Heutagogy

 Do you know what it means?  I didn't!

A learning services firm I work for is looking to expand its development of informal learning services.  Of course this intrigues me as I am a great admirer of self-directed learners and the leverage that informal learning and communities of practice hold for individuals.

So, I began researching (read: mucking about on Google) informal and self-directed learning.  I did not know that self-directed (or "self-determined") learning has a formal term:  Heutagogy.

In education, heutagogy, a concept coined by Stewart Hase of Southern Cross University in Australia, is the study of self-determined learning. The notion is an expansion and reinterpretation of andragogy, and it is possible to mistake it for the same. However, there are several differences between the two that mark the one from the other.^[1]

Heutagogy places specific emphasis on learning how to learn, double loop learning, universal learning opportunities, a non-linear process, and true learner self-direction. So, for example, whereas andragogy focuses on the best ways for people to learn, heutagogy also requires that educational initiatives include the improvement of people's actual learning skills themselves, learning how to learn as well as just learning a given subject itself. Similarly, whereas andragogy focusses on structured education, in heutagogy all learning contexts, both formal and informal, are considered.^[1]

^~Wikipedia

Online learning for kids that works: The Khan Academy

Salman Khan's TED presentation on his free, online academy for math and science.

From the TED website:

"Salman Khan talks about how and why he created the remarkable Khan Academy, a carefully structured series of educational videos offering complete curricula in math and, now, other subjects. He shows the power of interactive exercises, and calls for teachers to consider flipping the traditional classroom script -- give students video lectures to watch at home, and do "homework" in the classroom with the teacher available to help."

I am mulling over how this approach can be applied in a workforce training setting....

Amanda Cox: Developing Inforgraphics at the New York Times

In case you did not see this post by Information Aesthetics, they have four great videos of Amanda Cox, from the NYT graphics department, speaking on the development of infographics.  She is crystalline in her synthesis of, and ability to discuss, their goal in their work and theory behind great infographics.  She is so articulate and enthusiastic, in fact, that she runs out of breath as she speaks.

She says that one major goal the NYT strives to is clarity.  She goes on to explain that the graphics department works to provide clarity of understanding through:

• Revealing Patterns
• Providing Context
• Describing Relationships

She goes on to comment that one of the qualities of a great infographic is how interesting pieces of information will reveal themselves through the structure of the infographic chosen.

I also found intriguing her description, and example, of how others leverage the data for further, deeper analysis.  She calls it "annotation."

Well worth the time.  I started with her presentation at "New Media Days" in Denmark.  A good place to begin...

Roundtable: Social Learning and Reflective Dialogue

Reflective dialogue is a powerful vehicle to critical thinking and deep understanding.  So often now, much of what is called "dialogue" is not.  It is simply sharing with, or shouting at,others in our increasingly polarized society.  Civil discourse online is even harder:  the physical distance, the anonymity, and other factors feed into a communication culture of multiple monologue, not dialogue.

In response, Roundtable is a website dedicated to empowering meaningful conversations – between thought leaders, between friends, and between curated communities of strangers.  Anyone can "listen in" on these curated conversations on topics like Future of Blogging, Entrepreneurship and Startup Funding. Oh, you can apply to become a member and participate if you think you can add value to the conversation.

 
This model could be leveraged in many forms of elearning and blended learning settings. My mind is racing with the thought...

Clients (or SMEs) and Feature Creep

The video speaks for itself.  It is certainly speaking to me these days....

Data Visualization, Visualized

A perfect PS to yesterday's post:


The Value of Data Visualization from Column Five on Vimeo.


By Column Five Media

On Research & Design, Form & Content

I am salivating over a Master's of Research program in Information Environments at University of the Arts, London.


From the website:

What's an MRes?

In this context, it's basically research for designers. Augment your practical skills with a Masters degree in empirical research methods, for a better understanding of people, places and things. That said, you don't have to be a designer - we've had photographers, fine artists, a historian and a life coach - but many of the students have a first degree and/or practical experience in some form of design. The course is a mix of theory and practice, balancing the theories and methods of the social sciences with practical skills in various areas of digital and analog design and fabrication.

The research informs the design, and the design enhances the research.

What are information environments?

In a nutshell, most of the physical and virtual environments we live in and use today - the home, city, village, workplace, museum, retail environments. The Internet and virtual worlds are no longer separated from the real world - ubiquitous sensors, embedded micro-computers, intelligent buildings, interactive installations, networked cameras all blur the line between physical and digital. The course aims to help you study, understand and explain the informational world we live in. 

I love the idea that research informs design and design enhances research.  It reminds me of a video of Paul Rand speaking on design.  He said,


"Without content there's no form, and without form there's no content.... When form predominates, meaning is blunted. When content predominates, interest lags."




The concepts of design are universal to all its applications.  Instructional design is most effective when alignment and balance of information, its context and its delivery method and form are "right."  The problem is figuring out what is "right."  THAT, I have found, is a Wicked Problem.