Exploring Learning

From Brain-Based Learning to Heutagogy: Designing Agency With Care How do we design learning that develops agency without assuming learners are already fully independent? In my research this week, I found myself returning to the same question: how do we design learning that supports agency without assuming that learners are already fully self-directed or self-determined? The readings move from brain-based learning, to the space between pedagogy and andragogy, to the history of andragogy, and finally to heutagogy. Taken together, they challenge the idea that teaching and learning models can be neatly organised by age or stage. Instead, I see that they suggest effective learning design depends on context, readiness, purpose, motivation, and the kind of support learners need to grow. Jang et al. (2022) provide a useful starting point, reminding me that learning design needs to be grounded in how learning actually occurs. Their review of brain-based learning research highlights the import...

I was the event manager for a Google Bootcamp in October 2017, which was hosted at my school, ACS Doha International School. Marketing asked me to cover the event and I wrote this article for a magazine, Qatar Today, published November 2017.

Here is a reflection on a hypothetical district and how the ISTE and NETP standards can be applied. It analyses the current state of educational technology and the implications these standards have on thinking about professional learning.

This week, we have been exploring andragogy and how we can use learning theory to motivate and design learning for adults. We had to create a Padlet to share our ideas. Access mine HERE or click below.