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Self-Determined Learning: Heutagogy in Action

Editat de Dr Stewart Hase, Chris Kenyon
en Limba Engleză Paperback – 25 mar 2015
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.
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Specificații

ISBN-13: 9781474228176
ISBN-10: 1474228178
Pagini: 224
Dimensiuni: 156 x 234 x 12 mm
Greutate: 0.32 kg
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Locul publicării:London, United Kingdom

Caracteristici

Draws together contributors from different fields to explore the approach in a range of contexts

Notă biografică

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.

Cuprins

Introduction, Chris Kenyon (consultant, Australia) and Stewart Hase (consulting psychologist, Australia)Part I: The Fundamentals of Heutagogy1. 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 Education3. 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 World8. 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: Summary15. Where to Next?, Stewart Hase (consulting psychologist, Australia) and Chris Kenyon (consultant, Australia)Index

Recenzii

This text is a really useful addition to the extensive literature on learner-centred learning. It challenges the academic community to take seriously alternative approaches to education that have long been promoted and shown to work. The problems in academia seem to reflect what the book explores, namely a narrow and discredited model of learning. The lack of attention to tried and tested alternatives shames the academic establishment.