Heutagogy “Heutagogy is the study of self-determined learning … It is also an attempt to challenge some ideas about teaching and learning that still prevail in teacher centred learning and the need for, as Bill Ford (1997) eloquently puts it ‘knowledge sharing’ rather than ‘knowledge hoarding’. In this respect heutagogy looks to the future in which knowing how to learn will be a fundamental skill given the pace of innovation and the changing structure of communities and workplaces.” In self-determined learning, it is important that learners acquire both competencies and capabilities (Stephenson, 1994 as cited in McAuliffe et al., 2008, p. 3; Hase & Kenyon, 2000, 2007). Competency can be understood as proven ability in acquiring knowledge
In the end, students will learn more through technology because it provides a setting in which they are able to understand and relate to the information. Still, other critics of technology in school argue that technology hinders creativity and imagination (Source C). Without any organization, the abundance of information available could be overwhelming and therefore stifle creativity, however if children are expected to think and create their own thoughts and ideas, using the technological sources only as a supplement or means by which to increase efficiency, imagination will not be sacrificed. With the information age, comes the potential for new and useful methods of teaching. Yet in order to attain the most benefits from the new possibilities, teachers must still be willing to teach and therefore act as a
Does learner-centred teaching motivate learners to learn? What is learner-centred teaching? Learner-centred teaching, which at times referred to as student-centred teaching and learner-centred instruction, is a key concept in constructivism; a theory in which "learners construct and reconstruct knowledge, in order to learn effectively" (A. Attard, E. Di Ioio, K. Geven, 2010). Students are the protagonists in learner-centred teaching, unlike teaching-centred teaching in which teachers take the centre stage. In learner-centred learning, students "construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, problem solving and so on" (Perumal, 2015).
Vygotsky assumes that learner will learn best when actively participating in a learning session with the teacher through doing constructed activities. Vygotsky builds a theory of Zone Proximal Development (ZPD) which is an undercover area of knowledge that a learner can build when teacher able to refine the way of learner perform. In social constructivism, the role of human linguistic abilities enable learner to outdone natural limitation. Vygotsky ZPD will enables the learner to reach a potential development by the guidance and participation or teacher as facilitator and peers. A learner capability of problem-solving and understanding situation will be upgraded above their actual development because constructivist believes the cognitive structures that still in the process of maturing will mature after compromising with the guidance or with the participation with others.
This means that students must interact with their environment in order to adapt and learn. He also warns that a balance is struck between child centered learning and teacher centered learning for it to work effectively, and this is the sole duty of the instructor or coach. PIAGET THEORY Piagets theory is based on the logic that adaptation must take place for a child to learn and the processes that allows such adaptation to happen is assimilation and accommodation. Both processes work together simultaneously. .He believed that for learning to take place a child has to adapt to his environment and knowledge is constructed and manipulated within a child.
A social constructivist viewpoint needs a view that teachers have a responsibility for understanding the nature and level of each child’s learning and to use that knowledge to build their practices in a way that is relevant for particular children in particular contexts. Such a viewpoint can notify practices for insertion that are based on a very dynamic model of children’s learning. Finally, contructivism 's utmost influence to education may be through the change in emphasis from knowledge as a creation to deliberate as a process. This legacy of constructivism to be expected demonstrates to be a fixed and significant modification in the structure of
The Effects of Perspective-Taking on Perceptual Learning 1. Introduction The perspectives that we adopt when interacting in the world play an integral role in the processes of thinking and learning. This notion is implicit in the way people speak informally about learning, such as when a tutor says to a struggling student "Maybe it would help if we approached this from a different perspective." In some areas of education, such as in history or literature, understanding perspectives is an explicit focus of the curriculum. And in everyday contexts, it has been suggested that perspective-taking is the primary mechanism with which humans are able to learn from others.
The teacher facilitates learning by responding to the needs of the learner. To be effective, the teacher or presenter needs to tell things the way it is and stress how to do it. Self-directed learners are responsible of their own learning. Knowles et al., 2005, believed that adults need to know why they need to learn and cited the six assumptions of adult learners; need to know, self-concept, experiences, readiness to learn, orientation to learning and motivation. First, as an educator, we need to emphasized to the learners the importance of learning something in application to their current and future practice.
Students become self-reflected learners; they take responsibility for their own learning. The key to assessment as learning enables students to develop the capacity to monitor their own work in progress which the teachers support through encouragement and monitoring. ( Dear Hammond, L. (2012) Based on curriculum expectations and the achievement charts, the students are taught to use rubrics, samples and models as a good practice. In addition, formative assessment is a procedure utilized by instructors and students amid guideline that gives unequivocal input to alter progressing educating and figuring out how to enhance students ' accomplishment of planned instructional outcomes. Formative evaluation is a technique for persistently assessing students ' scholastic needs and advancement inside the classroom and goes before nearby benchmark appraisals and state-commanded summative assessments.