Serendipity35

You hear the term "pedagogy" fairly often in education. It literally means "leading children" and is usually defined as the art or science of teaching children. Though it is studied and used from pre-school through college, the term "andragogy" is not as well known as it should be.

Andragogy was a term coined to refer to the art/science of teaching adults. Malcolm Knowles and others theorized that methods used to teach children are often not the most effective means of teaching adults. In The Modern Practice of Adult Education (1970), Knowles defined andragogy as "an emerging technology for adult learning."

Knowles arrived at 4 andragogical assumptions:

1) He felt that adults move from dependency to self-directedness; 
2) draw upon their reservoir of experience for learning; 
3) are ready to learn when they assume new roles; and 
4) want to solve problems and apply new knowledge immediately.

Though many people still consider andragogy to be the adult version of pedagogy, more recently it is sometimes considered to be an alternative to pedagogy. In that newer view, andragogy is viewed as a more learner-centered/directed approach to learning for people of all ages.

This view doesn't necessarily mean that all the studies done on pedagogy are invalid, but the sense that it is more of a teacher-centered or directive style of learning started to fall out of favor in the last three decades., and andragogy as "learner-centered/directed."

In my first encounter with andragogy in a workshop, I recall the presenter saying that while adult learners can learn when presented with theory presented before practices, children have little tolerance for learning theory when they haven't seen it in practice. Of course, anyone who has taught adults for a few years will tell you that some adults seem to learn better when treated as children.

If you are teaching at the college level, you can be considered to be at the edge of child and adult learning, especially if you still consider age 21 to be the entry point of adulthood. But since we are seeing fewer traditional fresh-from-high-school freshman and more over-21 undergraduates, adult learning is a greater concern. This is especially true in online education.

Andragogical principles that should be considerations in designing courses are based on studies of how and when adults learn most effectively.

Adults generally learn best when:

• They feel the need to learn
• They have some input into what, why, and how they learn
• Their schedule and learning styles are taken into account.
• Course learning objectives are based on the learners' needs and interests based on prior evaluation.
• To obtain objectives, there are sequential activities
• The learning’s content and processes have a meaningful relationship to their past experience.
• Their experience is used as a learning resource in the course.
• The course content relates to the individual’s current life situation and tasks.
• They have as much autonomy as possible
• The learning climate minimizes anxiety
• Freedom to experiment is encouraged

Of course, I believe children can benefit from some of these andragogical principles too.

You have heard of pedagogy. You may have heard of andragogy.

Pedagogy is the art or science of teaching and really has always focused on children. Andragogy is the theory and practice of teaching adults, and it comes directly out of pedagogy that did not address the specific needs in the education of adults.

Pedagogy is very old but andragogy only appeared as a field in the mid-1800s and in a more recent approach in the 1960s with the work of Malcolm Knowles.  

Some of the basic principles of andragogy are that, compared to children: Adults will learn only what they feel they need to learn. They are practical in their approach to learning. They will more easily accept learning a theory before that theory is applied to a situation than a child. They bring more experience to learning and that will both aid their learning and bring biases that hinder new learning. Even more than children, they learn by doing. Adult learning focuses on problems and the problems must be realistic. They do not need as much sequential learning or formal curriculum.

With children and adult learning covered, what is heutagogy? 

Heutagogy is not age-based. It is the study of self-determined learning. It challenges some of the ideas about teaching and learning that are rooted in the teacher-centered learning that most of us experienced.

There has been some natural movement from andragogy to heutagogy that has been generated by technology (media, Internet, online learning, MOOC) and by changes to formal education. This is especially evident in higher education where discussions of alternative degrees and ways of measuring mastery of learning and the patch to a degree are being discussed seriously.

Hase and Kenyon (2000) coined the term heutagogy as self-determined learning which essentially means that a learner (rather than a teacher or institution) should be at the center of the learning. This learner-centric approach is very much a 21st century approach and is particularly popular in e-learning environments.

These centers at colleges have many different names - Teaching & Learning Center (TLC), Teaching Support Center (TSC), Center for Teaching Excellence (CTE) etc. - but  "what's in a name" - or a letter?

My university is exploring starting one of these centers (tentatively to be a Teaching Excellence Center - TEC). We already have a Technology Support Center and an Instructional Resource Center and a Master Teacher Group. So what would be the mission of the new Center?

