About this product

Product Identifiers

PublisherBloomsbury Publishing

ISBN-101441142770

ISBN-139781441142771

eBay Product ID (ePID)166241825

Product Key Features

Number of Pages224 Pages

Publication NameSelf-Determined Learning : Heutagogy in Action

LanguageEnglish

Publication Year2013

SubjectLearning Styles, Teaching Methods & Materials / General

TypeTextbook

AuthorChris Kenyon

Subject AreaEducation

FormatHardcover

Dimensions

Item Height0.6 in

Item Weight17.5 Oz

Item Length9.2 in

Item Width6.1 in

Additional Product Features

Intended AudienceCollege Audience

Dewey Edition23

ReviewsThis 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.

IllustratedYes

Original LanguageEnglish

Dewey Decimal370.1523

Table Of ContentIntroduction, 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

SynopsisHeutagogy, 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., 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. 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 action in the classroom, flexible curriculum, assessment, e-learning, reflective learning, action learning and research, heutagogy in professional practice settings, and culture.

LC Classification NumberLB1060