1. Academic Co-Creative Inquiry –
Principles, Examples, Challenges, Pra
ctice, Research
Ksenija Napan,
Associate Professor,
Unitec, Faculty of Social and Health
Sciences
2. Academic Co-Creative Inquiry
• Over the course of about 7 years, I have been
playing with ideas of heutagogy and finding ways
of reaching learners and providing contexts
where they will do their best.
• I invented a process called ACCI which worked
like a magic in my classrooms
• I wanted to remove myself from the method and
to see if it will be equally effective when other
people apply it and also curious what kind of
innovation would other teachers bring to it.
4. Main features that permeate ACCI
• Inquiry Learning – students transform static
and prescribed learning outcomes into inquiry
questions
• Flexibility – Learning contracts cater for this
• Transparency - Clarity of expectations
• Reciprocity and Mutuality -Peer and self
reflection
• Engagement – Students doing their best
10. And we decided to take some
action • Each of us committed to
play with ACCI and
contextualise it within their
teaching environment and
according to their teaching
style
• We had no idea what was
about to happen
11. • Last year David
Boud, keynote at this
conference supported this
project and this is an
excerpt from his way of
thinking
• The ACCI project attempts
to address these issues:
• http://www.youtube.com/
watch?v=tLEapxRMEvg
12. • Annemarie applied it in
Foundation studies
• Hua applied it in on one on
one academic support
• Bettina focussed on one of
the ACCI principles and
explored how it benefits her
practice
• Katrina used it with
Adventure tourism students
at NMIT
• Malin applied it with her
BSW students at Waiariki
politech
• Ksenija played in 5 different
contexts this year
Hinweis der Redaktion
n education, heutagogy, a concept coined by Stewart Hase of Southern Cross University and Chris Kenyon in Australia, is the study of self-determined learning. The notion is an expansion and reinterpretation of andragogy, and it is possible to mistake it for the same. However, there are several differences between the two that mark one from the other.[1]Heutagogy places specific emphasis on learning how to learn, double loop learning, universal learning opportunities, a non-linear process, and true learner self-direction. So, for example, whereas andragogy focuses on the best ways for people to learn, heutagogyalso requires that educational initiatives include the improvement of people's actual learning skills themselves, learning how to learn as well as just learning a given subject itself. Similarly, whereas andragogy focusses on structured education, in heutagogyall learning contexts, both formal and informal, are considered.[1]Wikipedia
