References: Michael W. Bridges, Michele P, Marie K. Norman (2010) How Learning Works: Seven Research-Based Principles for Smart Teaching. Jossey -Bass Malcolm S , Elwood F, Holton IIL, Swanson R.(2005) The Adult Learner, Sixth Edition: The Definitive Classic in Adult Education and Human Resource Developmen 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. Knowles M.(1984) The Modern Practice of Adult Education: from Pedagogy to Androgogy. New York: Cambridge Hase S, Kenyon C. (2013)Self-Determined Learning: Heutagogy in Action: London; bloomsburry hittps://heutagegycop.wordpress.com/2013/03/04/the-pah-continuum- Pedagogy-andragagy-heutagogy/ hittp://books. google.co.in/books id= RtHdC2RSTHACKPG=PAASEsource=gb s_toc_r&cad=3#v=onepage&q&t=falsePedagogy hittps://usergeneratededucation. wordpress. com/2013/05/13/education-3- O-and-the-pedagogy-andragogy-heutagogy-of-mobile-learning/ (IMP) http://eat-ude. blogspot. in/2012/05/understanding-pedagogy-andragogy- and.htmi 105(Pex Asti < Match the column: ‘Assessment tool Example Peer Assessment ‘@. A formal Assessment of specific skills Tt lists the success criteria and provides description of levels of student's performance ‘Achievement Test Student leam to monitor their ‘own progress Self-Assessment iv. Rubric . Assess a classmate’s skill Answer key:1-d,2-¢,3-3,4-b agrivt: Suppose you are an online instructor, you have to evaluate your students. As a teacher which assessment too! will you use? Make necessary assumptions. 18.3 Exercise ro Now let us check what we have learnt so far. Prepare a rubric to assess a seminar or project/discussion/presentation, 104what they have learnt and achieved during a unit, topic or project. Feedback | These tools help | For examples | School htte://wwnwed tools to provide | feedback face, | Students, _| cation, vic gov. feedback on | feedback —_boxes | adult au/school/teac students work and | these helps to give | learners, —_| hers/support/P. performance. immediate, —non- | distance ages/feedbackt verbal feedback on | learners o0ls.aspx their competency and understanding level after lesson. Rubric ‘An evaluation tool | 3 level rubrics and | Adult learner | http://www. inte that lists the | S-level rubrics and distance jontorubri important learners cs.com/sample features that shtml should be present in students’ performance or produets. Rubrics clearly identify what will be graded. Achievement | Tests and| mid-term test, | School htta://serc.carl test, examinations are | year-end _test, | Students, _| eton.edu/NAGT Examinations | used for formative | assignments adult Workshops/ass and summative learners, —_| ess/exams.htm evaluations distance Ll learners Group work It helps in not | discussion forums, | Adult learner only collaborative | seminars, group | and distance learning but also | presentations learners assessment of each other's work or learning. Self Students develop | Problem-solving | Adult tho: //wwnexe assessment | their own list of | guidelines, problem | learner, molars.com/res characteristics or | solving checklist, | distance ‘ources/formativ qualities to judge | self-portfolio. learner their own work. reaasealts assessment Project/demo | Independent work | Science projects, | School nstration created by | presentations etc | Students, student or group adult of student learners, distance learners 103Chapter 18: Assessment tools 18.0 Objective: At the end of this chapter you will be able to; + Define assessment tool, Identify the assessment tools used for school students, + Discuss the different types of assessment tools * Develop assessment toals for schoo! student, adult learner, and distance learner. 18.1 What is Assessment Tool In previous unit we have seen the importance of assessment, Assessment is an on-going process aimed at understanding and improving student learning In assessment process, teacher/educator assesses student performance by measuring student development and providing feedback for improvement. For this kind of assessment they need assessment tools. These allow teachers to measure how well student have understood a content/topic. Let see the definition of Assessment tool, “An Assessment tool is designed to observed students behaviour and produce data that can be used to draw reasonable inferences about what students know. "(Pellegrino, 2003) 18.2 Assessment Tools Sr.No Description Examples Additional Learner Resources: Graphic These tools are Concept maps, ‘School http ://www.ed Organizers | help to organize | mind maps, Students, thoughts, idea and | flowcharts, and adult au/school/teac concepts and to different kinds of learners, hers/support, promote diagrams which — | distance —_ages/tools.aspx comprehensive | helps student to | learners skill. organise and connect their ideas, research, and questions on topic, assignment or question Review and | These toots allow | Peer-assessment of | Schoo! httn:/éserc.carl Reflection _| students to review | performance, Students, | eton.edu/NAGT tool and reflect on | Reflective journals, | adult Workshops/ass thelr own | question box, | learners, | ess/peerreview, knowledge, progress- pass distance htm! progress, and learners 102gue Discussion Forum: Like above given activity discuss atleast 5 the disadvantages of summative and formative evaluation. Visit the Discussion Forum created for discussion on the above topic, Post your reply in the forum, 17.4 Exercise ea Now let us check what we have learnt so far. 1. Define the following terms in your words. 