Considering Heutagogy as an Innovative Approach for Skill Development
During the opening days of the independence Gandhiji predicted that it was “only through imparting education through crafts can India stand before the world'’. Successive governments in India tried to take the Gandhian dictum ahead, and concentrated on education as a tool to develop human resource of the country. While the initial focus was on literacy and enrolment, the target gradually shifted to quality education and imparting skills. The Honhaar Bharat programme (2010) and Skill India (2014) may be seen as part of the continued education and human resource policies being followed by the successive governments since independence. Also under focus are the moves in organisational learning from courses to resources, and a proliferation of new ways to access learning in the workplace. Increasingly, it’s not about ‘the course’, taken through a single medium (classroom or desktop PC), but about a learner--journey encompassing multiple modes and channels. With the downgrading of the course as the default unit of instruction, we also see less prominence for the role of instructors. The recent approaching method of the self determining learning--heutagogy can be used as an innovative approach for learning, especially for skill based learning. It can be exercised even through social media. Researches also indicate that the use of social media can support self-determined learning. Heutagogy applies a holistic approach to developing learner capabilities, with learning as an active and proactive process, and learners serving as the major agent in their own learning, which occurs as a result of personal experiences.
Ashton, J., & Elliott, R. (2007). Juggling the balls – study, work, family and play: Student perspectives on flexible and blended heutagogy. European Early Childhood Education Research Journal, 15(2), 167-181.
Ashton, J., & Newman, L. (2006). An unfinished symphony: 21st century teacher education using knowledge creating heutagogies. British Journal of Educational Technology, 37(6) 825-840. DOI: 10.1111/j.1467-8535.2006.00662.x.
Bhoryrub, J., Hurley, J., Neilson, G.R., Ramsay, M., & Smith, M. (2010). Heutagogy: An alternative practice based learning approach. Nurse Education in Practice, 10(6), 322-326.
Blaschke, L.M., & Brindley, J. (2011). Establishing a foundation for reflective practice: A case study of learning journal use. European Journal of Open, Distance, and E-Learning (EURODL), Special Issue. Retrieved from http://www.eurodl.org/materials/special/2011/Blaschke_Brindley.pdf
Blaschke, L.M., Porto, S., & Kurtz, G. (2010). Assessing the added value of Web 2.0 tools for e-learning: The MDE experience. In Proceedings of the European Distance and E-learning Network (EDEN) Research Workshop, October 25-27, 2010. Budapest, Hungary.
Canning, N. (2010). Playing with heutagogy: Exploring strategies to empower mature learners in higher education. Journal of Further and Higher Education, 34(1), 59-71.
Canning, N. & Callan, S. (2010). Heutagogy: Spirals of reflection to empower learners in higher education. Reflective Practice, 11(1), 71-82.
Cochrane, T., & Bateman, R. (2010). Smartphones give you wings: Pedagogical affordances of mobile Web 2.0. Australasian Journal of Educational Technology, 26(1), 1-14.
Cristiano, M.J. (1993). I want to learn what I want to learn in the way I choose to learn it: Using learning contracts. Paper presented at the Western States Communication Association Great Ideas for Teaching Speech (GIFTS), Community College Interest Group, February 14, 1993.
Dubey,M.(2015). How mobile learning can speed up skill development in retail industry. National Skill Network. https://www.nationalskillsnetwork.in › Technology
Eberle, J. (2009). Heutagogy: What your mother didn’t tell you about pedagogy and the conceptual age. In Proceedings from the 8th Annual European Conference on eLearning, October 29-30, 2009. Bari, Italy.
Gardner, A., Hase, S., Gardner, G., Dunn, S.V., & Carryer, J. (2008). From competence to capability: A study of nurse practitioners in clinical practice. Journal of Clinical Nursing, 17(2), 250-258. DOI: 10.1111/j.1365-2702.206.0188.x
Gilbert, J. (1975). Contract learning. Paper presented at the Annual Meeting of the American Society for Engineering Education, June 16-19, 1975. Ft. Collins, Colorado.
Hase, S. (2009). Heutagogy and e-learning in the workplace: Some challenges and opportunities. Impact: Journal of Applied Research in Workplace E-learning, 1(1), 43-52.
Hase, S. & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity: An International Journal of Complexity and Education, 4(1), 111-119.
Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. In UltiBase Articles. Retrieved from http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm
Holmberg, B. (2005). The evolution, principles, and practices of distance education. Oldenburg, Germany: BIS – Bibliotheks- und Informationssystem der Univesität Oldenburg.
