For many years, the psychology of teaching and learning was encapsulated under the general rubric of pedagogy. The theory and practice of pedagogy, which by definition focuses on teaching children, was guided by giants such as Benjamin Bloom, Jerome Bruner, John Dewey, Maria Montessori, Jean Piaget, and Lev Vygotsky. Their theories were expanded and refined over the years and generalized as best practices in instruction.

When Malcolm Knowles and others began to suggest that adults learn differently from children, this singular perspective began to change, ultimately giving rise to andragogy as a means of responding to the learning needs and preferences of adults. This bifurcation of teaching and learning made intuitive sense and has persisted, as practitioners and researchers work to create instructional strategies effective with children and adults."

In this issue, The Toolbox explores new opportunities for self-directed learning.  Watch the promo video below to get a glimpse into this topic.

The Toolbox series, authored by Dr. Brad Garner of the Center for Learning and Innovation, features an online professional development newsletter offering innovative, learner-centered strategies for empowering college students to achieve greater success.  The newsletter is published six times a year by the National Resource Center for The First-Year Experience and Students in Transition at the University of South Carolina, Columbia, South Carolina.

Read more in The Toolbox newsletter and visit the archives to access back issues covering a wide variety of ideas and resources related to teaching and learning.

Question: What new opportunities for self-direct learning can you leverage for your students?  Please leave a comment below.

Contributor: Dr. Brad Garner / Director of Faculty Enrichment, Center for Learning and Innovation

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