"Heutagogy (based on the Greek for 'self') was defined by Hase and Kenyon in 2000 as the study ofself-determined learning. Heutagogy applies a holistic approach to developing learner capabilities, with learning as an active and proactive process, and learners serving as “the major agent in their own learning, which occurs as a result of personal experiences” (Hase & Kenyon, 2007, p. 112). As in an andragogical approach, in heutagogy the instructor also facilitates the learning process by providing guidance and resources, but fully relinquishes ownership of the learning path and process to the learner, who negotiates learning and determines what will be learned and how it will be learned (Hase & Kenyon, 2000; Eberle, 2009).
A key concept in heutagogy is that of double-loop learning and self-reflection (Argyris & Schön, 1996, as cited in Hase & Kenyon, 2000). In double-loop learning, learners consider the problem and the resulting action and outcomes, in addition to reflecting upon the problem-solving process and how it influences the learner’s own beliefs and actions (see Figure 1). Double-loop learning occurs when learners “question and test one’s personal values and assumptions as being central to enhancing learning how to learn” (Argyris & Schön, 1978, as cited in Hase, 2009, pp. 45-46)."
Dennis Richards's insight:
You are familiar with pedagogy - "the method and practice of teaching, esp. as an academic subject or theoretical concept" - but are you familiar with "andragogy" and "heutagogy"? If you are an educator or someone interested in education, I recommend you seek an understanding of this vocabulary for insights into the proposed, actual, or potential practice of education today and in the future.
"2013 Children/Youth Inaugural Response, featuring real voices of real young people ages 5 to 25 talking about what they want Congress and President Obama to accomplish in the next four years. This video is a project of the Children's Leadership Council and powered by SparkAction. Add your voice at bit.ly/kidsinaug."
An animated highlight of John Seely Brown's Keynote Presentation, "Cultivating the Entrepreneurial Learner in the 21st Century," at the 2012 Digital Media an...
The Network Information Security in Education, 2012 report by the European Network and Information Security Agency outlines the role educators can play in teaching positive and responsible online behaviour to students.
The report stresses the importance of not making assumptions about children’s knowledge on e-Safety issues due to the many misconceptions which exist about appropriate use of the Internet. Issues which educators are likely to be aware of, such as keeping passwords secure and not downloading copyright material, may be viewed quite differently by students. Many teenagers share passwords with each other as a sign of true friendship and many see internet content as public property and download music, videos and images without a thought of the legal issues of copyright.
The report sets out ways educators can help children use technology wisely and safely:
Hi Gianfranco, no problem. It happens also sometimes to me, don't worry ;) When I make a typo error I am always happy when somebody else reports it to me... Have a great day :)
"In Chicago, they’re fighting over the wrong things. Just look at what the top-performing education systems do."
"[Marc] Tucker, 72, a former senior education official in Washington, is the president of the National Center on Education and the Economy, which he founded in 1988. Since then he has focused much of his research on comparing public education in the United States with that of places that have far better results than we do — places like Finland, Japan, Shanghai and Ontario, Canada. His essential conclusion is that the best education systems share common traits — almost none of which are embodied in either the current American system or in the reform ideas that have gained sway over the last decade or so. He can sound frustrated when he talks about it."
Join us Thursday, August 30th @ 1 PM ET to discuss the RTT-D competition and what the Absolute Priority of creating personalized learning enviroments would mean for you as a teacher, an administrator, a school, or a district.
The RTT-D competition is for LEAs that have the leadership and vision to move beyond the one-size-fits all models, are concerned about inequity for their diverse student population, and are looking at student-focused approaches. Technology levels the playing field for learners, yet just putting technology in the hands of teachers and learners isn’t enough. To be college- and career-ready and to raise the achievement gap across all groups of learners, learners need to know how they learn best and teachers need to understand how their roles will change.
It is our role as teachers to help students develop the skills to problem solve independently and collaboratively use 21st-century skills while not relying on technology to do all of the thinking for them. Just because these students are digital natives, does not mean that they do not need guidance to navigate the digital world–both in terms of learning how to discern important and relevant information from a large swath of data, and also to be able to inquire and solve problems that take time, thought, and energy.
Charter schools are one thing, but broad reform won’t happen without working with teachers’ unions.
"Last month, Randi Weingarten held a book party for Steven Brill, the veteran journalist and entrepreneur who had just published “Class Warfare: Inside the Fight to Fix America’s Schools,” his vivid account of the rise of the school reform movement. When Brill told me this recently, I nearly fell out of my chair. Weingarten, you see, is the president of the American Federation of Teachers, and for much of his book, Brill treats Weingarten the way reformers always treat her and her union: as the enemy."
