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Aprendizagem de Adultos
Melhores práticas para Aprendizagem COM Resultados !
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Rescooped by Raquel Oliveira from 21st Century Learning and Teaching

Heutagogy: designing for self-directed learners

Heutagogy: designing for self-directed learners | Aprendizagem de Adultos | Scoop.it
While acknowledging that the whole concept of self-determination – or ‘Google
learning’ as it has been called, pejoratively, in certain circles – is fraught with the potential for missing the point, being distracted into rabbit warrens or just getting bad information, we would like to emphasise that this is only a potential.

===> Any learning theory is only as good as the way in which it is applied and worked through, and we have seen it produce highly successful results where correctly applied, in the right circumstances. <===

Watch this space for chapter and verse, as we will soon be publishing case studies of several recent programmes that feature high levels of learner self-direction.

Learners are changing, learning is changing – and heutagogy can give important clues about rebalancing the burden of responsibilities and permissions in an always-on, networked, instructorless, post-course world.

Learn more:



Via Gust MEES
Raquel Oliveira's insight:

Heutagogia  e o olhar sobre a aprendizagem do século XXI:

1- protagonizar a própria aprendizagem

2- educadores mantem foco no processo de aprendizagem ao inves do conteudo

3- evita-se aprendizagem focada no educador 

4- migra-se para o "mundo da aprendizagem"

5- explora e aprende praticando auto escolha e acao auto direcionada

6- avancar alem da disciplina


Maria Persson's curator insight, November 27, 2014 3:53 PM

This definitely demands some attention. As an ever reflective practitioner of  teaching and learning I need to dig deeper when models and ways of thinking challenge those that I already hold as 'almost sacred'. 


Thank you for sharing this find! Looking forward to exploring. 

Will Stewart's curator insight, November 28, 2014 5:34 AM

A useful graphic for learning designers.

Tony Guzman's curator insight, December 1, 2014 10:41 AM
This learning theory may be beneficial in certain settings. Anyone applying it already?
Rescooped by Raquel Oliveira from 21st Century Learning and Teaching

3 Key Concepts That Will Help You Understand Learning in the Digital Age

3 Key Concepts That Will Help You Understand Learning in the Digital Age | Aprendizagem de Adultos | Scoop.it
These three "gogies" of effective online learning will help you get a clearer picture of learning and eLearning in the digital age.

Learn more:


Via Beth Dichter, SUSANA APARICIO, Gust MEES
Raquel Oliveira's insight:


3 conceitos sobre a aprendizagem do seculo XXI

1- HEUTA- encoraja os aprendizes a serem auto-direcionados

2- PEERA- foco em co-aprendizagem e co-criacao

3- CYBER- Encoraja engajamento dos aprendizes no ambiente de aprendizagem on line.

Julie Bourguignon's curator insight, July 9, 2014 5:34 AM

A variety of skills are needed to become a well-rounded individual. This supposes learning approaches tailored to facilitate acquisition of these skills.

Julie Lindsay's curator insight, September 1, 2014 7:03 AM

We need to be considering multi-pedagogical learning as a consequence of integrating technology with learning.

Ness Crouch's curator insight, April 22, 8:25 PM

I like these ideas. 

Rescooped by Raquel Oliveira from andragogy

The Adult Learning Theory - Andragogy - of Malcolm Knowles

The Adult Learning Theory - Andragogy - of Malcolm Knowles | Aprendizagem de Adultos | Scoop.it
What Andragogy means and which are Knowles’ 5 assumptions of Adult Learners? Are you familiar with Knowles’ 4 Principles Of Andragogy?

Via Gust MEES, Gerard Friel
Raquel Oliveira's insight:

Nunca é demais relembrar os 4 principios da aprendizagem de adultos , segundo a teoria de Malcom Knowles;

1- adultos devem estar envolvidos no plano e avaliacao de seus aprendizados.

2- Experiencias, (incluindo enganos) são base de atividades de aprendizado.

3- Adultos interessam-se diretamente em aprendizados relacionados a sua vida pessoal ou o dia dia no trabalho.

4- Adultos aprendem melhor baseado em solucoes de problemas do que conteudo orientado.

Gust MEES's curator insight, January 16, 2014 10:55 AM


Learn more:




Nathalie Bos's curator insight, January 16, 2014 11:40 AM

Des principes qui éclairent le processus de la motivation chez les apprenants adultes, avec une application concrète par rapport à la formation aux TIC

Rescooped by Raquel Oliveira from PBL

Project-Based Learning vs. Problem-Based Learning vs. X-BL

Project-Based Learning vs. Problem-Based Learning vs. X-BL | Aprendizagem de Adultos | Scoop.it
In the first of two parts, guest blogger John Larmer of the Buck Institute for Education clears up any confusion on the difference between project-based learning, problem-based learning, and whatever-else-based learning.