In looking at examples of centers at other colleges, I have noticed that in many of them, the "T" has more often come to mean "technology" rather than "teaching." 

No doubt there is more and more overlap with those two things these days. But what needs to be clear is that if  the focus is how to use tools, then don't call it a teaching center.

For me, a teaching center would focus on pedagogy (and andragogy). How to use the quiz tool or gradebook in the LMS is not about assessment.  How to create stronger quizzes and sharing effective grading policies is pedagogy.

About 15 years ago, my department initiated a Teaching, Learning and Technology Group at the university. I was the manager of instructional technology then and we did instructional design (primarily for online courses) and worked with faculty to use the LMS, create audio and video files and use "tools." But when we planned our training sessions during the semester, we always included sessions that were on topics like authentic assessment, learning styles, Bloom's Taxonomy and Webb's Depth of Knowledge and other teaching topics. I was at first surprised at the interest in these sessions at a college level. I had come from the K-12 world where everyone had some education courses in the undergrad and grad curriculum and pedagogy was a standard part of professional development. It pleasantly surprised me when a professor said, "I never took an education course, so I find this all very interesting. I try to imitate good teachers I had, and avoid being like the bad ones."

Our TLT group tried to be both things - tech and teaching. But with all the focus on the tools lately and much of out Technology Support Center's staff time taken with supporting tools, the teaching can easily be forgotten. This is probably more true at a school like NJIT which is a science and technology university,  I spent 5 years at a community college and the scale tipped more to teaching than technology there. 

Having and utilizing a Master Teacher group, your writing center and tutoring staffs, and librarians is one way to increase the teaching content over the tools. Of course, it would be great to see a center being able to combine the tools with the teaching, so that the session on building effective quizzes also showed faculty how to do that well in the LMS, if that's what they are using.

Educators are pretty aware of the term pedagogy and frequently use and misuse it in conversations about their teaching. In K-12 education, all teachers have at least a general knowledge of educational theories and are required to attend professional development workshops on new techniques. But in higher education, many professors are willing to admit that they have little or no formal training on the art and science of teaching.

Pedagogy literally means "leading children." Most of the research in pedagogy by names like Piaget, Bruner and Vygotsky focus on teaching children.

Then, came andragogy, a much newer term coined to refer to the art/science of teaching adults. Originally used by Alexander Kapp in 1833, andragogy was developed into a theory of adult education by Eugen Rosenstock-Huessy and was popularized in the U.S. by American educator Malcolm Knowles. Andragogy addresses the theory that the methods used to teach children are often not the most effective ways of teaching adults. 

And now, heutagogy, a term coined by Stewart Hase of Southern Cross University and Chris Kenyon in Australia. It is the study of self-determined learning. In some ways, it is an expansion and reinterpretation of andragogy. Heutagogy's emphasis is on learning how to learn, double-loop learning, and true learner self-direction. One way to view it might be to say that while pedagogy and andragogy look at how we teach, heutagogy is concerned more with the learner.

For example, Chris Argyris has described double-loop learning in which an individual, organization or entity, having attempted to achieve a goal on different occasions, is able to modify the goal in the light of experience or possibly even reject the goal. More common in educational settings is single-loop learning (SLL) which is the repeated attempt at the same problem with no variation of method and without ever questioning the goal. 

The word heutagogy comes from several Greek words: heurista (to discover) and heuretikos (inventive) heuriskein (to find) and ago (to lead). Therefore, it is construed to mean "to lead to invention, discoveries, findings." Like andragogy, the research is based on learning strategies for mature learners.

The teacher/mentor/facilitator needs to enable learners to modify their learning in order to create new knowledge. I discovered the term only the past year as I explored MOOCs. Heutagogy fits well into the original approach to MOOCs which were very self-directed.

Heutagogy also seems to be related to the constructivism of Dewey, and approaches by Montessori and Kolb, although they were more concerned with children. In the taxonomy of Bloom, heutagogy is the highest order learning where problems are solved using heuristic problem solving, meta-cognitive knowledge, creativity, and originality.

Image source & additional information at http://www.teachthought.com/learning/a-primer-in-heutagogy-and-self-directed-learning/
and at http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html (Stewart Hase and Chris Kenyon - 2001)