Hornsby, K.L., & Maki, W.M. (2008). The virtual philosopher: Designing Socratic method learning objects for online philosophy courses. Journal of Online Learning and Teaching, 4(3). Retrieved from: http://jolt.merlot.org/vol4no3/hornsby_0908.htm
Junco, R., Heiberger, G., & Loken, E. (2010). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning. DOI: 10.1111/j.1365-2729.2010.00387.x
Kamenetz, A. (2010). Edupunks, edupreneurs, and the coming transformation of higher education. Canada: Chelsea Green Publishing Company.
Kenyon, C., & Hase, S. (2010). Andragogy and heutagogy in postgraduate work. In T. Kerry (Ed.), Meeting the challenges of change in postgraduate education. London: Continuum Press.
Kenyon, C., & Hase, S. (2001). Moving from andragogy to heutagogy in vocational education. Retrieved from http://www.avetra.org.au/abstracts_and_papers_2001/Hase-Kenyon_full.pdf
Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. United States of America: Cambridge Adult Education.
Kuit, J.A., & Fell, A. (2010). Web 2.0 to pedagogy 2.0: A social-constructivist approach to learning enhanced by technology. In Critical design and effective tools for e-learning in higher education: Theory into practice (pp. 310-325). United States: IGI Global.
Lee, M.J.W., & McLoughlin, C. (2007). Teaching and learning in the Web 2.0 era: Empowering students through learner-generated content. Instructional Technology and Distance Learning, 4(10). Retrieved from http://itdl.org/Journal/Oct_07/article02.htm
McAuliffe, M., Hargreaves, D., Winter, A., & Chadwick, G. (2008). Does pedagogy still rule? In Proceedings of the 2008 AAEE Conference, December 7-10, 2008. Yeppoon, Queensland. Retrieved from: http://www.engineersmedia.com.au/journals/aaee/pdf/AJEE_15_1_McAuliffe%20F2.pdf
McLoughlin, C. & Lee, M.J.W. (2007). Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era. In Proceedings from ascilite, December 2-5, 2007. Singapore. Retrieved from http://www.ascilite.org.au/conferences/singapore07/procs/mcloughlin.pdf
McLoughlin, C., & Lee, M.J.W. (2008). Mapping the digital terrain: New media and social software as catalysts for pedagogical change. In Proceedings ascilite, November 30, December 3, 2008. Melbourne, Australia. Retrieved from http://www.ascilite.org.au/conferences/melbourne08/procs/mcloughlin.pdf
McLoughlin, C., & Lee, M.J.W. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43. Retrieved from http://www.ascilite.org.au/ajet/ajet26/mcloughlin.pdf
Merriam, S.B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, 89, 3-13. San Francisco, CA: Jossey-Bass.
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5-12. United States: Jossey-Bass Publishers.
Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning (3rd ed.). Belmont, CA: Wadsworth.
Peters, O. (2004). Distance education in transition - New trends and challenges (4th ed., Volume 5).Oldenburg, Germany: Bibliotheks- und Informationssystem der Universität Oldenburg.
Peters, O. (2001). Learning and teaching in distance education: Analyses and interpretations from an international perspective (2nd ed.). London: Kogan Page.
Rachal, J.R. (2002). Andragogy’s detectives: A critique of the present and proposal for the future. Adult Education Quarterly, 52(3), 210-227.
Richardson, J. T.E., Morgan, A., & Woodley, A. (1999). Approaches to studying distance education. Higher Education, 37, 23-55. Netherlands: Kluwer Academic Publishers.
Schön, D.A. (1983). The reflective practitioner: How professionals think in action. United States: Basic Books, Inc.
Schwier, R.A., Morrison, D., & Daniel, B. (2009). A preliminary investigation of self-directed learning activities in a non-formal blended learning environment. Online Submission. Retrieved from EBSCO host.
The World Bank. (2003). Lifelong learning in the global knowledge economy: Challenges for developing countries. Washington, D.C.: The World Bank. Retrieved from http://siteresources.worldbank.org/INTLL/Resources/Lifelong-Learning-in-the-Global-Knowledge-Economy/lifelonglearning_GKE.pdf
Veletsianos, G.(2010). Emerging technologies in distance education. Canada: Athabasca University Press. Retrieved from http://www.aupress.ca/books/120177/ebook/99A_Veletsianos_2010-Emerging_Technologies_in_Distance_Education.pdf
Wheeler, S. (2011, July 8). Learning with e’s: Digital age learning. [Blog post.] Retrieved from http://steve-wheeler.blogspot.com/2011/07/digital-age-learning.html
Copyright (c) 2019 Talmeez Fatma Naqvi, Mr. Jauhar Parvez
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain the copyright of their manuscripts, and all Open Access articles are distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited.
SOCIALSCI JOURNAL allow the author(s) to retain publishing rights without restrictions.
This Journal is licensed under a Creative Commons Attribution 4.0 International License.