Monthly Archives: September 2014

PIDP 3250 Journal Entry 1


“Being aware of oneself as a learner and constantly monitoring the effectiveness of one’s learning involves metacognition, a term used by cognitive psychologists to describe the “executive function” of the mind.” (Barkley, 2010, p. 30)

Objective: I think it is important for a learner to be self-aware, not only in the sense of active learning and the content being absorbed but also how they are organizing this information in their mind. Even though the theory Heutagogy was not mentioned in this chapter of the textbook, I do believe they are linked. So in a sense it is about learning how to learn and organizing the information.

Reflective: When reading on metacognitive skills, I think about what strategies work best for me on organizing and retaining information. I believe understanding this may help me teach and guide future students because I have reflected on how learning affects me and it can also be a foundation for others. For example, I am not much of a note taker but more of a summarizer and user of analogies. If I suggest a method of summarizing content or using analogies, students may understand how that works for me. They can either adapt it for themselves or they can see right away that those strategies won’t suit their learning style and may opt for a different strategy. Having a starting point may be just what they need to really think about how they want to learn.

Interpretive: I think the importance of recognizing metacognition can greatly improve the way learners learn. Introducing organizational strategies to learners that help them develop a system in sorting information in their minds will help them immensely progress in absorbing and retaining information. Once these systems have been developed, the learners themselves will have better control and be more aware on how they are learning.

Decisional: Ultimately it is up to learner to create a routine or system in how they sort information in their mind. As an aspiring instructor I can only hope to use certain strategies to help build these systems with students that may be struggling with retaining course content. Helping them understand solutions found through self-reflection and being aware of where to store and regulate information within themselves will create opportunities for me to give a more effective lesson.

What is Heutagogy?

Through another forum discussion our instructor Doug uploaded this video and posed the question:  What is Heutagogy?

As the forum progressed one of my classmates gave us this handy resource to sort things out.

After watching the video and going through the chart, I still find it difficult to differentiate between andragogy and heutagogy.  When you look at pedagogy and andragogy, there is a distinct difference between them that is concrete, where one is used for children and the other for adults.  I find it confusing when you add heutagogy to the mix because I feel you need andragogy before you can get to heutagogy.  Heutagogy is definitely a theory you wouldn’t use on children because they don’t have enough life experience or motivation to be a self directed learner.  To incorporate this theory you need adults and that involves andragogy and that is why I believe heutagogy should be a subdivision of andragogy.

Motivation at Different Stages

While contributing to different forums in my current class PIDP 3250, one of my classmates posted a very handy article while we were discussing different motivations and how they are broken into 4 stages, with great strategies and exercises to help students become a self-directed learner