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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.
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.
Self-determined learning or heutagogy is fast gaining interest from educators around the world interested in an evidence-based approach to learning. Grounded as it is on brain research and extensive research into how people learn self-determined learning is particularly popular among those interested in innovative approaches to learning. This edited book is the perfect primer on self-determined learning or heutagogy. It consists of an introductory chapter explaining the main concepts and principles of this exciting approach to educational practice. This is followed by 16 chapters describing the experience of practitioners in using the approach. These experiences come from a wide variety of interests including school education, higher education, workplace learning, consulting, lifelong learning, training, and community education. Full of links to resources, curated sites, and discussion forums, this is a valuable 'how to' book for the interested practitioner and theoretician alike.
This book explores emerging pedagogical perspectives based on the design of new learning spaces supported by digital technologies and brings together some of the best research in this field. The book is divided into three themes: foundations of emerging pedagogies, learning designs for emerging pedagogies and, adaptive and personalized learning. The chapters provide up-to-date information about new pedagogical proposals, and examples for acquiring the requisite skills to both design and support learning opportunities that improve the potential of available technologies.
Neither an academic tome nor a prescriptive 'how to' guide, The Theory and Practice of Online Learning is an illuminating collection of essays by practitioners and scholars active in the complex field of distance education. Distance education has evolved significantly in its 150 years of existence. For most of this time, it was an individual pursuit defined by infrequent postal communication. But recently, three more developmental generations have emerged, supported by television and radio, teleconferencing, and computer conferencing. The early 21st century has produced a fifth generation, based on autonomous agents and intelligent, database-assisted learning, that has been referred to as Web 2.0. The second edition of "The Theory and Practice of Online Learning" features updates in each chapter, plus four new chapters on current distance education issues such as connectivism and social software innovations.
A one-stop knowledge resource, Emerging Technologies in Distance Education showcases the international work of research scholars and innovative distance education practitioners who use emerging interactive technologies for teaching and learning at a distance. This widely anticipated book harnesses the dispersed knowledge of international experts who highlight pedagogical, organizational, cultural, social, and economic factors that influence the adoption and integration of emerging technologies in distance education. Whether as a result of technological advances, changing mindsets, or economic and organizational pressures, this book provides expert advice on how educators can launch effective and engaging distance education initiatives. It goes beyond the hype surrounding Web 2.0 technologies and highlights the important issues that researchers and educators need to consider to enhance educational practice. George Veletsionos is assistant professor of instructional technology at the University of Texas.
Learning and Mobilising for Community Development introduces the reader to different ways of thinking about, and organising community-based education and training within different settings. Stories from the global south and north illustrate approaches to collective learning and collective action. The book provides not only an insight into the how-to of community-based education and training, but through a range of applications, demonstrates the often unspoken shadow side of the developmental work we undertake.

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