blaschke final ride_2013_london
TRANSCRIPT
LISA MARIE BLASCHKE CENTER FOR LIFELONG LEARNING (C3L)
CARL VON OSSIETZKY UNIVERSITÄT OLDENBURG
Using Social Media & Heutagogy to Support Development of
Lifelong Learning Skills
#CDERIDE2013
C O N NE C T A N D S H A R E
L I S T E N
C O L L A B O R AT E
R E F L E C T
TODAY’S TOPICS
#CDERIDE2013
INTRODUCE YOURSELF TO THE PERSON NEXT TO YOU.
TELL HIM/HER WHO YOU ARE AND WHY YOU ARE HERE (AT THE CONFERENCE, NOT HERE
ON THE PLANET) AND WHAT YOU WANT TOGET OUT OF THE CONFERENCE.
(3 MINUTES)
CONNECT & SHARE
#CDERIDE2013
THE INDUSTRY CHALLENGE
HEUTAGOGY (OR SELF-DETERMINED LEARNING)
SOCIAL MEDIA
(25 MINUTES)
LISTEN
#CDERIDE2013
DIVE OR THRIVE?
WHAT EMPLOYERS WANT
#CDERIDE2013(Prensky, 2010; Partnership for 21st Century Skills (P21), no date; Thomas & Brown, 2011; Trilling & Fadel, 2009)
WHAT STUDENTS WANT
“If you’re a student…it is no longer a question of choosing a degree course you want to do at a university…It’s a question of thinking…‘How will I keep learning through my life, how do I combine a range of educational experiences not just from one university but also from a range of universities - potentially around the world?’”Sir Michael Barber, Times Higher Education (in Parr, 2013)
“The increasing demand for education that is customized to each student’s unique needs is driving the development of new technologies that provide more learner choice and control and allow for differentiated instruction.”
HORIZON Report (2013)
DRIVEN BY TECHNOLOGICAL CHANGE
Badges (Mozilla
)
Massive open online courses (MOOCs)
Wikis
Blogs
Mobile Computing
Social Networks
WHICH PEDAGOGICAL FRAMEWORK?
http://www.flickr.com/photos/oudeschool/6257800770/in/pool-809956@N25/
Transactional Distance
POTENTIAL PEDAGOGIES
Complexity is the new reality. One of the main challenges of implementing new pedagogies, learning models, and technologies in higher education is the realization of how inter-connected they all are. - Horizon Report (2013, p. 15)
Constructivism
Paragogy
Connectivism
Interaction Equivalency
Rhizomatic Learning
Learning Design
Community of Inquiry (CoI)
Complexity Theory
HEUTAGOGY DEFINED
Heutagogy is the study of self-determined learning and applies a holistic approach to developing learner capabilities with the learner serving as “the major agent in their own learning, which occurs, as a result of personal experience”Stewart Hase & Chris Kenyon (2007, p. 112)
LEARNERS AT THE CENTER
Active and self-determined in learning
Reflecting on what is learned and how
Developing competencies and capabilities
Assessing own development and progress
“For the teaching and learning experience, for the people who are actually paying tuition dollars, they have to be at the center of the experience. In the past, we needed the university to do a lot of the knowledge mediating for us...[now] students can go directly to the
source and they don't need the university to play that mediating role.” - George Siemens (YouTube interview, October 21, 2013)
NON-LINEAR DESIGNS AND CONNECTIONS
creative commons image from Daniel Tenerife,http://en.wikipedia.org/wiki/File:Social_Red.jpg
INSTRUCTORS AS GUIDES
INSTITUTIONS AS SUPPORT NETWORKS
CONTINUUM OF ANDRAGOGY?
Pedagogy
Andragogy
Heutagogy
Andragogy (Self-directed) ► Heutagogy (Self-determined)
Single-loop learning ► Double-loop learning
Competency development ► Capability development
Linear design and learning approach
► Non-linear design and learning approach
Instructor-learner directed ► Learner-directed
Getting students to learn (content)
► Getting students to understand how they learn (process)
(Blaschke, 2012; Garnett , 2013a, 2013b)
OR INHERENT TO YOUNG LEARNERS?
