Heutagogy: Difference between revisions

The educational technology and digital learning wiki
Jump to navigation Jump to search
(Created page with "{{stub}} == Introduction == {{quotationbox|The concept of heutagogy offers certain principles and practices that could be considered as a response to these developments wit...")
 
 
(2 intermediate revisions by the same user not shown)
Line 4: Line 4:


{{quotationbox|The concept of heutagogy offers certain principles and practices that could be considered  
{{quotationbox|The concept of heutagogy offers certain principles and practices that could be considered  
as a response to these developments within higher education. A heutagogical learning environment facilitates development of capable learners and emphasizes both the development  
as a response to these developments within higher education. A heutagogical learning environment facilitates development of capable learners and emphasizes both the development of learner competencies as well as development of the learner’s capability and capacity to  
of learner competencies as well as development of the learner’s capability and capacity to  
learn (Ashton & Newman, 2006; Bhoryrub, Hurley, Neilson, Ramsay, & Smith, 2010; Hase & Kenyon, 2000). A renewed interest in heutagogy has also been generated by Web 2.0 as a result of the affordances of social media that complement and support this learning  
learn (Ashton & Newman, 2006; Bhoryrub, Hurley, Neilson, Ramsay, & Smith, 2010; Hase  
approach. Heutagogy has been called a “net-centric” theory that takes advantage of the key affordances of the Internet; it is also a pedagogical approach that could be applied to emerging technologies in distance education, as well as serve as a framework for digital age teaching and learning (Anderson, 2010, p. 33; Wheeler, 2011).}}  
& Kenyon, 2000). A renewed interest in heutagogy has also been generated by Web 2.0  
(Blaschke, 2012 <ref>Blaschke, L.M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open and Distance Learning, 13(1), 56-71. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/1076/2113 </ref>)
as a result of the affordances of social media that complement and support this learning
 
approach. Heutagogy has been called a “net-centric” theory that takes advantage of the
See also:
key affordances of the Internet; it is also a pedagogical approach that could be applied to  
* [[self-directed learning]]
emerging technologies in distance education, as well as serve as a framework for digital age  
teaching and learning (Anderson, 2010, p. 33; Wheeler, 2011).}} ([<ref>Blaschke, L.M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open and Distance Learning, 13(1), 56-71. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/1076/2113 </ref>])


== Bibliography ==
== Bibliography ==
Line 21: Line 19:


=== Other ===
=== Other ===
Ashton, J., & Elliott, R. (2007). Juggling the balls – study, work, family and play: Student
perspectives on flexible and blended heutagogy. European Early Childhood Education Research Journal, 15 (2), 167-181.
Bhoryrub, J., Hurley, J., Neilson, G.R., Ramsay, M., & Smith, M. (2010). Heutagogy: An alternative practice based learning approach. Nurse Education in Practice, 10(6), 322-326.
Canning, N. (2010). Playing with heutagogy: Exploring strategies to empower mature learners in higher education. Journal of Further and Higher Education, 34(1), 59-71
Eberle, J. (2009). Heutagogy: What your mother didn’t tell you about pedagogy and the conceptual age. In Proceedings from the 8th Annual European Conference on eLearning, October 29-30, 2009. Bari, Italy
Hase, S. (2009). Heutagogy and e-learning in the workplace: Some challenges and opportunities. Impact: Journal of Applied Research in Workplace E-learning, 1(1), 43-52. DOI: 10.5043/impact.13
Hase, S. & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity: An International Journal of Complexity and Education, 4(1), 111-119.
Hase, S., & Kenyon, C. (2000).From andragogy to heutagogy. In UltiBase Articles. Retrieved from http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm
Jones, C., Penaluna, K., & Penaluna, A. (2019). The promise of andragogy, heutagogy and academagogy to enterprise and entrepreneurship education pedagogy. Education and Training, 61(9), 1170–1186. https://doi.org/10.1108/ET-10-2018-0211/FULL/HTML
Martínez, L., & Muñoz, J. (2021). Are andragogy and heutagogy the secret recipe for transdisciplinary entrepreneurship education? European Business Review, ahead-of-print(ahead-of-print). https://doi.org/10.1108/EBR-11-2020-0290

Latest revision as of 11:30, 10 September 2021

Draft

Introduction

The concept of heutagogy offers certain principles and practices that could be considered as a response to these developments within higher education. A heutagogical learning environment facilitates development of capable learners and emphasizes both the development of learner competencies as well as development of the learner’s capability and capacity to learn (Ashton & Newman, 2006; Bhoryrub, Hurley, Neilson, Ramsay, & Smith, 2010; Hase & Kenyon, 2000). A renewed interest in heutagogy has also been generated by Web 2.0 as a result of the affordances of social media that complement and support this learning

approach. Heutagogy has been called a “net-centric” theory that takes advantage of the key affordances of the Internet; it is also a pedagogical approach that could be applied to emerging technologies in distance education, as well as serve as a framework for digital age teaching and learning (Anderson, 2010, p. 33; Wheeler, 2011).

(Blaschke, 2012 [1])

See also:

Bibliography

Cited

  1. ↑ Blaschke, L.M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open and Distance Learning, 13(1), 56-71. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/1076/2113

Other

Ashton, J., & Elliott, R. (2007). Juggling the balls – study, work, family and play: Student perspectives on flexible and blended heutagogy. European Early Childhood Education Research Journal, 15 (2), 167-181.

Bhoryrub, J., Hurley, J., Neilson, G.R., Ramsay, M., & Smith, M. (2010). Heutagogy: An alternative practice based learning approach. Nurse Education in Practice, 10(6), 322-326.

Canning, N. (2010). Playing with heutagogy: Exploring strategies to empower mature learners in higher education. Journal of Further and Higher Education, 34(1), 59-71

Eberle, J. (2009). Heutagogy: What your mother didn’t tell you about pedagogy and the conceptual age. In Proceedings from the 8th Annual European Conference on eLearning, October 29-30, 2009. Bari, Italy

Hase, S. (2009). Heutagogy and e-learning in the workplace: Some challenges and opportunities. Impact: Journal of Applied Research in Workplace E-learning, 1(1), 43-52. DOI: 10.5043/impact.13

Hase, S. & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity: An International Journal of Complexity and Education, 4(1), 111-119.

Hase, S., & Kenyon, C. (2000).From andragogy to heutagogy. In UltiBase Articles. Retrieved from http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm

Jones, C., Penaluna, K., & Penaluna, A. (2019). The promise of andragogy, heutagogy and academagogy to enterprise and entrepreneurship education pedagogy. Education and Training, 61(9), 1170–1186. https://doi.org/10.1108/ET-10-2018-0211/FULL/HTML

Martínez, L., & Muñoz, J. (2021). Are andragogy and heutagogy the secret recipe for transdisciplinary entrepreneurship education? European Business Review, ahead-of-print(ahead-of-print). https://doi.org/10.1108/EBR-11-2020-0290

Retrieved from "https://edutechwiki.unige.ch/mediawiki/index.php?title=Heutagogy&oldid=75280"