1. Formative evaluation II, Summative Evaluation 2. List the advantages and disadvantages of formative evaluation. 101Answer key:1,2- true ; 3,4-false 17.3 Advantages and Disadvantages of Formative and Summative Evaluation aAgrivere Now let us check what we have learnt so far. 1. What is the need and importance of assessment in classroom setting? 2. As an educator/teacher haw you will differentiate between assessment and evaluation. 3. Define the terms assessment and evaluation in your words. 96agrivies Refer the below given links to identify the difference between assessment and evaluation. ttp://www.purdue,edu/cie/teachin: nt-evaluation, html www.perest2.com/institule resources/PAM4 1 2.pdf httpv/arc. duke edu/documents/The%20difference’20between%s 20assessment%k20and%20evalu ation pdf Visit the Discussion Forum created for discussion on the above topic. Post your reply in the forum. agent Fill in the blanks using the words provided in the bracket. ( Prescriptive, Reflective, Improve, achievements, learning, judge ) 1. Assessment is Internally Defined criteria/goals. 2. Evaluation is Externally imposed standards 3. Assessment is used to _ student. —_ 4. Evaluation is used to. student 95The definition of “evaluation” itself is: "Value judgment for an object or its meaning.” Education evaluation is analysis and judgment of the value of an educational input, process, and outcome. Tyler (1951): "Education evaluation is the judgment process for the educational goal (behavioural objectives) realized through education and class activities. Cronbach (1984): “Education evaluation is the process of information gathering and treatment necessary to make a decision for an education program." Stufflebeam (1971): “Process of information defining, acquiring, and providing necessary for decision-making process.” Evaluation in education is the process of judging the effectiveness of education experience through careful appraisal. It involves a continuous process of gathering, recording, and interpreting information. Education evaluation is made in relation to the objectives that have been determined by teachers and students, 16.5 Need and Importance of Evaluation The main purpose or the need of the evaluation is to discover extend of competence, to predict the educational practices, to certify student’s degree or proficiency in a particular educational practice. Educators use this process mainly to appraise the status of and change in behaviour, to make provision for guiding the growth of individual student and to diagnose the individual student's educational weakness and strength. Evaluation is most common and ubiquitous aspect of student lifelong education. It acts as tool which assesses the student's progress from time to time and discloses student’s needs and possibilities. This process helps to predict the student's future academic success or athermise, to provide basis for modification of curriculum and courses to locate areas where remedial measures are needed, to provide basis for the introduction of experiences to meet the needs of individuals and group of students, to motivate students towards better attainment and growth. Evaluation is the process of determining the worth or value of something. This involves assigning values to the thing or person being evaluated. The success of any educational system is depends on proper planning, effective administration, adequate financing and effective evaluation. The crux of evaluation is proper inspection and supervision of the educational program right from the planning stage through to the final stage when assessment of the whole process and reasonable decisions will be made. 16.6 What is the Difference between Assessment and Evaluation Assessment and evaluations are everyday terms in education as well as in other areas of life. However there also are fundamental and important variations 9416.3 Need and Importance of Assessment ‘Nothing we do to, or for our students are more important than our assessment of their work and the feedback we give them on it. The results of our assessment influence students for the rest of their lives...’ Assessment is important and crucial process in teaching learning environment, Assessment is ongoing process aimed at understanding and improving students learning, multiple methods criteria and standards evidence students know, can da and understand. It’s more than just collecting. Assessment process helps educators to design and modify programs to better pramote learning and student success. It also helps educators to provide common definitions and benchmarks for student's abilities that will enable teachers to act more coherently and effectively to promote student learning. Assessment process also helps educators to provide feedback; guidance and mentoring to students so as to help them better plan and execute their educational programs. It provides educator to improved feedback about student learning to support faculty in their work. agrivte Click the correct option/s Assessment can stimulate learning a, Prompting or otherwise motivating students b. Giving students practice so they can see how well they are achieving learning outcomes c. Following the practice with feedback to help students diagnose their strengths and areas that need to improve d. Providing information that helps students plan what to do next Upesdisek . Answer Key: all options are correct. 