Heutagogy, Emergent, Ambient (1)
This is the first of three posts looking at developing the heutagogic qualities of the Open Context Model of Learning into the Emergent Learning Model and from that examining the possibilities of building an Ambient Learning City in Manchester. I start by looking at what Heutagogy might tell us about teaching in the 21st Century.
The Salford Method; Using the time-shifting mechanisms available to us all in iWorld I recently gave a Philosophy Phriday talk on a Tuesday in the Salford Think Pod called Heutagogy & The Craft of Teaching. Cristina Costa kindly invited me to give the first talk in the Salford Method series, partly to answer David Roberts’ interest in all things Heutagogy. I give my Learner Generated Contexts interpretation on this here, but you might also want to read Stewart Hase on From Andragogy to Heutagogy. Heutagogy is a key element of the Open Context Model of Learning, which this blog is about so, partly because of the audience in Salford and partly to follow on from the iPED 2010 talk (The Open Context Model and the Craft of Teaching), I have chosen to refine how heutagogy might help us rethink the practice of teaching. Since our iPED talk in September I have also had time to further reflect on the innovative work of Paul Lowe as a ‘technology steward’, in developing his MA in Photojournalism, and Thomas Cochrane’s use of the PAH Continuum to help ‘Bridge Learning Contexts’ on his B.Sc in Product Design at Unitec in New Zealand. (more…)