Learn more:




Via Gust MEES, Aprendo en red/@ediazsan
Raquel Oliveira's insight:

Excelente comparativo de PBL's para serem analisados diante de cada desafio de resultados de aprendizagem. #avancee

Alfredo Corell's curator insight, September 28, 2014 8:34 AM

Problem-Based Learning vs. Project-Based Learning

Because they have the same acronym, we get a lot of questions about the similarities and differences between the two PBLs.

ManufacturingStories's curator insight, October 9, 2014 9:35 AM

For more resources on STEM Education visit http://bit.ly/1640Tbl

Rescooped by Raquel Oliveira from 21st Century Learning and Teaching

Lectures Aren't Just Boring, They're Ineffective, Too, Study Finds

Lectures Aren't Just Boring, They're Ineffective, Too, Study Finds | Aprendizagem de Adultos | Scoop.it
"Active learning" boosts grades, reduces failure rates in undergraduate STEM classes, concludes major review

Via Gust MEES
Raquel Oliveira's insight:

aulas expositivas nao sao apenas chatas, sao ineficientes para aprendizagem também...

Wendy Meyers's curator insight, May 14, 2014 8:00 PM

Freeman says he’s started using such techniques even in large classes. “My introductory biology course has gotten up to 700 students,” he says. “For the ultimate class session—I don’t say lecture—I’m showing PowerPoint slides, but everything is a question and I use clickers and random calling. Somebody droning on for 15 minutes at a time and then doing cookbook labs isn’t interesting.” Freeman estimates that scaling up such active learning approaches could enable success for tens of thousands of students who might otherwise drop or fail STEM courses.

Volkmar Langer's curator insight, May 15, 2014 3:40 AM

Definitely a must read!

Julie Bourguignon's curator insight, May 15, 2014 4:37 AM

A bold statement...

Rescooped by Raquel Oliveira from 21st Century Learning and Teaching

What’s Our Vision for the Future of Learning?

What’s Our Vision for the Future of Learning? | Aprendizagem de Adultos | Scoop.it
Author David Price writes: "If schools are coming into direct competition with the learning opportunities available in the informal social space, it has to be said that this is a pressure, which barely registers within the political discourse.


In the following pages, Price describes three cases across the globe — in London, Sydney, San Diego — that have mapped a vision that answers the questions above. Here’s what they have in common:

- By insisting that their teachers and mentors share their learning, all three have de-privatized teaching and learning.


- By opening up the commons, and by designing workspaces without walls, they have brought Edison’s ‘machine-shop culture’ into education.


- By bringing into the commons, experts, parents and investors, they have given an authenticity to the work of their students that is impossible to simulate in an enclosed classroom.


- By modelling collaborative working to their students they have fostered the peer learning which is at the heart of ‘open’.


- By emphasizing adult and real-world connections, they ensure that students are preparing for the world beyond school by being in that world.


- By making their expertise and intellectual property freely available, they have created high demand from their peers and ensured that knowledge travels fast.


- By seeing technology not simply as an aide to learning but as the imperative for change, they ensure that their programs are relevant to societal needs and societal shifts.


- By trusting in their staff and students, and by giving them freedom and responsibility in equal measure, they have fostered a culture of learning that rewards respectful challenge, shuns unnecessary deference, and therefore constantly stays in motion.


Via Gust MEES
Raquel Oliveira's insight:

ainda temos um caminho pela frente, mas precisamos do primeiro passo...

Carol Rine's curator insight, January 3, 2014 11:59 AM
Wondering what is on the horizon for education.... Significant upheaval, hacking our own learning, and the ability by our students to learn by....
compiling their own learning playlist, putting together units of study that appeal to their passions, (and) the one-size-fits-all model of high school will appear alarmingly anachronistic... Great quote by the Singapore Minister of Eduction -- “The educational paradigm of our parents’ generation, which emphasized the transmission of knowledge, is quickly being overtaken by a very different paradigm. This new concept of educational success focuses on the nurturing of key skills and competencies such as the ability to seek, to curate and to synthesize information; to create and innovate; to work in diverse cross-cultural teams; as well as to appreciate global issues within the local context.”
María Dolores Díaz Noguera's curator insight, January 14, 2014 4:46 AM

Very nice sharing. Thanks

Ivon Prefontaine's curator insight, January 14, 2014 1:43 PM

Sometimes what is most obvious is what we do not see readily. Whitehead suggested this was the case, but other, including the Buddha and Jesus, said similar things. We need to examine what we are doing, be aware of what we want from education. This takes leadership that moves away from easy, facile ways of doing things with 7 habits, 4 methods, etc. and makes real and meaningful change.


We simply cannot continue to add more changes without removing some of the architecture that currently exists. This includes with technology.