16.4 Meaning of Evaluation ie... 16.2 Sachin had completed B.Ms program/study. During the program he had completed many assignments such as presentations, group-based activities, practices, and project-based activities etc, At the end of the program, he got evaluated on the work he did during the program. 93Module 4 Assessment and Evaluation Chapter 16: Meaning of Assessment and Evaluation 16.0 Objectives After going through this chapter you will be able to; © Define Assessment and Evaluation, «Identify the difference between Assessment and Evaluation. + Describe the need and importance of assessment and Evaluation, 16.1 Introduction Educators use two distinct processes which helps students ta improve their learning skills that are assessment and evaluation. Assessment provides feedback an knowledge, skills, attitudes, and work products for the purpose of elevating future performances and learning outcomes, Evaluation determines the level of quality of performance or outcome and enables decision-making based on the level of quality demonstrated. These two processes are complementary and necessary in education. This course draws important distinctions between assessment and evaluation, underscoring the need for both processes to accur at separate places and times, and ideally through different roles. 16.2 Meaning of Assessment Savita is math teacher. In her Class, she always teaches one concept of math and immediately gives worksheet at the end of that concept. Whenever student gets stuck, she immediately guides and motivates students and provides feedback. This helps student to improve their learning skills. The fundamental purpose of any assessment process should be promoting meaningful learning which helps students to learn better. The important factor of the assessment process is Feedback. Feedback is the only part of the reason for student assessment Now let us see the definition of the Assessment “Assessment is a systematic process of gathering, interpreting, acting upon data related to student learning and experience for the purpose of developing a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experience; the process culminates when assessment results are used to improve subsequent learning.”(Huba and Freed, 2000) 92Visit the Discussion Forum created for discussion on the above topic. Post your reply in the forum. 15.5 Exercise a Now let us check what we have learnt so far. 1. Explain the transition from pedagogy to Heutagogy with the help of examples. 1Motivation | Primarily motivated by Self-esteem, Self- to learn external pressures, responsive, self- Actualisation completion for grades, and | confident. and Self- the consequences of failure Fulfilment Learners’ | Needs guidance Dependent on self- | Seif-Determined expectations direction and Self- Development driven Learning Learning is subject centred, | Learning through _| Self-directed, Focus leaning is happen according | trial and error, self- | knowing how to to planned and sequential to | motivated, career | learn, what to the logic of the subject centred, process _| learn, discover matter centred. the new learning path ‘Outcome —_| Measure of attainment and | Career Progression, | Self-Betterment Objectives | teacher's praise self-development | and and transformation | transformation Ownership | Teacher Learner Learner of learning 15.4 Educational Implications agt What do you think what are the education implications of Heutagogy. Discuss at least two or three implications and write it down in your words. For reference you can used the below given links: https: //h .wordpr m/perspectives-on-heut = ¥ Fcomplici rticle% 2Fdown| 7 E; TuASHJIGIA =A Ki FIQtdP PXPDUY: i PI TZTboS3IKg&bvm =bv.93990622,d.c2E http://rtschuetz blogspot.in/2014/02/can-heutagogy-save-education.htm! https: //books.qoogle.co.in/ books?id=6ukYbBfsrmkC&pq=PA171&1pq=PA171&dq=ed ucational+ implications+of +heu urce=bl &ots=mRwaOI6Hz7 &sig—aClzqoVt AxhPntiN2XO2KIAB_mki INSIVdTSApSMUATSs4HaBa&v Dk AEwB Dak #v=onepages&q=educati onal%20implications‘%200f%20heutagoay&f=false lw nd 90place in educational circles that appears to go ane step beyond andragogy, to a new set of principles and practices that may have application across the whole spectrum of the education and learning lifespan Heutagogy is the study of self-determined learning, and it has been observed as progression from pedagogy and andragogy. The concept of Heutagogy allows learners to develap their abilities of self-instruction and of becoming self-directed learners. This is a learning approach that focuses on the students’ total involvement in designing the what (content) and how (process) he/she learns. The approach has been proposed as an emergence of new technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. gente the hoger fearing in tema of wonton om seco Hastapy Visit the Discussion Forum created for discussion on the above topic. Past your reply in the forum. 