Heutagogy, or self-determined learning, redefines how we understand learning and provides some exciting opportunities for educators. It is a novel approach to educational practice, drawing on familiar concepts such as constructivism, capability, andragogy and complexity theory. Heutagogy is also supported by a substantial and growing body of neuroscience research. Self-Determined Learning explores how heutagogy was derived, and what this approach to learning involves, drawing on recent research and practical applications. The editors draw together contributions from educators and practitioners…mehr
Heutagogy, or self-determined learning, redefines how we understand learning and provides some exciting opportunities for educators. It is a novel approach to educational practice, drawing on familiar concepts such as constructivism, capability, andragogy and complexity theory. Heutagogy is also supported by a substantial and growing body of neuroscience research. Self-Determined Learning explores how heutagogy was derived, and what this approach to learning involves, drawing on recent research and practical applications. The editors draw together contributions from educators and practitioners in different fields, illustrating how the approach can been used and the benefits its use has produced. The subjects discussed include: the nature of learning, heutagogy in the classroom, flexible curriculum, assessment, e-learning, reflective learning, action learning and research, and heutagogy in professional practice settings.
Stewart Hase is a consulting psychologist and writer. He is also an adjunct fellow at Southern Cross University, Australia, and consults for a number of public and private organizations. Chris Kenyon is an adviser and consultant. He has worked around the world assisting government agencies and commercial organizations.
Inhaltsangabe
Introduction Chris Kenyon (consultant Australia) and Stewart Hase (consulting psychologist Australia)Part I: The Fundamentals of Heutagogy 1. Heutagogy Fundamentals Stewart Hase (consulting psychologist Australia) and Chris Kenyon (consultant Australia) 2.The Nature of Learning Stewart Hase (consulting Psychologist Australia) and Chris Kenyon (consultant Australia) Part II: Applying Heutagogy in Formal Education 3. Crafting Learner-Centred Processes using Action Research and Action Learning Bob Dick (independent scholar Australia) 4. e-Learning and Self-Determined Learning Skills Lisa Marie Blaschke(Carl von Ossietzky University of Oldenburg Germany) 5. Applying the Principles of Heutagogy to a Postgraduate Distance-Learning Programme Trevor Kerry (Bishop Grosseteste University College UK) 6. Workplace Learning for Nurses John Hurley (Southern Cross University Australia) Mike Ramsay (University of Dundee UK) and Gavin Neilson (University of Dundee UK) 7. The Learners' Perspective Barbara Brandt (University of Minnesota Duluth USA) Part III: Heutagogy in the Wider Education World 8. Developing Creativity Fred Garnett (University of London UK) 9. Putting Heutagogy into Learning Fred Garnett (University of London UK) and Ronan O'Beirne (Bradford College UK) 10. Lifelong Learning Jane Eberle (Emporia State University USA) 11. Learner Defined Learning Stewart Hase (Consulting Psychologist Australia) 12. Practitioner Development in Early Years Education Natalie Canning (Open University UK) 13. Transitioning from Pedagogy to Heutagogy Tay Boon Hou (In Technology Singapore) 14. Innovations in Community Education Ros Foskey (University of New England Australia) Part IV: Summary 15. Where to Next? Stewart Hase (consulting psychologist Australia) and Chris Kenyon (consultant Australia) Index
Introduction Chris Kenyon (consultant Australia) and Stewart Hase (consulting psychologist Australia)Part I: The Fundamentals of Heutagogy 1. Heutagogy Fundamentals Stewart Hase (consulting psychologist Australia) and Chris Kenyon (consultant Australia) 2.The Nature of Learning Stewart Hase (consulting Psychologist Australia) and Chris Kenyon (consultant Australia) Part II: Applying Heutagogy in Formal Education 3. Crafting Learner-Centred Processes using Action Research and Action Learning Bob Dick (independent scholar Australia) 4. e-Learning and Self-Determined Learning Skills Lisa Marie Blaschke(Carl von Ossietzky University of Oldenburg Germany) 5. Applying the Principles of Heutagogy to a Postgraduate Distance-Learning Programme Trevor Kerry (Bishop Grosseteste University College UK) 6. Workplace Learning for Nurses John Hurley (Southern Cross University Australia) Mike Ramsay (University of Dundee UK) and Gavin Neilson (University of Dundee UK) 7. The Learners' Perspective Barbara Brandt (University of Minnesota Duluth USA) Part III: Heutagogy in the Wider Education World 8. Developing Creativity Fred Garnett (University of London UK) 9. Putting Heutagogy into Learning Fred Garnett (University of London UK) and Ronan O'Beirne (Bradford College UK) 10. Lifelong Learning Jane Eberle (Emporia State University USA) 11. Learner Defined Learning Stewart Hase (Consulting Psychologist Australia) 12. Practitioner Development in Early Years Education Natalie Canning (Open University UK) 13. Transitioning from Pedagogy to Heutagogy Tay Boon Hou (In Technology Singapore) 14. Innovations in Community Education Ros Foskey (University of New England Australia) Part IV: Summary 15. Where to Next? Stewart Hase (consulting psychologist Australia) and Chris Kenyon (consultant Australia) Index
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