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OverviewHeutagogy, 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. Full Product DetailsAuthor: Dr Stewart Hase (Consulatant and Southern Cross University, Australia) , Chris Kenyon (Consultant, Australia)Publisher: Bloomsbury Publishing PLC Imprint: Bloomsbury Academic Dimensions: Width: 15.60cm , Height: 1.20cm , Length: 23.40cm Weight: 0.322kg ISBN: 9781474228176ISBN 10: 1474228178 Pages: 224 Publication Date: 26 March 2015 Audience: College/higher education , Professional and scholarly , Tertiary & Higher Education , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: Manufactured on demand  We will order this item for you from a manufactured on demand supplier. Table of ContentsIntroduction, 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) IndexReviewsThis 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. * Ian Cunningham, Self Managed Learning College, UK * 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. Ian Cunningham, Self Managed Learning College, UK Author InformationStewart 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. Tab Content 6Author Website:Countries AvailableAll regions |
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