15.3 Difference between Three Approaches There are some key differences between the three approaches: Pedagogy, Andragogy, and Heutagogy Topic Traditional Pedagogy Andragogy Heutagogy Learner The learner is dependent The leamer is The learner is Dependency | upon instructor/teacher. independent, seif- | independent and Teacher determines what, rected with | sef-determined. hew and when should learner | Vimitt] SUPPOFt of learn. mene Content Determined by the teacher. | Determined by the | Determined by teacher and the learner. learner. Mode of | Teacher driven activities, Learner driven Learner driven Instruction | transmission of knowledge _| activities, self- activities, through lecture methods, —_| study and reflection | student reflects Face-to-face and practice. on own activitiesontacts, hard~ | teacher plays role | earings selt outs etc, as'a faciteator ‘ansformation. Limited teacher's involvement. 89Pedagogical learning was based on the acquisition of skills and knowledge through transmittal techniques, such as lectures, text book reading, audio visual presentations and examinations. The teacher is the source of motivation, Students follow all Instructions what the teacher says. They ought to learn due to external pressures such as competition for higher grades or the fear of failure and punishment. Over the last there decades, not only education has evolved but also there the revolution in educational approaches. There is a growing awareness of a long-term durable, creative and modem educational approach through various teaching-leamning activities instead of teacher-centered activities. Since every era has its challenges, this new era requires much more than mere traditional methods of training and education which is inadequate and inappropriate for survival in modern communities and workplaces. These revolutionary changes led to the development of an innovative approach to learning, a student-focused education philosophy that addresses the shortfall of the pedagogical method of learning, Andragogy Andragagy is a teaching strategy mainly developed for adult learners. It is the study of self-directed learning, has been view as a natural progression from pedagogical educational methodologies and the ideal approach to learning in twenty-first century (Knowles, 1980). A goal of andragogical education is to transform learners into self directed and proactive learners. Andragagical learning is perceived as a modern educational system. The educator or instructor only guides the learners/students, students take responsibility to perceive their own education and determine what (content) and how (process) learning should take place, In this projected new educational process, the role of the teacher has shift onto the students in contributions to learning, their roles and responsibility which they engage in, how to deal with behavioral matters, their attitudes towards change, as well as readiness in taking up new challenges in life.The motivation for learning in the andragogical process is essential such as recognition, better standard of life, self-esteem, self- confidence and self-actualization. On the other hand, teachers relinquish any power and have a responsibility to encourage and nurture the development of the learner's capability than just embedding disciptine-based skills and knowledge. Andragagy strategy provides many useful approaches for improving learning processes and it has been accepted almost universally. Tt still has associations of a teacher-learner relationship. Modem technology and information advancement have brought a new orientation and strategy in the education process, However concurrent studies propose that a balanced strategy of pedagogical and andragogical learning is required to suit diverse leamers preferences and intelligences, People differ along a wide continuum as to how they learn and how they prefer to learn. This continuum of differences Is often referred to as learning styles or preferences. Heutagogy In 1970, the Knawles discovered how adult and children learn. This finding was an important landmark in teaching and learning practices, in vocational education and in higher education. Andragogy, and the principles of adult learning that were derived from it transformed face-to-face teaching and provided a rationale for distance education based on the notion of self-directedness. There is, however, another revolution taking 88‘Chapter 15; Transition from Pedagogy to Heutagogy 15.0 Objective: After going through this chapter you will be able to; + Explain the transition from pedagogy to Heutagogy. * Discuss the educational implication of Heutagogy. 15.1 Introduction Education has historically been a core concept in societies. Over the years we have seen how educational founders compromise with dated economic and social trends. Locke, Dewey, Piaget, Montessori are only some of the ‘contemporary’ contributors in the field. It is very difficult for the educational paradigm of the industrial age to serve the so called ‘Universal Electronic Campus’ of the ‘digital age’ as there is a movement from campus based learning to web-based distance education (Cole, 2001). The role and importance of education in India has been increased in recent years due to several socio economic factors. A great debate has been also raised, whether the society should refer to youth education or adult education. Preparing the students for a global knowledge economy Is the necessity for new teaching approach; one that will equip them with the skills and competencies needed to succeed in such an economy. It is widely believed that pedagogy as an educational method per see is no longer enough; teachers and