Heutagogy: Difference between revisions
(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...") |
mNo edit summary |
||
| 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 | (<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 | |||
approach. | |||
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).}} ( | |||
== Bibliography == | == Bibliography == | ||
| Line 21: | Line 16: | ||
=== 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 | |||
Revision as of 11:25, 10 September 2021
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).([1])
Bibliography
Cited
- ↑ 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