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Showing posts from February, 2014

Learning and Cheerios

While growing up in nearby Rolling Meadows , I remember awakening to the sound of my parent's coffee maker percolating in the kitchen. The aroma of Hill Brothers signaled that it was time for me to wake up and get ready for school. I have never needed an alarm clock to wake me in the morning. Maybe I am the product of routine, or maybe that just makes me a morning person. After freshening up for the day, my morning routine would include a breakfast of fresh fruit and Cheerios . To this day, our family tends gather around the kitchen table. My dad was always up before the rest of us. If he was finished reading the Chicago Sun-Times , I would get a few minutes to skim the sports pages. If not, I would read whatever General Mills decided to print on our cereal boxes. My father wasn't selfish, the Sun-Times came in tabloid form so separating the reading sections wasn't an easy proposition. Three pages of sports for me meant three fewer pages of local and national

Can Heutagogy Save Education?

Blaschke, L.M., 2012 - Heutagogy & Lifelong Learning Recently, while researching learning spaces to support modern literacies, I came across an interesting term that I was unfamiliar with, heutagogy. Heutagogy is the study of self-determined learning. Introduced in a report by Stewart Hase and Chris Kenyon , heutagogy emphasizes skill competencies, primarily learning how to learn. Heutagogy also relates to the concept of life-wide learning by acknowledging the learner's opportunity to profit intellectually from authentic experiences and settings. Unlike pedagogy and andragogy , which place an emphasis on instructor control and direction, heutagogy is indeed learner orchestrated. As information becomes more readily available, providing students opportunities to assume more responsibility for their learning, the role of the pedagogic instructor shifts to that of a facilitating lead learner providing advice, resources, and encouragement. Over the past few years, my in