educators need to embrace new methodologies that are more relevant to the needs of today's learning, Andragogy and Heutagogy are probably the answer. In this chapter we will learn how education has changed from pedagogy to Heutagogy 15.2 Transition from Pedagogy to Heutagogy Philosophy of I ning Pedagogy, which means science and art of education, specifically instruction based theory which covers the diversified systems of formal education, adult education, distance education, special education embedded with the availability of ICT, Mabile Technology, and etc. this philosophy of education needed to change from Pedagogy to Andragogy to Heutagogy. Education has traditionally been seen as a pedagogic relationship between the teacher and the student. Now lets the how education has evolved from pedagogy to Heutagogy. Pedagogy Pedagogy, the art of science and teaching the child, represents teacher-focused education (Knowles, 1984), where teacher controls the classroom setup. This approach assumes that the teacher is the repository of knowledge, who decides what the learner needed to learn, when it is to be learned and how the knowledge and skills should be acquire or learned, and if it has to be learned. 87b Learneeawacias a. Flexible and negotiated assessment questions . Learning Contracts d._ Flexible Curriculum Answer key:1-b, 2-c, 3-a, 4-d 14.7 Exercise ~ ej Now let us check what we have learnt so far. 1. How web 2.0 and social media supports heutagogical approach, give some examples of it. 2. What are the design elements of heutagogical approach? 3. Describe the Heutagogy as a continuum of andragogy. 14.8 References igan-ojs.li wta.cafi hp/complicit http: //onlinelibrary wiley.com/dol/ 10.111 1/).1365-2702.2006.01880.x/full 86As an educator or learner we should know the certain considerations while designing the self-determined approach. In teaching learning process, a heutagogical approach is emphasis on leamer centeredness in terms of learner-generated contexts and content. There are some Course designs elements which support learner centeredness in heutagogical approach are given below: * Leamer-defined learning contracts: learning contracts support students in defining and determining their individual learning path. These individualized contracts such as informed the objectives or the scope of the subject, define what will be learned, how it will be learned for e.g. teaching and learning approaches, learning activities ete. , and what will be assessed and how it will be assessed. ‘+ Flexible curriculum: In self-determined learning learner himself/herself create flexible curriculum, learner create their own learning map. Flexible curriculum negotiated active learning, which adopts and evolves according to learner needs. Learners negotiate "how, when, where and at what level they want to take their learning” = Learner-directed questions: learner-directed questions and the discussions on the basis of these questions, these discussion forum guides learners and help learner to create course content, bring clarity to ideas, and promote individual and group reflection. Guiding learners to define self-directed questions is one of the biggest challenges facing developers of heutagogical courses, as designers must be “creative enough to have learners ask questions about the universe they inhabit.” + Flexible and negotiated assessment: The leamer designs their own assessment in heutagogical approach. Negotiated and learner-defined assessment has been shawn ‘to improve the motivation of learners and their involvement in the learning process, as well as make learners feel less threatened by instructor control of their learning process, The assessment should include measurable forms af assessing understanding of content, including whether the learner has achieved the competencies desired. ngeiste Drag and drops the words in the appropriate places. 1. In students are created of learning options in terms of time and structure; they are able to make choices related to their learning. 2. helps learners to assess their own learning and improve the learning capabilities, 3. The basic goal of a Is to make sure that the student's objectives are clearly communicated to student and they are acknowledged. allows asking discussion forum activity which helps students to reflect on discussions and promote self-directed learning. 85The above given examples showed how social media can support elements of a heutagogical approach, such as creation of learner-generated content, active engagement in the learning process and with instructors and other learners, group collaboration, and reflective practice through double-loop learning agrivler Macth the Columns Social Media ‘Support Self-Determined Learning 1. Twitter 1. Promotes problem solving and critical analysis 2, Active Media Use 2. Resource capturing and reflective practice 3. Mobile Learning 3. Engages learning process and increase highest GPAs. 4. Virtual Philosopher 4. Supports cognitive and meta-cognitive skill z= Lrecback a8 Answer Key: 1:c, 2:d, 3:b, 4:a agrivler Do you use web or social media in your learning process? Discuss some examples web or social media which supports your learning. Visit the Discussion Forum created for discussion on the above topic. Post your reply in the forum. 