"I've read a lot of articles over the past few years about education is being disrupted. Most of these disruptions are focused on schools as systems (think financial disruption, not pedagogical disruption), not schools as ecosystems. The distinction is important. I'd like education to be disrupted as well, but I think in some ways that are much different than what many education reformers are pushing."
"I [Jason Flom] just attended a brief webinar with the Carsey Institute on their recent brief that identifies patterns in childhood poverty using data from the U.S. Census American Community Survey.
The brief is sobering to say the least. In short, despite the recession being “over,” poverty rates among children continue to rise, most dramatically in urban areas, among the unemployed (those actively looking for work), and in families of color.
That this information is not front and center in our current presidential campaign is shocking, horrifying, and saddening. When nearly 1/4 of our children are living below the poverty line, we have a moral obligation to act, even if they are, by definition a part of the 47%. The closest we come to talking about it, and I mean REALLY talking about it, is to insist teachers improve all students’ “achievement.”"
Film offers us a powerful tool to shift awareness and inspire action. It offers a method to break our dependence on the mainstream media and become the media ourselves. We don't need to wait for...
This post lists 100 world changing documentaires with short explanations. The website has over 1150 films listed so if you are searching for a documentary this is one site to check out.
"I have taken a big interest in visuals and photography as I have found some amazing photo sites on the web, as well as simply enjoying using apps such as Instagram (along with a large chunk of the world). Recently, I was struck by this quote:
'(On digital photography) No wasted film, slides, or prints. And we are aware of this relationship between mistakes and consequences when we pick up the camera—so we click away, taking many more photos digitally than we would have in a world of costly film. Because we know failure is free, we take chances, and in that effort we often get that one amazing picture that we wouldn’t have if we were paying for all the mistakes.' John Hamm
When I thought about it, I wondered about the photography industry and how it has probably changed a great deal in the last ten years because of the evolution of digital photography. As I am admittedly no more of an expert on the field of photography as I am a strong photographer, I still wanted to share some observations and thoughts on what we can learn from photography and how it applies to what we do in school. The field of photography has grown and schools could probably learn a few lessons from the field."
'The economic and educational achievements of the Pacific region in the past 50 years are spectacular – unprecedented in fact.
"This long essay by Sir Michael Barber, Katelyn Donnelly and Saad Rizvi assumes the near certainty that the Pacific region will take primary leadership of the global economy in the near future and explores the implications for their education systems, calling for a 'whole-system revolution' in the structure and priorities of teaching and learning in the region.
'What is clear, though, is that education – deeper, broader and more universal – has a significant part to play in enabling humanity to succeed in the next half century. We need to ensure that students everywhere leave school ready to continue to learn and adapt, ready to take responsibility for their own future learning and careers, ready to innovate with and for others, and to live in turbulent, diverse cities. We need perhaps the first truly global generation; a generation of individuals rooted in their own cultures but open to the world and confident of their ability to shape it.
'The growing pace of change and increasing complexity mean that global leadership will no longer be merely about summits behind closed doors. In an era of transparency, leaders will find themselves constantly in dialogue with those they purport to lead. Meanwhile, innovations which transform societies can and will happen anywhere. Leadership, in short, will be widely dispersed and will require increasing sophistication.'"
"New technology equipment and tools, state of the art building materials and methods, and experimental teaching practices are all impacting today's K-12 classroom. Districts nationwide are struggling to patch together learning environments that they think represent the future of learning at the elementary, middle school, and high school levels. As they adopt campus-wide IT infrastructures, invest in classroom technology, and test out alternatives to traditional learning spaces, the final results of all this innovation remains to be seen.
"To help decipher that code and give principals, administrators, IT directors, and teachers an insider look into what might be coming a few years down the road, THE Journal asked a half a dozen educational experts for their take on three different key concerns: what the classrooms will look like, who will pay for them, and whether we'll ever see them during our lifetimes."
This article at least scratches the surface of a discussion about the future of educational facilities and hardware. I'm thinking that a lot of the information here tends to conceive of future settings using today's ideas...and doesn't account for the fact that the landscape will be very different even just 3 or 4 years from now. It would take that much time, at a minimum, to implement these changes, but by then, they will already be out of date. The answer is most elusive. -JL
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You are familiar with pedagogy - "the method and practice of teaching, esp. as an academic subject or theoretical concept" - but are you familiar with "andragogy" and "heutagogy"? If you are an educator or someone interested in education, I recommend you seek an understanding of this vocabulary for insights into the proposed, actual, or potential practice of education today and in the future.