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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With Escola de Comunicações e Artes (ECA-USP) Sao Paulo Brasil
Co-creating Open Scholarship; was a paper Nigel Ecclesfield and I wrote a year ago for ALT-C. There was a lot of interest in reflecting on what we had learnt about learning technology since ALT was founded in 1993, and this was what we addressed. We were asked to expand our original submission into a journal article which is now freely available in ALT’s open repository. There was some debate about using Boyer’s model of scholarship as a baseline but, unlike Martin Weller in Digital Scholar, we felt that Boyer’s model itself needed updating. This was because what we had learnt most from using learning technology was about the pedagogy of learning itself. Inspired by Terry Anderson’s excellent keynote at ALT-C on Open Learning and his early scoping of Open Scholarship we felt that we should provide a synthesis and propose a new model, derived from Boyer, upon which we could debate the future of scholarship. What we are attempting to do in this post is provide some supporting arguments for such a debate with the Escola de Comunicações e Artes in Sao Paulo.
Framing the debate; In 2012 there has been a lot of discussion on what has been called open learning. However this is perhaps more about the massification of learning, or rethinking mass education, and seems to be focussed on scaling up traditional learning models, and addressing the opportunities and threats of globalisation using technology, whilst keeping the same institutional and policy frameworks. I’m thinking of Udacity, Coursera and MITx amongst others, as well as MOOCs. As I discussed on my blog on Open Academic Practice I had been a teacher for 15 years before I designed technology-enhanced (blended) learning for the first time in 1997, and I immediately designed for collaboration and discussion; which are core features of learning that do not scale and so don’t interest the biggest institutions. I have been working on pedagogically related issues concerning the use of technology ever since, mostly with an informal group of researchers known as the Learner-generated Contexts Research Group. This post outlines from where our ideas about co-creating open scholarship emerged. (more…)
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Posted in Learner-Generated Contexts, Open Learning, tagged Boyer, Caroline Haythornthwaite, Clay Shirky, Co-Creating, Connectivism, Conole, dialogic, e-learning, edtech, epistemic cognition, fred garnett, NCCPE, OER, Open Context Model of Learning, Open CourseWare, Open Education Resources, Open Learn, Open Learning, Open Scholarship, Open Student, PAH Continuum, Permanent Beta, PLEs, Sugata Mitra, TeachMeet, Terry Anderson, Thomas Cochrane, Vygotsky on September 11, 2011|
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From Open Scholar to Open Student
This is a blog post version of the paper “Towards a framework for co-creating Open Scholarship” by Fred Garnett, and Nigel Ecclesfield given as a paper at ALT-C 2011 published in the Proceedings and freely available in their open Access repository. The shorter slide presentation is on Slideshare. This post includes the arguments as to how we might develop Boyer’s Model of Scholarship in the digital age towards an open model of learning by developing his arguments about Discovery, Integration, Application and Teaching, to include Co-creation. It is a ‘modest proposal’ not the finished article. However it develops our long-term thinking that digital learning is not a subset of old models of learning but a superset of ideas that are capable of transforming our understanding about, and the practice of, learning. (more…)
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