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NTLT 2012 - Academic Co-creative Inquiry workshop – Principles, Examples
 

NTLT 2012 - Academic Co-creative Inquiry workshop – Principles, Examples

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  • n education, heutagogy, a concept coined by Stewart Hase of Southern Cross University and Chris Kenyon 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 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, heutagogyalso 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 heutagogyall learning contexts, both formal and informal, are considered.[1]Wikipedia

NTLT 2012 - Academic Co-creative Inquiry workshop – Principles, Examples NTLT 2012 - Academic Co-creative Inquiry workshop – Principles, Examples Presentation Transcript

  • Academic Co-Creative Inquiry –Principles, Examples, Challenges, Pra ctice, Research Ksenija Napan, Associate Professor, Unitec, Faculty of Social and Health Sciences
  • Academic Co-Creative Inquiry• Over the course of about 7 years, I have been playing with ideas of heutagogy and finding ways of reaching learners and providing contexts where they will do their best.• I invented a process called ACCI which worked like a magic in my classrooms• I wanted to remove myself from the method and to see if it will be equally effective when other people apply it and also curious what kind of innovation would other teachers bring to it.
  • Principles/qualities• Integrity
  • Main features that permeate ACCI• Inquiry Learning – students transform static and prescribed learning outcomes into inquiry questions• Flexibility – Learning contracts cater for this• Transparency - Clarity of expectations• Reciprocity and Mutuality -Peer and self reflection• Engagement – Students doing their best
  • Our playgroup started in March 2012
  • We introduced ourselves with a little help of beautiful Unitec Marae Te Noho Kotahitanga
  • We shared who we are and what we stand for
  • We shared common visions about AKO (teaching and learning)
  • We dialogued and ‘trialogued’…
  • And we decided to take someaction • Each of us committed to play with ACCI and contextualise it within their teaching environment and according to their teaching style • We had no idea what was about to happen
  • • Last year David Boud, keynote at this conference supported this project and this is an excerpt from his way of thinking• The ACCI project attempts to address these issues:• http://www.youtube.com/ watch?v=tLEapxRMEvg
  • • Annemarie applied it in Foundation studies• Hua applied it in on one on one academic support• Bettina focussed on one of the ACCI principles and explored how it benefits her practice• Katrina used it with Adventure tourism students at NMIT• Malin applied it with her BSW students at Waiariki politech• Ksenija played in 5 different contexts this year