Posted in Heutagogy, Open Learning, tagged All You Need is Heutagogy, Andragogy, Bloomsbury Academic, e-learning and andragogy, From Andragogy to Heutagogy, heutagogy, Obuchenie, Open Context Model of Learning, PAH Continuum, Pedagogy, Ronan O’Beirne, Self-determined Learning, Stewart Hase, The Beatles on September 9, 2013|
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Pedagogy, Andragogy & Heutagogy
Background; This was first a guest post on Stewart Hase’s Heutagogy Community of Practice blog; you can follow them on Twitter as @heutagogycop. I’ve reblogged it here because the PAH Continuum, as a reference point, is a key part of our work concerning heutagogy. I am currently spending most of my time working on WikiQuals which is a heutagogic answer to the accreditation of learning problem; more on the WikiQuals blog.
In my teaching practice, mostly with socially excluded kids attempting to get some qualifications in college, I developed a number of techniques for showing them how to be successful on their own terms. College is classically a context in which an andragogic approach works best, where you negotiate with your students to find an agreed learning path. In the Computer Studies department where I worked, at Lewisham College in London, we had developed our own universal entry test, followed by an interview, which everyone took. We had found this process to be a better predictor of success that their school results, which usually just measured their dissatisfaction with an education system which was designed to fail them. We then offered to the prospective student what seemed to be appropriate courses and subjects on which they might be successful.
However, over time, I developed a technique that I now call brokering that was much more about negotiating with the learner (more…)
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Posted in Heutagogy, Learner-Generated Contexts, tagged Architecture of Participation, Emergent Learning Model, fred garnett, heutagogy, Ken Robinson, MOSI-ALONG, OER, Open Context Model of Learning, PAH Continuum, SOLE, Sugata Mitra on April 11, 2011|
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Heutagogy, Emergent, Ambient (2)
This is the second of three posts looking at developing the heutagogic qualities of the Open Context Model of Learning (OCM) into the Emergent Learning Model and from that examining the possibilities of building an Ambient Learning City in Manchester (with MOSI-ALONG). The OCM is an attempt to re-conceptualise learning post web 2.0, with a concern to rethink roles and responsibilities for learning as suggested by the LGC Manifesto. An earlier blog post, the first of a sequence of three of which this is number two, used the concept of the PAH Continuum to look at how teachers might develop a craft of teaching that would enable and support the self-organisation of learners. Sugata Mitra, who works on similar ideas, is now talking about Self-Organised Learning Environments (SOLE). However what we are discussing here is perhaps the conceptual follow on, what I call an Emergent Learning Model (ELM), for reasons that I hope will become clear. (more…)
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