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dc.contributorHoffman, Jerry
dc.contributor.authorHase, Stewart
dc.contributor.authorDavis, Aaron
dc.contributor.authorKenyon, Chris
dc.contributor.authorTay, Boon Hou
dc.date.accessioned2022-06-15T22:02:39Z
dc.date.available2022-06-15T22:02:39Z
dc.date.issued2016
dc.identifier.issn1175-1061
dc.identifier.urihttps://hdl.handle.net/10652/5723
dc.description.abstractEDITOR'S PREFACE It’s been 16 years since the first paper was published on heutagogy in 2000 by the originators of the concept, Stewart Hase and Chris Kenyon. Since then there has been hundreds of articles, blogs and other conversations about the topic. Most importantly, there has been an increase in publications researching the use of heutagogy and an impressive number of doctoral students choosing to focus their thesis on the topic. Heutagogy has been applied in a wide variety of settings including lifelong learning, higher education, elearning, mobile learning, professional education, distance education, school education and vocational training, for example. This growing literature has meant that the concept of heutagogy has developed considerably since that first paper. One of the main developments has been the ability to draw on brain and other research that has enabled the articulation of an evidence-based practice, now central to the literature on heutagogy. The paper by Stewart Hase describes the connection between brain research and heutagogy, along with a number of theoretical developments and practical applications that have occurred since 2000. While heutagogy has been used in a number of contexts, a large proportion of the literature has been devoted to how self-determined learning can be applied to distance education, elearning and mobile learning. Those involved in digital technologies seem to find the notion heutagogy compatible with learning in the 21st century. The paper here by Aaron Davis is an example of this application in which he talks about developing a culture of thinking and collaborative learning in organisations through a case study in teacher professional education. Chris Kenyon, in his paper, provides a very practical example of the application of heutagogy with a specific focus on the use of experiential learning. Finally, Boon Hou Tay combines two of his passions, heutagogy and action research in describing how self-determined learners might go about their learning using soft systems methodology.en_NZ
dc.language.isoenen_NZ
dc.publisherSouthern Institute of Technologyen_NZ
dc.relation.urihttps://www.sit.ac.nz/sitjaren_NZ
dc.rightsAttribution-NonCommercial 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/*
dc.subjectNew Zealanden_NZ
dc.subjectself-directed learningen_NZ
dc.subjectlearner autonomyen_NZ
dc.subjectautonomous student learningen_NZ
dc.subjectindependent student learningen_NZ
dc.subjectheutagogyen_NZ
dc.subjectstudent-centred learningen_NZ
dc.subjectstudentsen_NZ
dc.titleSITJAR Special Edition: Heutagogy or self-determined learningen_NZ
dc.typeOtheren_NZ
dc.rights.holderIndividual articles in this Special Edition are © their respective authors. All articles and the compilation itself are published under the Creative Commons Attribution-NonCommercial 4.0 International licenseen_NZ
dc.subject.marsden390102 Curriculum and pedagogy theory and developmenten_NZ
dc.subject.marsden3902 Education policy, sociology and philosophyen_NZ
dc.identifier.bibliographicCitationHoffman, J..(editor) (2016). SITJAR Special Edition: Heutagogy or self-determined learning. Southern Institute of Technology (SIT), New Zealanden_NZ
unitec.institutionSouthern Institute of Technology (SIT)en_NZ
unitec.publication.volume8en_NZ
unitec.publication.issue3en_NZ
unitec.publication.titleSouthern Institute of Technology Journal of Applied Researchen_NZ
unitec.peerreviewedyesen_NZ
dc.contributor.affiliationSouthern Institute of Technology (Invercargill, N.Z.)en_NZ
unitec.publication.placeInvercarbill, New Zealanden_NZ
unitec.institution.studyareaOther (Miscellaneous)en_NZ


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