This week in class we looked at “the Gogys;” Pedagogy, Andragogy, Huetagogy.
I viewed this brief YouTube video from Professor Alabaster McAlastair which helped me understand the terms: video
My first reaction to the video was that I had a professor all through my BA who used the term pedagogy to describe our learning. Perhaps this was an academic slight against us without us knowing? Or, perhaps he was using the term to describe the beginning of our learning journey?
In any event, even as a BA student we somewhat fit the description of a Pedagocial learner, aside from the fact that we were all adults, and there were no child prodigies in our cohort. We demonstrated qualities of pedagogy such as: dependance on the teacher, had few resources or lacked an understanding of them, we were learning in sequence to advance to the next stage, followed a pre-determined curriculum, and the teacher certainly new best.
Where we (adults) differ, or stray, from the definition of pedagogy, is in motivation. In my BA program, none of us “had to be there” and I would say most were motivated internally by the increase in our self-esteem, confidence and knowledge as we progressed through the program.
As described in our text it is important to “understand how an adult’s life situation differs from that of a child and what implications this has for learning. An adult is in a different position in the life span than a child (p. 11).” They have different responsibilities often including (but not limited to) parenting and work.
As for Martha’s question as to what type of learning we are experiencing here in PIDP 3250, I would say we are a combination of Andragogy and Heutagogy. We fit the Andragogy description because we are independent and strive for autonomy; we are using our own experiences as a resource for learning (I refer to another student’s posting this week comparing his learning to his son’s experience); and Doug is our enabler/facilitator.
We also possess some characteristics of Heutagogy (and techno-Heutagogy) as we are essentially managing our own learning in an online “city.” Further, the focus of our learning is that we use our own and others’ experiences and internal processes such as reflection, environmental scanning and problem solving to apply and understand course concepts.
I don’t think we need to be publishing our own papers or articles to be self-directed learners; however, this is what we are doing when we blog.