests that people want to learn and have a natural inclination to do so throughout their life. Indeed he argues strongly that teacher-centred learning has been grossly over emphasised. He based his student-centred approach on five key hypotheses:
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Clint Lalonde"heutagogy looks to the future in which knowing how to learn will be a fundamental skill"
learningtheory pedagogy andragogy heautagogy education masters
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Dante-Gabryell MonsonThis 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 sug
heutagogy learning pedagogy andragogy education research theory alternativelearning paradigmshift connectivism
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Mark SmithersIn 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
androgogy pedagogy research learning education heutagogy theory
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learning to shift control to the learner
stewart_hase chris_kenyon heutagogy self-determined_learning john_ralston_saul andragogy education pedagogy
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The idea that, given the right environment, people can learn and be self-directed in the way learning is applied is not new and has been an important humanistic theme that can be followed through the philosopher Heider (Emery, 1974), phenomenology (Rogers, 1951), systems thinking (Emery and Trist, 1965), double loop and organisational learning (Argyris & Schon, 1996), androgogy (Knowles, 1984), learner managed learning (Graves, 1993; Long, 1990), action learning (Kemmis & McTaggart, 1998), Capability (Stephenson, 1992), and work-based learning (Gattegno, 1996; Hase, 1998).
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07 Mar 09
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Bil OwenThis is a very nice paper, cited by Barbara Dieu on the WikiEducator mailing list, describing the evolution of 'heutagogy' - self-directed learning - through developments in philosophy and educational theory. I like not only the overview of the principles
teaching learning education pedagogy web2.0 change training articles curriculum research theory andragogy heutagogy
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The reasons for this lack of change might be found in the way in which managers are trained or maybe not trained. There is a heavy emphasis in our management schools and in organisations on the technical aspects of management. The plethora of short management training programs attests to the simplistic approaches we take in addressing management deficiency. A heutagogical approach would develop the capability not just the competency of managers. We might then see more innovative approaches to fully enabling people to express their capability (and further develop it by doing so) such as that found recently in a major mining and construction company (Davis & Hase, 1999) and in other Australian commercial and government organisations (Hase, Cairns & Malloch, 1998)
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Michel Bauwens"This is a very nice paper, cited by Barbara Dieu on the WikiEducator mailing list, describing the evolution of 'heutagogy' - self-directed learning - through developments in philosophy and educational theory. I like not only the overview of the principle
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Britt WatwoodKnowles (1970) suggested educational experiences for adults, andragogy, which contrasted quite sharply with pedagogy, the teaching of children. This paper suggests there is benefit in moving from andragogy towards truly self-determined learning.
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Claire BrooksAbstract
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 thepedagogy learning education theory curriculum heutagogy andragogy
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18 Feb 09
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Alec Couros"This is a very nice paper, cited by Barbara Dieu on the WikiEducator mailing list, describing the evolution of 'heutagogy' - self-directed learning - through developments in philosophy and educational theory. I like not only the overview of the principle
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23 Nov 08
Kristina Hoeppner"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
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15 Oct 08
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04 Oct 08
Carmen TschofenHeutagogy takes account of intuition and concepts such as ‘double loop learning’ that are not linear and not necessarily planned. It may well be that a person does not identify a learning need at all but identifies the potential to learn from a novel experience as a matter of course and recognises that opportunity to reflect on what has happened and see how it challenges, disconfirms or supports existing values and assumptions. Heutagogy includes aspects of capability, action learning processes such as reflection, environmental scanning as understood in Systems Theory, and valuing experience and interaction with others. It goes beyond problem solving by enabling proactivity.
However, there is a myth that the carefully crafted print based materials somehow enable self-directed learning and enabled ‘flexible learning’. The delivery is certainly flexible, but not the learning. Any examination of distance education materials and, the various forms of just in time learning found in VET, are teacher-centred, not learner-centred.
Managers and supervisors in organisations need to be capable people themselves in order to facilitate the capability of others. -
29 Aug 08
Gloria JacobsAn article about "heutagogy" as a new way of thinking about educational approaches, especially in light of adult education, distance learning, and the Web2.0 world. There are, however, some major problems within the article, primarily that the underlying theories and view of pedagogy is outdated.
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Jarrod McEntarferWhat is Heutagogy
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It was always the teacher who decided what the learner needed to know, and indeed, how the knowledge and skills should be taught
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The idea that, given the right environment, people can learn and be self-directed in the way learning is applied is not new
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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.
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Success is based on attending to narrow stimuli presented by a teacher, an ability to remember that which is not understood, and repeated rehearsal (Emery, 1974, p.2).
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- We cannot teach another person directly: we can only facilitate learning;
- People learn significantly only those things that they perceive as being involved in the maintenance or enhancement of the structure of self;
- Experience which if assimilated would involve a change in the organisation of self tends to be resisted through denial or distortion of symbolisation, and the structure and organisation of self appear to become more rigid under threat;
- Experience which is perceived as inconsistent with the self can only be assimilated if the current organisation of self is relaxed and expanded to include it; and
- The educational system which most effectively promotes significant learning is one in which threat to the self, as learner, is reduced to a minimum".
Rogers (1969) suggests that people want to learn and have a natural inclination to do so throughout their life. Indeed he argues strongly that teacher-centred learning has been grossly over emphasised. He based his student-centred approach on five key hypotheses:
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27 Apr 08
Helen Mongan-Rallis
<clipping>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 su -
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Pru MitchellHeutagogy = truly self-determined learning
Andragogy = adult learning (2 Greek words "anere", adult and "agogus", the art and science of helping students learn) -
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Tom HemingwayHuetagogy: self-directed learning "Capable people .... possessing an ‘all round’ capacity centred on self-efficacy, knowing how to learn, creativity, ability to use competencies in novel as well as familiar situations, working w others." cl ib learner
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23 Jan 07
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Stephan RidgwayThe role of andragogy and heutagogy in designing flexible learning, particular in higher and vocational education.
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30 Dec 05
Leigh BlackallOur educational systems have traditionally been based on Lockean assumptions ... In this paradigm learning has to be organised by others who make the appropriate associations and generalisations on behalf of the learner. Thus, random individual experience
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14 Oct 04
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