Practical heutagogy: Promoting personalised learning in management education

The purpose of this article is to highlight the benefits to both organizations and individuals in adopting heutagogy within management education to develop individual capability. This conceptual paper is based on a systematic review of the literature relating to heutagogy and learning theory. This article calls for the adoption of heutagogic learning within management education alongside traditional pedagogy and andragogy. It provides a number of practical examples of how heutagogy may be implemented in a variety of contexts, ranging from undergraduate study to senior leadership positions within organizations. This article contributes to the growing interest and literature related to new forms of student-centered learning and, in particular, heutagogy. This article is an original contribution to the discourse on student-centered learning and the contribution that heutagogy may make to the professional development of individuals

Strategies for mlearning integration : evaluating a case study of staging and scaffolding mlearning integration across a three-year bachelor’s degree

This paper outlines the third iteration of integrating mobile web 2.0 within a Bachelors level course. An analysis and comparison of the impact of mobile web 2.0 across all three years of the 2009 course enables the development of implementation strategies that can be used to integrate mlearning into other tertiary courses, and inform the design of further Product Design mlearning integration iterations

The great good place : coworking como espaço para aprender design uma framework exploratória

Abstract : In this paper we explore a conceptual framework based on three lines of thinking/work from Patrick Cohendet (Underground/Middleground/Upperground), Ray Oldenburg (The Great Good Place), and Fred Garneti (Heutagogy or Self-determined Learning). To demonstrate the relevance and feasibility of our proposed concept, we review the key factors and definitions of these authors and their work. Although not a theoretical framework, the present paper aims to help us map a part of our research work within the context of the Doctoral Programme in Design at IADE / Universidade Europeia, which triangulates Coworking, Design Learning, and Heutagogy or selfdetermined modes of learning. Ultimately, the aim is to generate new evidence on how such a model of Coworking Design Learning can benefit and betier suit contemporary Design learners.Neste artigo, exploramos uma estrutura conceptual baseada em três linhas de pensamento dos autores Patrick Cohendet (Underground / Middleground / Upperground), Ray Oldenburg (The Great Good Place) e Fred Garneti (Heutagogy or Self-determined Learning). Para demonstrar a relevância e a viabilidade da nossa proposta conceptual, revisitamos os principais fatores e definições destes autores e dos seus trabalhos. Embora não constitua uma framework teórica, o presente trabalho tem como objetivo ajudar a mapear parte do nosso trabalho de pesquisa no contexto do Programa de Doutoramento em Design do IADE / Universidade Europeia, que triangula Coworking, Aprendizagem de Design e Heutagogia ou modos autodeterminados de aprendizagem. Em última instância, o objetivo é tentar produzir novas evidências sobre como um modelo de aprendizagem de Design baseado em espaços de Coworking pode beneficiar e adequar-se melhor aos actuais alunos de Design.info:eu-repo/semantics/publishedVersio

Reflections on 3 years of mlearning implementation (2007-2009)

This paper discusses the implications of 3 years of action research mlearning projects investigating the potential of mobile web 2.0 tools to facilitate social constructivist learning environments across multiple learning contexts. Highlighted are the design framework, identified critical success factors, and implementation strategy developed from the thirteen mlearning projects undertaken between 2007 and 2009. The projects encompassed five different courses, forming five case studies spanning from one to three years of implementation and refinement. KEYWORDS Mlearning, web 2.0, social constructivism

The Value of Learning Groups to the 1st Year Undergraduate Experience for Students of Early Childhood.

Learning networks, groups or communities are seen as having the potential to provide supportive, integrative and deep learning processes which can enhance student performance and support transition to university (Peat, Dalziel and Grant 2001; Zhao and Kuh 2004). The provision of a learning environment with opportunities for meaningful academic and social interactions is characteristic of higher education and collaborative learning strategies are frequently used to encourage student selfmanagement, independence and the general development of group skills. Whilst the value-added potential of learning groups is well documented (Peat et al. 2001; Zhao and Kuh 2004; Lizzio and Wilson, 2006), the nature of the course subject is rarely considered as potentially significant to the effectiveness of the group process; the emphasis in research studies being more frequently concerned with generic academic or pastoral functions. The Early Childhood degree at the University of Worcester established learning groups in 2002 as a specific learning and teaching strategy aligning the pedagogic and andragogic philosophy of the subject to promote academic and professional characteristics required as transferable skills for work in the sector. The social constructivist philosophy underpinning the subject and practice of early childhood provided the common, connecting thread for learning groups to have relevance and meaning for personal, academic and professional development. This study investigated the experience and perceived value of learning groups for the first cohort in 2002/3 through a questionnaire, and by interviews focussed more openly on their general first year experience with a sample group of year 1 students in 2008. The findings revealed an overall highly positive perception indicating that learning groups had scope and value as a forum for:- • Building strong relationships and social identity • Co-construction of a learning culture • Reciprocal learning and skill development • Empowerment of adult learners and development of confidence • Enhancing professional development The most useful transferable skills and knowledge gained during the first year came from sharing ideas and relationship building in small group work which gave the students confidence. The findings demonstrate that peer learning groups provide mutual support and learning opportunities which develop skill in working with others which, in turn, students regard as the predominant quality required for their future professional lives

Community Development: A Shift in Thinking Towards Heutagogy

As a result of the distinct socio-economic changes that UK society has faced in over recent years more specific community health development approaches to curricula delivery are required to ensure the provision of effective methods and approaches to health improvement. An effective way in which to promote successful curricula is to adopt and engage with Barnet’s (1994; 2004; 2012) notion of a tri partite model, incorporating, societal, institutional and students needs. In order to achieve this, a holistic approach to curricula delivery must be adopted. However due to the fragmented nature of the delivery ‘community development’ curricula; good, effective, and pedagogical based delivery approaches and methods are not widely shared. The authors in this paper/presentation will explore the pedagogical basis of the CD curriculum and present a model of joined up thinking, incorporating a cross disciplinary approach to curriculum development and explore strategic approaches to teaching concepts in community development. In this paper the authors argue that a self-determined learning approach that involves an expansion and re-interpretation of andragological principles. A shift in thinking towards heautagogy will enable the learner to develop space, promoting the learner as an “architect” of learning