14.6 Design Elements of Heutagogical Approach Design Elements of Heutagogical Approach ee ert] fired ea ae ett) ntracts Figure 14.2 Design Elements of Heutagogical Approach 8414.5 Web 2.0 and Social Media Enable Heutagogy Web 2.0 and social media play an important role in creating new considerations about Heutagogy in higher education. Web 2.0 design supports a heutagogical approach, which allows learner to direct and determine their learning path and support them to take an active participation in their learning experiences. Web 2.0 and social media play a significant role in generating new considerations about Heutagogy within higher education. Web 2.0 designs supports a heutagogical approach, one that allows leamers to direct and determine their learning path and enables them to take an active rather than passive role in their learning experience. The key affordances of social media Connectivity with others, searching and sharing information (Individual or as group), personal gathering and revised information as required- are also affordances that support self-determined learning activities, In addition, web 2.0 also encourages interaction, collaboration and sharing information reflection in discussion forum between learners. It also promotes autonomy and support learner generated content. As we know web 2.0 is supporting technological framework, now heutagogy can further developing to pedagogy 2.0. Learners are self-directed to continue to lear on their own and “can personalize their learning paths in the way they desire”, Now we will see how recent research also indicates that the use of social media can Support self-determined learning: 1, Mobile learning: According to Cochrane & Bateman’s (2010), now a day's mobile learning supports collaboration, resource capturing and data sharing and reflective practice. This showed that due to use of mobile learning learner-learner and learner- external interaction has increased, as well as reflective practice. 2. Virtual Philosopher: Hornsby & Maki (2008) had focuses on online learning tool and virtual philosopher/tutor. They had said an asynchronous learning tool meant to build learners’ skills in developing, reflecting upon, and renovating thinking processes and logic. Whereas online tool (synchronous tool) provides online learning activities that build around various scenarios that the learner works through the process of self- discovery. The learners provide responses on the respected scenarios the virtual philosopher identifies flaws in the learner's thought processes, and encourage leamers to their discussions. According to Hornsby & Maki (2008), the asynchronous environment “seemed to reinforce deeper learning” and promotes problem solving and critical analysis. 3. Twitter; A recent study by Junco, Heiberger, & Loken (2010) showed that students who used Twitter (as compared to those who did not) were more actively engaged in their learning process and had higher GPAs. 4. Learner-generated content (active media use): Active use of social media in creating learner-generated content seems to contribute to development of skills of self- directedness. Initial research findings by Blaschke, Porto, & Kurtz (2010) indicate that active use of social media, for example, development of learner-generated content, supports cognitive and meta-cognitive skill development, whereas passive use (consumption) is less effective in supporting development of these skills. 83Figure 14.1 Progression from pedagogy to andragogy then to Heutagogy With its basis in andragogy, Heutagogy further expands the andragogical approach and an be understood as 8 continuum of andragogy. In andragogy, curriculum, questions, discussions, and assessment are designed by the instructor according to the learner needs; in Heutagogy, the learner sets the learning course, designing and developing the map of learning, from curriculum to assessment, Heutagogy emphasizes the development of capabilities in addition to competencies (andragogy). Table provides an overview of traits that help demonstrate ways in which Heutagogy ‘builds and expands upan andragogy. Andi ogy (Self-directed) Heutagogy (Self-determined) Single-loop learning |—» Double-loop learning Competency development | — Capability development Linear design and learning |» Non-linear design and learning approach approach Instructor-learner directed }—* Learner-directed Getting students to learn |—» Getting students to understand how they (content) learn (process) Table 4.1: Heutagogy as a continuum of andragooy These traits and the continuum from andragogy to Heutagogy require further consideration and definition. 82Self-efficacy, in knowing how to learn and continuously reflect on the learning process communication and teamwork skills, working well with others and being openly communicative Creativity, particularly in applying competencies to new and unfamiliar situations and by being adaptable and flexible in approach, wt Given below is list of words. Drag and drops the terms in the apprapriate box. Self-Determined Learning Self-Directed Learning a. Single-Loop Learning b. Learner takes initiative ¢. Content-Focused d, Evaluating @, Articulating Learning learning Outcomes f. Learner takes responsibility 9. Double-Loop Learning I+ Increase Leaming Capabilities [ic process rocussea | h. Formulating Learning o. Creedinnen a: Answer key:- Self-determined Learning: b, 9, h, I, j; Self-directed learning: a, ¢, d, e, f 14.4 Heutagogy