The PAH Continuum: Pedagogy, Andragogy & Heutagogy — from heutagogycop.wordpress.com by Fred Garnett
Excerpt:
On 09/22/2014,
in adult learning, heutagogy, instructional design, learning, learning ecosystem, learning theories, pedagogy, teaching & learning,
by Daniel Christian
On 08/05/2014,
in higher education, instructional design, online learning, pedagogy, student-related, teaching & learning,
by Daniel Christian
From DSC:
Note the following excerpt, reflecting upon if such conclusions might also serve our face-to-face classrooms as well:
In a paper published this spring, the CSAIL team outlined some key findings on what online learners want from videos. These include:
- Brevity (viewers generally tune out after six minutes)
- Informality, with professors seated at a desk, not standing behind a podium
- Lively visuals rather than static PowerPoint slides
- Fast talkers (professors seen as the most engaging spoke at 254 words per minute)
- More pauses, so viewers can soak in complex diagrams
- Web-friendly lessons (existing videos broken into shorter chunks are less effective than ones crafted for online audiences)
On 07/18/2014,
in Daniel S. Christian, education reform, education technology, educational games / serious games, ideas, innovation, K-12 related, learning, learning ecosystem, learning hubs & pods & microschooling, learning spaces, lifelong learning, love of learning, more voice more choice more control, participation, passions, pedagogy, play, student-related,
by Daniel Christian
California school integrates play with learning — from pbs.org
Excerpts:
STUDENT: I really like school now. Like, I’m actually psyched to come.
STUDENT: It just makes me feel good.
STUDENT: I wake up every morning and I’m just like, yes.
APRIL BROWN: These students have been taking part in a new experiment in educational innovation known as the PlayMaker School. PlayMaker is, thus far, only for sixth graders who attend the private K-12 New Roads school in Santa Monica, California. You won’t find desks, seating charts or even a normal grading system in their classroom.
…
APRIL BROWN: And, if nothing else, they have figured out how to make kids like Isaac Prevatt look forward to school.
ISAAC PREVATT, Student: At my old school, I dreaded it every single day. I really just didn’t like it. You know, I would fake stomach aches. I have not faked any sicknesses this year.
From DSC:
Tony Wagner’s recent keynote mentions the importance of play, passion, and purpose in education. There’s engagement here. There’s focus here. There might even be a love of learning here — but at least a liking to learn and a stronger sense of actually enjoying learning about something.
I have it that we need to create learning environments and pedagogies that cultivate situations whereby students at least like to learn.
Why?
Because most of us are now required to be lifelong learners in order to remain marketable. (I could also address the love of learning for its own sake, as there’s huge value just in that as well.)
If a student drops out of high school or if they make it through college but end up hating school, those negative experiences that they associate with learning may prove to be obstacles to overcome for them. They may not want to go back to a learning environment again. They may have a “bad taste in their mouth” about education/learning. Becoming a lifelong learner may sound more like a prison sentence to them.
So I celebrate the above approach and experimentation with pedagogy. Hearing the excitement in the students’ voices and words is simply excellent. (I wonder if we’re hearing that sort of excitement from them taking all of these standardized tests…?)
I could also relate to the part of the video where one of the teachers said that the students were very uncomfortable with this type of learning environment — that they just wanted to be told what to do. Where’s my test?! I just want to be told what to do and to take tests.
Many of our students may not like open/unanswered questions or “less structured” activities and learning environments. But such experimentation could easily help them with their creativity and with developing more innovative thinking. The work world won’t always tell them each step to take on something; the “tests” will be found in how they can problem solve and if they can think critically, innovatively.
With thanks to Jim Lerman for his Scoop on this.
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Also see:
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On 06/29/2014,
in active learning, adjunct faculty, Daniel S. Christian, engagement / engaging students, faculty, higher education, ideas, learning preferences, learning theories, memory, more voice more choice more control, motivation, multimedia, passions, pedagogy, society, student-related, teachers, teaching & learning,
by Daniel Christian
Here Comes Generation Z — from bloombergview.com by Leonid Bershidsky
Excerpts:
If Y-ers were the perfectly connected generation, Z-ers are overconnected. They multi-task across five screens: TV, phone, laptop, desktop and either a tablet or some handheld gaming device, spending 41 percent of their time outside of school with computers of some kind or another, compared to 22 percent 10 years ago. Because of that they “lack situational awareness, are oblivious to their surroundings and unable to give directions.”
Members of this new generation also have an 8-second attention span, down from 12 seconds in 2000, and 11 percent of them are diagnosed with attention deficiency syndrome, compared to 7.8 percent in 2003.
Also see Sparks & Honey’s presentation:
From DSC:
I have been wondering about the possibility that gaining students’ attention is becoming harder and harder to do. The above items seem to confirm that attentions are, in deed, shrinking. We must get through “the gate” (i.e., getting someone’s attention) if we want to have a chance of getting something into someone’s long term memory.
So what should professors, teachers, and trainers do?
