Pioneers of Heutagogy

Glassner, Amnon; Back, Shlomo

doi:10.1007/978-981-15-4144-5_7

Cited by 1 publication

(3 citation statements)

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“…In a similar transition from oral traditions of knowledge exchange to written cultures, and from written text to a press-based culture, it is amidst a digital revolution that contemporary learning environments differ radically from the traditionally favoured, explicit exchanges of knowledge from ‘expert’ to learner. 21 As Glassner and Back 23 suggest, there are a multitude of ways in which people can access and engage with information—for instance, through various social networks, search engines, Artificial Intelligence (AI) platforms, collaborative websites, information communication tools (ICT) (e.g. Zoom, Teams, Skype, WhatsApps, Messenger), and virtual reality programmes.…”

Section: A Philosophical Positioning For Orc/cdmentioning

confidence: 99%

“…Yet, left unquestioned, a signature pedagogy may not always be the most effective or relevant approach for a specific context. Moreover, as Glassner and Back suggest, “the rapid rate of changes in society, the knowledge economy, and the so-called information explosion… [means that] we should be looking for an educational approach in which the learner himself ( sic ) determines what to learn and how his learning should take place.” 23 , pp. 63–64 This sentiment forms the basis for our final consideration: what might be the most effective or relevant ‘∼gogy’ for ORC/CD?…”

Section: Heutagogy As a Signature Pedagogy For Orc/cdmentioning

confidence: 99%

“…21,22 Advances in TEL tools, from various devices to Web 2.0/Web 3.0 technologies, offer learners easier access to a plethora of digital platforms, facilitating engagement with a diverse range of information, opinions, and knowledge. 23 With this in mind, then, we recognise the importance of considering robust theoretical foundations and nuanced pedagogical approaches to ensure effective online learning experiences. In essence, we contend that modifications to the art of coaching are essential if ORC/CD environments are to remain commensurate with; 1) transformations in technology, and 2) the expectations and needs of learners.…”

Section: Introductionmentioning

confidence: 99%

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Aligning online and remote coaching with the digital age: Novel perspectives for an emerging field of research and practice

Bennett,

Szedlak

2023

International Journal of Sports Science & Coaching

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In the context of contemporary coaching, it is necessary to explore approaches that cater to the needs and preferences of modern learners. Given the emergence of online/remote coaching and coach development (ORC/CD) in recent years, this could involve the exploration of frameworks and onto-epistemologies that better ensure alignment with contemporary understandings of learning in the digital era. In the current article, we take the opportunity to explore some of the possible theoretical considerations that can inform future research in this emerging area; and thus support the application of technology-enhanced coaching/learning in sport coaching contexts. First, we philosophically position our arguments within a ‘new culture of learning’ (NCOL) – a framework that is congruent with online learning experiences. From there, we consider Connectivism – as an expression of New Materialism – as a suitable onto-epistemology to guide future research given its recognition of networked ways of being in the twenty-first century. We conclude by suggesting heutagogy (self-determined learning) as an appropriate signature ‘∼gogy’ for ORC/CD environments.

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Section: A Philosophical Positioning For Orc/cdmentioning

confidence: 99%

Section: Heutagogy As a Signature Pedagogy For Orc/cdmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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