Topic 0010: Rethinking Teaching Redesigning Learning

My Supervisor, Prof Dato’ Dr Mohamed Amin Embi as a speaker at University of the Future Seminar Series with title Rethinking Teaching Redesigning Learning. This quite impressed me, how he looks at the future and relevance of current teaching and learning. Now, the  Gen Z is actually in the education system and how us as an educator be relevant to them. I summarize what he said; “we are to worried the change the physical of system but forget the rethink teaching and redesign learning suited with the current generation”.

For a last time we have learn pedagogy and andragogy. But the Gen Z was categorise as Heutagogy. Heutagogy was defined by Hase and Kenyon in 2000 as the study of 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” (Hase & Kenyon, 2007, p. 112). As in an andragogical approach, in heutagogy the instructor also facilitates the learning process by providing guidance and resources, but fully relinquishes ownership of the learning path and process to the learner, who negotiates learning and determines what will be learned and how it will be learned (Hase & Kenyon, 2000; Eberle, 2009).

Duration 2:22:29 minutes

Source : Kementerian Pendidikan Tinggi KPT/MOHE

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Table of Comparison Pedagogy, Andragogy and Heutagogy

 

Pedagogy (Children Learning)

Andragogy (Adult Learning)

Heutagogy (Self-determined learning)

Dependence

The learner is a dependent personality. Teacher determines what, how and when anything is learned.

Adult are independent. They strive for autonomy and self-direction in learning.

Learners are interdependent. They idetified the potential to learn form novel experiences as a matter of course. They are able to manage their own learning.

Resource for Learning The learner has few resources – the teacher devises transmission techniques to store knowledge in the learner’s head. Adult use their own and other’s experience. Teacher provide some resources but the learner decides the path by negotiating the learning.
Reason for Learning Learn in order to advance to the next stage. Adult learn when they experience a need to know or to perform more effectively. Learning is not necessarily planned or linear. Learning is not neccesarily nased on need but on the identification of the potential to learn in novel situation.
Focus of Learning Learning is subject centred, focussed on prescribed curriculum and planned. Adult learning is task or problem centered. Learner can go beyond problem solving by enabling pro-activity. Learners use their own and others’ experiences and internal processes such as reflection, environmental scanning, experience, interaction with others and pro-active as well as problem-solving behaviours.
Motivation

Motivation comes from external sources – usually parents, teachers and sense of competition.

Motivation stems from internal sources – the increased self-estem, confidence and recognition that come form successful performance.

Self-efficacy, knowing how to learn, creativity, ability to use these qualities in novel as well as familiar situations and working with others.

Role of the Teacher

Design the learning process, imposes material, is assumed to know the best

Enabler or facilitator, climate of collaboration, respect and openness

Develop the learner’s capability.

  • Learn interdependent
  • Problem-solver
  • Self-efficacy
  • Competence

References:

  1. 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. DOI: 10.5043/impact.13
  2. Hase, S. & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity: An International Journal of Complexity and Education, 4(1), 111-119.
  3. Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. In UltiBase Articles. Retrieved from http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm

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