For me, this is where things like active learning, project-based learning, and real-world learning come in. Highly relevant, hands-on learning where we turn over more control to the student, helping them own their own learning. We need to provide more choices as to how students can meet the learning objectives.
More choice. More control. Tap into their passions and internal motivations, introduce more play and more opportunities for students to display and cultivate their creativity.
The following article also has some solid thoughts/ideas that seem very relevant for this topic:
- The Science of Attention: How To Capture And Hold The Attention of Easily Distracted Students — from opencolleges.edu.au by Saga Briggs
Excerpt from section entitled, “Tricks for Capturing Your Students’ Attention“:
1. Change the level and tone of your voice.
Often just changing the level and tone of your voice – perhaps by lowering or raising it slightly – will bring students back from a zone-out session.
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2. Use props or visuals.
Presenting a striking picture related to your topic is sure to get all eyes on you. Don’t comment on it; allow students to start the dialogue. Here are a few resources on how to use animations and storyboards as a teaching tool.
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3. Make a startling statement or give a quote.
Writing a surprising statement or quote related to the content on the board has a similar effect. In a lesson about linebreaks in poetry, write, “I am dying” on the board, wait a minute, and continue on the next line with “for a bowl of ice cream.” See what kind of reaction you get.
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4. Write a challenging question on the board.
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On 06/17/2014,
in change, colleges, community colleges, education reform, emerging technologies, experimentation, future, future of higher education, pedagogy, teaching & learning, universities,
by Daniel Christian
The July-August 2014 issue of THE FUTURIST is FREE online, as part of WorldFuture 2014: What If.
Excerpt:
Creating a Future Forward College: What If. … Collaborations in Transformational Learning — by Benita Budd, Magdalena de la Teja, Butch Grove, and Rick Smyre
Imagine a college classroom where the professor asks students to review the course requirements and then decide, as a group, how to meet those requirements. Imagine the lively discussions as students take ownership of their learning, and the questions to the professor when information becomes “necessary” to the projects. Imagine the professor coaching, guiding, and inspiring each student or group as they need to be uniquely inspired; imagine guest experts visiting the class to mentor and assist; imagine the shift in thinking from “receivers of knowledge” to “creators of knowledge.”
You’ve just imagined a DNA shift in education. And it’s happening now, in Wake Technical Community College’s Future Forward classrooms and at Tarrant County College, through its initiatives supporting transformational learning and its FFC Innovation Forum idea incubator.
…
A time of constant change always hides a developing narrative that often slips past our awareness. The trick is to find the “weak signals” of a new idea in its early stages; then we can witness its development as a force from our position on the cutting edge of thinking and action. Our challenge is to understand what may be occurring and to build collaborative networks, futures projects, and pilot programs that exist in parallel with conventional models and serve as harbingers of a world and society that do not yet exist. The narrative of an emerging Future Forward College is one of these forces pushing the change.
We are shifting from the rigid forms of hierarchies, standard answers, and predictability to an evolving society of interlocking networks, varied solutions, and the need to be comfortable with uncertainty and ambiguity. And we have no models to follow as we explore this unprecedented transformation from an Industrial to an Organic Society.
Nowhere is this more evident than in the field of education. It is as if we are stepping off the cliff of a comfortable past and falling into an unknown abyss, full of false expectations, failing students, accelerating dropout rates, and paths leading to dead ends. And if we ask for guides to help us with direction, we often hear, “look in the literature,” or “this must occur for your college to be accredited.” Somehow, in this time of exponential change, it makes little sense to look to the past for direction in order to be accredited in increasingly obsolete ideas and methods.
…the following principles are core to the idea of a Future Forward College:
- Trans-disciplinary Thinking
- Complex Adaptive Systems
- Adaptive Planning
- And/both parallel processes
- Identifying Emerging Weak Signals
- Master Capacity Builders
- Resilience Centered
On 06/05/2014,
in adjunct faculty, faculty, pedagogy, teachers, teaching & learning,
by Daniel Christian
Six questions that will bring your teaching philosophy into focus — from facultyfocus.com by Neil Haave
Excerpt:
These questions are best answered in conversation with a colleague or two.
- Describe the best learning experience you have had as a student.
- Describe the best teaching experience you have had as an instructor. Are there any similarities to the learning experience you described above?
- What are you trying to achieve in your students with your teaching?
- Why is this important to you?
- How do you achieve your objectives you wrote down for question #3 above?
- Why do you use these particular teaching strategies as opposed to others that are available to you?
On 04/12/2014,
in digital audio, digital learning, digital video, ideas, pedagogy, teaching & learning,
by Daniel Christian
Why you should try video feedback with students — from edudemic.com by bcotmedia; with thanks to Tim Pixley’s Scoop on this
Excerpt:
…the rationale being that the learners, so used to consuming information from a resource-rich moving image centred multimedia experience, are provided with more detailed, personalised, and engaging feedback that is in keeping with the way they choose to consume information in their free time.
