One thing I've learned over the years in education and social science generally: for anything you can think of, someone has created a 'theory' of that thing. Thus we have heutagogy, which is "a form of self-determined learning with practices and principles rooted in andragogy." A key concept in heutagogy is 'double-loop learning' "In double-loop learning, learners consider the problem and the resulting action and outcomes, in addition to reflecting upon the problem-solving process and how it influences the learner’s own beliefs and actions." Or as I would say (without the academic mantra), "practice and reflection".
That said, the discussion around heutagogy is important. It is an explicit recognition of the importance of self-directed learning, and explicitly described the move from competences to capabilities. As such, it explains much of the appeal of web 2.0, e-learning 2.0, informal learning (as described volumously by people like Jay Cross) and (dare I say) connectivism. Indeed, most of the work cited in this paper comes only a couple of years after e-learning 2.0 - from 2007-2010. The work from Kenyon and Hase stands on its own, but the rest of it, I think, really ought to be read in this wider context.
That said, the discussion around heutagogy is important. It is an explicit recognition of the importance of self-directed learning, and explicitly described the move from competences to capabilities. As such, it explains much of the appeal of web 2.0, e-learning 2.0, informal learning (as described volumously by people like Jay Cross) and (dare I say) connectivism. Indeed, most of the work cited in this paper comes only a couple of years after e-learning 2.0 - from 2007-2010. The work from Kenyon and Hase stands on its own, but the rest of it, I think, really ought to be read in this wider context.
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