Meta-perspective on our learning journey

Common factors, which are related to study success include students’ sociodemographic factors, cognitive capacity, or prior academic performance, and individual attributes as well as course related factors such as active learning and attention or environmental factors related to supportive academic and social embeddedness. The aim of this research is to gain a deeper understanding of not only if learning analytics can support study success, but which aspects of a learner’s learning journey can benefit from the utilisation of learning analytics. We, therefore, examined different learning analytics indicators to show which aspect of the learning journey they were successfully supporting. Key indicators may include GPA, learning history, and clickstream data. Depending on the type of higher education institution, and the mode of education (face-to-face and/or distance), the chosen indicators may be different due to them having different importance in predicting the learning out-comes and study success.

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A Learning Journey through a Heart-Centered Book

Journal of Awareness-Based Systems Change ◽

10.47061/jabsc.v1i2.1099 ◽

2021 ◽

Vol 1 (2) ◽

pp. 95-100

Author(s):

Wendy Allen ◽

Lori Ryan

Keyword(s):

Early Childhood ◽

Action Research ◽

Community Engagement ◽

Sense Of Community ◽

Graduate Program ◽

Collective Learning ◽

Community Based ◽

Early Childhood Leadership ◽

Personal Stories ◽

Learning Journey

As faculty for a graduate program in early childhood leadership, we co-designed a course on community-based action research around Patricia Wilson’s book, The Heart of Community Engagement: Practitioner Stories from Across the Globe. In this review we share how it mirrored our own deepening sense of community engagement practices, and how our students engaged with this unique text on their individual and collective learning journeys. We share highlights from the text that reinforced our sense of liberatory pedagogy. Wilson’s personal stories, as well as the stories of community-engaged practitioners across the globe , invite all of us to create our own purpose and intentions for the evolving path of facilitating change within ourselves and with others.

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Navigating heutagogic learning: mapping the learning journey in management education through the OEPA model

Journal of Research in Innovative Teaching & Learning ◽

10.1108/jrit-07-2020-0038 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

David William Stoten

Keyword(s):

Learning Theory ◽

Executive Coaching ◽

Design Methodology ◽

Management Education ◽

Review Of The Literature ◽

Content Type ◽

Learning Journey ◽

Original Contribution ◽

E Learning ◽

Conceptual Paper

PurposeThe purpose of this conceptual paper is to advocate the adoption of heutagogic principles within management education and to show how it could be implemented.Design/methodology/approachThis paper is the outcome of a review of the literature on learning theory and management education.FindingsThis paper demonstrates how heutagogic principles have been introduced in three areas: entrepreneurial education, executive coaching and e-learning.Originality/valueThis paper makes an original contribution to the discourse on heutagogy through the OEPA model that maps the heutagogic learning journey.

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The exhibition and other learning environments in The Millbank Atlas

Art Design & Communication in Higher Education ◽

10.1386/adch_00004_1 ◽

2019 ◽

Vol 18 (2) ◽

pp. 153-169

Author(s):

Marsha Bradfield ◽

Shibboleth Shechter

Keyword(s):

Higher Education ◽

Learning Environments ◽

Teaching And Learning ◽

Local Community ◽

Spatial Design ◽

The Arts ◽

Learning Journey

Abstract The Millbank Atlas is an open-ended project that maps and remaps the neighbourhood of Millbank, an area of London, UK. This is home to Chelsea College of Arts (University of the Arts London) and our course, BA (Hons) Interior and Spatial Design, which has anchored the Atlas since 2016. We offer the following reflections as tutors on this course and co-researchers on the Atlas, along with our students and members of the local community. Central to this discussion is the kind of learning journey enabled by this type of project, and how it benefits from being distributed across cultural, social, geographical, discursive and other environments. This raises fundamental questions for teaching and learning, especially the potential to complicate normative assumptions in higher education about where knowledge is produced and who learns from whom.

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