Similarly, by asking learners to submit video responses themselves (on phones/ vine/ webcams) they too are encouraged to embrace the technology driven environment of industry, enhance their digital literacy, demonstrate ICT competency, and develop their own communication skills in a real differentiated option to achieve criteria beyond the traditionalist (written) assessment.
On 03/14/2014,
in ideas, maker movement, online learning, pedagogy, teaching & learning, teaching online,
by Daniel Christian
Makerspaces and Online Education — from onlinecolleges.net by Melissa Venable; with thanks to Steve Wheeler and Stephen Harris for the Tweets on this
Excerpt:
Ideas for Online Teaching and Learning
The idea of building a web-based learning community isn’t new, but how can students get these hands-on, collaborative opportunities when they study online? “Making” can result in physical objects as well as digital ones. Here are a few ideas to spark your own maker learning initiative:
- Create a “makers” assignment.
- Rethink course and curriculum design.
- Promote service learning.
- Encourage career exploration.
- Connect with the library.
- Find physical locations.
- Explore existing resources.
- Look for professional development opportunities.
- Join other maker-educators.
On 03/06/2014,
in 21st century, education reform, heutagogy, learning ecosystem, lifelong learning, pedagogy, traditional / tradition,
by Daniel Christian
Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning — from IRRODL. Vol 13, No 1 (2012) by Lisa Marie Blaschke
Abstract
Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today’s workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media.
The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology. With its learner-centered design, Web 2.0 offers an environment that supports a heutagogical approach, most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research, this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results, course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education.
Learning for Life: Preparing Learners for the Complexities of the Workplace Today and Tomorrow — by Lisa Marie Blaschke:
Heutagogy: It Isn’t Your Mother’s Pedagogy Any More — from National Social Science Association by Jane Eberle & Marcus Childress
Excerpt:
An excerpt from Can Heutagogy Save Education? — from rtschuetz.blogspot.com by
Over the past few years my interest in educational disruption has grown to the point where I have been encouraging my teaching colleagues to shift their teaching pedagogies to accommodate student-centered learning. I now recognize my ignorance with this concept. True educational disruption means accepting and encouraging heutagogical practices for learners of all ages. What will heutagogy look like in our schools?
- Learning will be student centered (content, processes, & goals)
- Emphasis will be on learning processes over content mastery
- Knowing how to learn will be an essential skill
- Learning will be multidisciplinary
- Learning will be supported by curricular flexibility
- Individualized learning
- Provisions for flexible or negotiated assessments
- Enable rather than control informal learning
On 02/27/2014,
in higher education, ideas, pedagogy, social learning / networks, social media, teaching & learning,
by Daniel Christian
Energize Teaching with Social Media — from medium.com by Gerald Lucas
A guide for higher education faculty for introducing social media into the classroom.
Excerpt:
Since beginning my teaching career in higher education, I have never encountered a force that has such potential to change the game than social media. Social media practices are having a profound influence on how we teach, what we teach, and our attitudes toward teaching and learning. It might be safe to say that social media might be the most significant advance in education we have ever seen.
This is not just that Facebook thing I’m talking about. It’s a shift in theory and practice that the use of social media has had on almost every aspect of our lives. New media has changed the flow of information, bringing not just new access to information, but a way for everyone to respond and contribute to the shape of their culture. New media has precipitated a renaissance in what Lawrence Lessig calls “amateur culture”: a healthy, passionate, creative, and integral component of community that allows us to express what’s significant to our lives. The key here is this active participation, not the old consumerist paradigm of passive consumption — one that seems to be borrowed by the classroom. With access to social media, we all have a voice to use how we want.
On 02/27/2014,
in 21st century, adjunct faculty, assessment, faculty, heutagogy, higher education, internet, learning spaces, more voice more choice more control, online learning, pedagogy, teaching & learning, traditional / tradition, UK,
by Daniel Christian
A growing divide? — from steve-wheeler.blogspot.com
Excerpt:
The question we now need to ask is: Will there be a divide between learning that continues to rely on traditional learning spaces, compared to learning that takes place largely outside the walls of the traditional classroom? Moreover, if there is such a divide, will it be delineated by its cost effectiveness, its conceptual differences, or its pedagogical impact?
Power sharing — from steve-wheeler.blogspot.com
Excerpt:
Many agree that technology has a role to play in this shift in pedagogical emphasis. Students now bring their own devices into the traditional learning environment, creating their own personal networks and learning environments. They are intimately familiar with the functionality of their devices, knowing how to use them to connect to, create and organise content. They are adept at connecting to their friends and peers too, but will they be willing to power share with their professors, take on greater autonomy and assume more responsibility to direct their own learning in the future?
Digital age assessment — from steve-wheeler.blogspot.com
Excerpt:
Assessment and learning are inseparable in any good pedagogy. If the first does not fit the second, then we see a failure of that pedagogy. Far too often assessment fails to delve deeply enough, or fails to capture actual learning. If students are relying increasingly on digital technology to connect them with content, peers and tutors, and to facilitate new, distributed forms of learning, then we should endeavour to assess the learning they achieve in a relevant manner.