Self-Determined Learning: Heutagogy in ActionStewart Hase, Chris Kenyon 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. |
Contents
Crafting LearnerCentred Processes Using Action Research | |
ELearning and SelfDetermined Learning Skills Lisa Marie | |
Applying the Principles of Heutagogy to a Postgraduate | |
Workplace Learning for Nurses Mike Ramsay John Hurley | |
The Learners Perspective Barbara A Brandt | |
Heutagogy in the Wider Education World | |
Putting Heutagogy into Learning Fred Garnett and Ronan OBeirne | |
Lifelong Learning Jane H Eberle | |
Learner Defined Learning Stewart Hase | |
Practitioner Development in Early Years Education Natalie Canning | |
Transitioning from Pedagogy to Heutagogy Boon Hou | |
Innovations in Community Education Roslyn Foskey | |
Where to Next? Stewart Hase and Chris Kenyon | |
Developing Creativity Fred Garnett | |
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achieve action learning action research activities adult album andragogy apply approach to learning areas assessment audience Beatles Blaschke capability challenge chapter classroom clinical collaboration complex create creative curriculum described discussion Distance Education double-loop learning e-learning early Ecclesfield emerging emotional engagement evaluation explore EYPS facilitator George Martin Hase and Kenyon heutagogical approach heutagogical principles heutagogy ideas identified individual initial instructor interactive theatre involved Journal knowledge learner-centred learners learning environment learning experience learning process lecturer London Mature Men Matter mentors Mersey Beat motivation negotiate networking nurse education Nurse Education Today outcomes PAH Continuum participants pedagogy practitioners professional programme questions reflective practice relevant Retrieved 27 November role Rubber Soul self-determined learning self-directed skills social social media Stewart Hase Strawberry Fields Forever student-centred learning study materials teacher teaching team members theory thinking tutor understanding University workshop