Andragogy, Pedagogy & Heutagogy with Suz Szucs

Suzanne Szucs
IM 504

Comparative Basics of Theories

Pedagogy is a teacher-centric theory of teaching. It is based on the transmission of information to a passive learner through the delivery of subject content by a subject matter expert (teacher). Its instructional strategy is primarily supplantive, with a high level of scaffolding for learners who may have little familiarity of the content.

Andragogy is a learner-centric theory of learning. It is based on a transactional relationship between the learner and teacher where content is integrated. Its learner strategy is primarily generative, with learners striving towards self-directed study where the learner is central to the process.

Heutagogy is a system of learning often referred to as “life-long learning.” It emphasizes “Knowledge sharing,” (Hase & Kenyon, 2000) and may be considered aligned with a Connectivist approach to learning, where the learner develops her own objectives with an emphasis on learning how to learn.

Application

These three systems of learning when blended may offer a full and balanced learning environment for a diverse group of learners, with pedagogy serving as the foundation, andragogy the implementation and heutagogy the apex of a learning system.

As applied to the TK20 project:
1. A solid pedagogic foundation would deliver the content: what is TK20?
2. Use andragogic principles to implement self-directed learning;
3. Ultimately gain the heutagogic goal of learning autonomy with independent use of the system.

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References

Canning, N. (2010). Playing with heutagogy: Exploring strategies to empower mature learners in higher education. Journal Of Further & Higher Education, 34(1), 59-71. doi:10.1080/03098770903477102

Gitterman, A. (2004). Interactive andragogy: Principles, methods, and skills. Journal Of Teaching In Social Work, 24(3/4), 95-112.

Hase, S., and Kenyon, C. (2000). From andragogy to heutagogy. ultiBASE, 5 (3). Retrieved from http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm

Henschke, J. A. (2011). Considerations regarding the future of andragogy. Adult Learning, 22(1), 34-37.

Larson M.B., and Lockee, B.B. (2014). Streamlined ID: A Practical Guide to Instructional Design. New York, NY: Routledge.

McAuliffe, M., Hargreaves, D., Winter, A., & Chadwick, G. (2009). Does pedagogy still rule? Australasian Journal of Engineering Education, 15 (1), 13-18.

Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions For Adult & Continuing Education, 2001(89), 3.

Ozuah, P. O. (2005). First, there was pedagogy and then came andragogy. Einstein Journal Of Biology & Medicine, 21(2), 83-87.

Rachal, J. R. (2002). Andragogy’s detectives: A critique of the Present and a proposal for the future. Adult Education Quarterly, 52(3), 210-227.

Zmeyov, S. I. (1998). Andragogy: Origins, developments and trends. International Review Of Education / Internationale Zeitschrift Für Erziehungswissenschaft, 44(1), 103-108.

Additional Resources:

Sugata Mitra: Kids can teach themselves.
http://www.ted.com/talks/sugata_mitra_shows_how_kids_teach_themselves

http://web.utk.edu/~start6/knowles/malcolm_knowles.html#H5