How learning and teaching actually work, and how to act on it: a maturity model for a learner's own study process, what a UK Bachelor's degree is formally meant to produce, the educational theory of who decides what gets learned, and practical decision guides for educators and academic tutors applying it.
This page applies CMMI , a model for assessing organisations, to a single person's study practice — not as a validated psychometric instrument, but as a lens with real precedent. Watts Humphrey, having built the…
Most students never read the document that formally defines what a Bachelor's degree is supposed to produce. The UK's Quality Assurance Agency for Higher Education (QAA) sets out exactly that, at Level 6 of its…
Every taught course answers a question it rarely states out loud: who decides what counts as worth learning, and how? Four educational theories give four different answers, developed across roughly a century and…
Pedagogy, Andragogy, Heutagogy, Rhizome asks who decides what gets learned, and shows control moving from institution to instructor to learner to community. Learning as a Network adds a second axis: knowledge and…
Pedagogy, Andragogy, Heutagogy, Rhizome maps Dave Cormier's rhizomatic learning onto Personal Learning Maturity 's top level as "Level 5, extended socially" — self-adaptation that's no longer a solitary act, negotiated…
This page doesn't re-argue the theory. Pedagogy, Andragogy, Heutagogy, Rhizome covers the four positions in full, and Personal Learning Maturity covers the maturity progression a learner moves through. This page is the…
This page is written for a personal or academic tutor meeting with an individual student, not for designing a course — How Much Structure to Impose covers that decision from the design side. Like that page, this one…