as a Continuum of Andragogy In heutagogical approach, we have seen how educational terminologies have developed from pedagogy to andragogy to Heutagogy, along with leamers similarly developing in maturity and autonomy. We have seen in Androgogy approach, mature or adult learners require less instructor control and course structure, because they are more self-directed in their learning , while on the other side we have seen in pedagogy approach, less mature learners or child learners require more instructor guidance and course scaffolding a114.2 Andragogy (Self-Directed Learning) Andragogy is an educational method; it was first coined by Knowles in the 1970, This method was specifically created for adult education and it is characterized by learner control and self-responsibility in learning, learner definition of learning objectives in relation to their relevance to the learner, a problem solving approach to learning, self directness in how to learn, intrinsic learner motivation, and incorporation of the learner experience, In an andragogical approach to teaching and learning, learners are actively involved in identifying their needs and planning on how those needs will be met. A key component of this approach is self-directed learning, defined by Knowles (1975) as: “A process in which individuals take the initiative, with or without the help of others, in diagnosing their fearing needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evatuating learning outcomes.” Self-directed learning has certain goals for development of learner. It includes, helping learners to develop the capacity for seif-direction, supporting transformational learning, and promoting "emancipatory learning and social action.” The role of the educator in an andragogical approach is more essential and supportive tutor or mentor. The instructor supports learner to develop the capacity to become more self-directed in his or her learning, 14.3 Heutagogy Self-Determined Learning Heutagogy (based on the Greek for “self") 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” (ase & Kenyon, 2007), In Heutagogy approach instructor also facilitates the learning process as in andragagy approach by providing guidance and resources, but the leamer take the ownership of the learning, who negotiates learning and determines what will be learned and how it will be learned A key concept in Heutagogy is that of dauble-loop learning and self-reflection. In double- loop learning, learners consider the problem and the resulting action and outcomes, in addition to reflecting upon the problem-solving process and haw it influences the learner's own beliefs and actions. Double-loop learning occurs when learners “question and test one’s personal values and assumptions as being central to enhancing learning how to learn” In self-determined learning, it is important that learners acquire both competencies and capabilities. Competency can be understood as proven ability in acquiring knowledge and skills, while capability is characterized by learner confidence in his or her competency and, as a result, the ability “to take appropriate and effective action to formulate and solve problems in both familiar and unfamiliar and changing settings” Capable people exhibit the following traits: 80Chapter 14: Heutagogy and Lifelong Learning 14.0 Objectives After going through this chapter, you will be able to; ‘+ Explain Heutagogy as continuum of andragogy. ‘+ Describe the role of web 2.0 and media in heutagogical approach. + Explain the design elements of heutagagical approach. 14.1 Introduction Sarika works in a technology firm. She needs to constant keep herself updated with latest technological advancements in her field as per her job requirements. She enrols for online courses reads up material or attends job trainings on an on-going basis and thus keeps updated with the latest’s trends in her field. ox 14.1 Todays ‘educators goal |s to develop lifelong learners who can endure and succeed in Global knowledge economy, such learners have the ability to effectively and creatively apply their prior knowledge skills and proficiencies to new situations in an ever changing complex world, We have learnt about pedagogical and androgogical educational methods which are not Sufficient to develop such kind of learners for the workplace. Apart from these methods we need more self-directed and self-determined educational approach where learners reflect upon what he/she should learn and how it should learn, The concept of Heutagogy provides certain principles and practices, which can be considered while designing learning environment, which enables the development of capable leamers. Heutagogy not only highlights the development of the learner's capability but also development of learning competencies. Web 2.0 has generated renewed interest in Heutagogy, due to the affordances of social media that further complement this learning approach In this chapter, we will learn the concepts of andragogy and Heutagogy and describe the role of web 2.0 in supporting a heutagogical learning approach, as well as identify design elements of heutagogical approach. agt vier Select any subject of your choice in your current course; discuss haw you will apply Heutagogy for self- directed learning. Visit the Discussion Forum created for discussion on the above topic. Post your reply in the forum. 79