Blaschke (2012) — pasajes subrayados

Esta es la nota de detalle de Blaschke (2012): aquí están los pasajes que subrayé en el PDF, uno por uno, con mi comentario. La nota principal es el resumen concreto; esta sirve cuando quieras citar o volver al texto.

Pasajes subrayados por color

Resumen: 16 anotaciones aplicadas (azul 3, amarillo 3, morado 2, verde 3, rojo 3, naranja 2). Se indica la página impresa y, entre corchetes, la página física del PDF.

🔵 Definiciones / conceptos operativos

• «As in an andragogical approach, in heutagogy the instructor also facilitates the learning process by providing guidance and resources, but fully relinquishes ownership of the learning path and process to the learner, who negotiates learning and determines what will be learned and how it will be learned (Hase & Kenyon, 2000; Eberle, 2009).» (p. 59 [PDF 4]) Mi nota: Definición operativa del rol del formador en heutagogía. Úsala para describir tu rol como rector frente a los docentes, no frente a los niños.
• «In double-loop learning, learners consider the problem and the resulting action and outcomes, in addition to reflecting upon the problem-solving process and how it influences the learner’s own beliefs and actions (see Figure 1).» (p. 59 [PDF 4]) Mi nota: Aprendizaje de doble bucle: buen concepto para la fase de deconstrucción, cuando los docentes revisan sus supuestos sobre el multigrado.
• «Competency can be understood as proven ability in acquiring knowledge and skills, while capability is characterized by learner confidence in his or her competency and, as a result, the ability “to take appropriate and effective action to formulate and solve problems in both familiar and unfamiliar and changing settings”» (p. 59 [PDF 4]) Mi nota: Distinción competencia-capacidad. Te sirve para formular qué esperas de los docentes al usar el ecosistema digital en situaciones nuevas.

🟡 Ideas principales

• «The heutagogical approach can be viewed as a progression from pedagogy to andragogy to heutagogy, with learners likewise progressing in maturity and autonomy (Canning, 2010, see Figure 2). More mature learners require less instructor control and course structure and can be more self-directed in their learning, while less mature learners require more instructor guidance and course scaffolding (Canning & Callan, 2010; Kenyon & Hase, 2010).» (p. 60 [PDF 5]) Mi nota: Es el continuo que te permite separar pedagogía con niños y heutagogía con adultos dentro del mismo modelo.
• «In andragogy, curriculum, questions, discussions, and assessment are designed by the instructor according to the learner needs; in heutagogy, the learner sets the learning course, designing and developing the map of learning, from curriculum to assessment (Hase, 2009).» (p. 61 [PDF 6]) Mi nota: Contraste claro andragogía-heutagogía. Úsalo en el marco para decir dónde se ubica la formación docente de tu modelo.
• «Web 2.0 design supports a heutagogical approach by allowing learners to direct and determine their learning path and by enabling them to take an active rather than passive role in their individual learning experiences.» (p. 62 [PDF 7]) Mi nota: La tecnología como apoyo de la autodeterminación. Ojo: supone conexión; tu ecosistema funciona sin internet.

🟣 Metodología

• «This article provides an extensive review of the past and current research available on heutagogical practice and approaches.» (p. 57 [PDF 2]) Mi nota: Es una revisión narrativa, no sistemática. Cítala como síntesis conceptual, no como balance de evidencia.
• «Action research: Another form of reflective practice, which can be done individually or as a group, is action research.» (p. 65 [PDF 10]) Mi nota: La investigación-acción aparece como elemento de diseño heutagógico. Refuerza que tu IAP también forma a los adultos que participan.

🟢 Confirmaciones / respaldo empírico

• «University of Western Sydney in New South Wales, Australia, is an example of one institution that has implemented a heutagogical approach in its teacher education program by redesigning programs to integrate learner-directedness through blended learning.» (p. 63 [PDF 8]) Mi nota: Ejemplo en formación de maestros. Cercano a tu trabajo con docentes, aunque en universidad y con modalidad mixta.
• «Reflective practice was found to help learners gain more control over learning, as well as comprehend and apply what they have learned in practical situations.» (p. 64 [PDF 9]) Mi nota: Respaldo para incluir espacios de reflexión de los docentes en la fase de práctica-evaluación.
• «Initial research findings by Blaschke, Porto, and Kurtz (2010) indicate that active use of social media, for example, development of learner-generated content, supports cognitive and metacognitive skill development, whereas passive use (consumption) is less effective in supporting development of these skills.» (p. 63 [PDF 8]) Mi nota: Uso activo frente a uso pasivo de la tecnología. Criterio útil para el ecosistema digital: que docentes y niños produzcan contenido además de consumirlo.

🔴 Contradicciones / tensiones / límites

• «Research on the use of social media and its role in supporting heutagogy is limited, however, indicating that this is an area for further investigation.» (p. 63 [PDF 8]) Mi nota: La autora reconoce poca evidencia sobre tecnología y heutagogía. No presentes el ecosistema como garantía de autodeterminación.
• «Challenges of adopting a heutagogical approach are many, such as academic resistance to change and a “fear of relinquishing power” (from instructor to student), increased financial and learning pressure on students due to new technology requirements, and a continued student focus on assessment and grades rather than the learning process» (p. 67 [PDF 12]) Mi nota: Barreras que puedes anticipar en tu institución: resistencia al cambio, miedo a ceder control y presión por la tecnología.
• «Through the process of double-looping, learners become more aware of their preferred learning style and can easily adapt new learning situations to their learning styles, thus making them more capable learners.» (p. 60 [PDF 5]) Mi nota: No uses este pasaje: habla de estilos de aprendizaje, que tu tesis descarta. Tu enfoque es la variabilidad del DUA.

🟠 Citas textuales «para usar»

• «learners create the learning map, and instructors serve as the compass (Hase & Kenyon, 2007; Hase, 2009).» (p. 64 [PDF 9]) Mi nota: Imagen citable del mapa y la brújula para explicar el rol del mediador con adultos en tu modelo.
• «Ongoing guidance and feedback, as well as sharing of resources, support students along their learning journey, and learners will require ongoing instructor guidance and support throughout the learning process if they are to develop the capability of self-direction» (p. 66 [PDF 11]) Mi nota: Cita que matiza la autodeterminación: el acompañamiento sigue siendo necesario. Te ayuda a conciliar heutagogía y mediación.