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PAH

Page history last edited by PBworks 13 years, 1 month ago

Developing the Pedagogy Andragogy Heutagogy Continuum

 

OGY & Context

In the e-mature learner John Anderson indicates that Pedagogy, Andragogy and Heutagogy are currently phase specific. Ronan O'Beirne comments that he is concerned about "the lack of “social” context. What I mean is that a learner situated in the Heutagogy is not necessarily determining her learning, i.e. not self-determining and self-directing but is involved in a more socio-constructivist type learning where, as a heutagogical learner she avails of, is influenced by, develops, contributes to, criticises and ultimately reflects on, a social networking scenario. So I think that with Heutagogy yes there is a shift to the learner but not the learner alone in isolation." He questions whether talking of a continuum implies that they are mutually exclusive whern we are thinking of the relationship as being "cumulative".

 

A developmental continuum

Fred Garnett's view is that the "continuum" we are talking of is a developmental one. The value in a pedagogic aproach is in developing the learner's understanding of a subject. The value in an andragogic approach is developing a understanding of how to negotiate a way through the learning process. The value in a heutagogic approach is in developing the understanding that you are empowered to look at the learning context afresh and take decisions in that context. So this developmental view implies that learners need to understand how subjects are constructed, what is canonical and how that. That learning is a social process of discussion negotiation and partnership. And finally, that learning enables you to go out into the world equipped not only to solve problems and but also to identify new areas worthy of your attention. 

 

Award winning strategies

A workshop with Star Award winning (school) teachers as a part of Kevin Donovan's "Innovation in Learning" project in 2005 captured this very well. After discussing their strategies for being really good teachers three factors emerged.

 

  1. Develop an understanding of their subject that worked in a learning environment (not the same as studying it at degree level)
  2. Develop classroom management skills
  3. Turn over control of the learning process to the learners

 

So I would argue that what they were saying was: get your pedagogic strategies right, get some andragogic factors in place and then go heutagogic (often in collaborative project mode). So very good teachers can be seen as working this out in their practice,  but I don't think that we work formally in that way.

 

 

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