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Dancing Between Pedagogy, Andragogy and Heutagogy: Dance as a Metaphor for the Learning Relationship Between Post-Graduate Learners and Faculty
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, Queensland University of Technology, Australia

EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

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Abstract

This poster was inspired by a collaborative autoethnographic project examining the experiences of participants in an online master’s degree program, serving an international cohort of students. The program, drawing upon ideas from Authentic, Connectivist and Rhizomatic Learning, exposed unanticipated differences in the expectations and preferences of the teachers and adult learners.

This poster demonstration utilizes dance as a metaphor to describe the roles of teacher and student in adult education. It is proposed that the language and imagery of dance can enable teachers and adult learners to better understand their roles in the teaching and learning relationship. It is proposed that a greater diversity of needs, interests, expectations and professional experiences of both learner and teacher is accommodated in this model.

Citation

Rasi, M. (2018). Dancing Between Pedagogy, Andragogy and Heutagogy: Dance as a Metaphor for the Learning Relationship Between Post-Graduate Learners and Faculty. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 829-834). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved February 1, 2023 from .

© 2018 Association for the Advancement of Computing in Education (AACE)

References

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