BENEFITS OF HEUTAGOGY
• Improves critical thinking and reflection• Increases and sustains learner engagement and
motivation• Gives learners more control over learning (learner-
centered)• Encourages growth and personal empowerment• Improves ability of learners to investigate and question
ideas – and apply knowledge in practical situations• Supports development of independent ideas and self-
confidence• Makes learners more capable and able to adapt to new
environments• Helps learners develop teamwork and project
management skills
(Canning, 2013; Canning & Callan , 2010; Ashton & Elliott, 2008; Ashton & Newman, 2006; Dick , 2013; Kerry, 2013)
WHAT EMPLOYERS WANT
#CDERIDE2013(Prensky, 2010; Partnership for 21st Century Skills (P21), no date; Thomas & Brown, 2011; Trilling & Fadel, 2009)
HEUTAGOGY & WEB 2.0 AFFORDANCES
(Blaschke, 2013)
SOCIAL MEDIA CATEGORIES
Collaborative projectsIndividual showcase projectsContent/information sharing communitiesSocial networkingVirtual game / social worlds
(Adapted from Kaplan & Hainlein , 2010 , in Blaschke & Brindley, in press).
OMDE601 - HOLISTIC DESIGN APPROACH
(Blaschke, 2012).
COLLABORATIVE PROJECTS
The world of work is increasingly collaborative, driving changes in the way student projects are structured. As more and more employers are valuing collaboration as a critical skill, silos both in the workplace and at school are being abandoned in favour of collective intelligence. To facilitate more teamwork and group communication, projects rely on tools like wikis, Google Docs, Skype, and online forums. Projects are increasingly evaluated by educators not just on the overall outcome, but also on the success of the group dynamic. (NMC Horizon Report , 2012, p. 14)
OMDE601: GOOGLE DOCS
Skills: Collaborate; communicate (write, read, discuss, interact); construct knowledge (individual and group); socialize; navigate; negotiate; solve problems; think deeply, critically, and logically; reflect; evaluate
INDIVIDUAL SHOWCASE PROJECTS
PBWORKS
WordPress
OMDE601: E-PORTFOLIO
Skills: Design and create; think critically, deeply, and logically; share knowledge; share experience; give advice; express yourself
SOCIAL NETWORKING
OMDE601: TWITTER
Skills: Communicate (read, write, discuss, interact); collaborate; search; explore; listen; connect; share; think critically; reflect; support others; build community; promote (self); exchange
CONTENT/INFO-SHARING COMMUNITIES
YouTube
Evernote
OMDE601: DIIGO
Skills: Communicate (read, write, discuss, interact); collaborate; search; inquire; compare; combine; think critically; reflect; observe; share; build community; promote (self); distribute
VIRTUAL GAME / SOCIAL WORLDS
Minecraft
SecondLife
MINECRAFT EXAMPLES
Skills: Connect; collaborate; navigate; play; communicate (read, write, discuss, interact); explore; analyze and solve problems; think critically; compete; program; model; innovate; plan; simulate; observe; experiment; discover; predict
WHY IS THIS IMPORTANT FOR DISTANCE EDUCATORS?
Aligns easily with distance education characteristics: autonomous learners “guide-on-the-side” instructors use of technology for teaching and learning purposes learning in non-linear environments
…and theories: behaviorism, constructivism, connectivism
“It [the university of the future] will be more like a distance-teaching university than a traditional university.”
(Hoyer, 1997, as cited in Peters, 2010)
…we need a vision of how learning in virtual spaces will have to differ from learning in real spaces. The problem is that
nobody can tell us, as the changes before us may be drastic and therefore unpredictable….
My vision tells me that in ten or twenty years parents and schoolteachers will be much more concerned with fostering
independent thinking in their children and students, that they will encourage their natural curiosity and their urge to
explore their environment independently. I envisage a time in which children will be no longer kept dependent, but be dealt
with in ways Carl Rogers, the humanistic psychologist and educator, has taught us. When children are educated in this
way, when they are motivated to “learn how to learn” by themselves, they will be prepared for autonomous and self-
regulated learning at colleges and universities, and also throughout their lives.
Otto Peters (Oldenburg, Germany, Third EDEN Research Workshop,
2004)
CHOOSE ONE OF THREE GROUPS:
• DESIGN FOR LEARNING• FUTURE TECHNOLOGIES• STUDENT ENGAGEMENT
PUT TOGETHER A LIST OF WHAT YOU WANT TO LEARN TODAY.
(15 MINUTES)
COLLABORATE
#CDERIDE2013
REFLECT ON HOW YOU WILL ACHIEVE THEIR LEARNING GOALS FOR THE DAY
(AUDIENCE PARTICIPATION) .
(5 MINUTES)
REFLECT
#CDERIDE2013
TAKE AWAYS
We need a pedagogical framework for helping our learners develop lifelong learning skills for the workplace.
Heutagogy, paired with social media, helps us to do that.
Distance education is poised to guide the path of innovation in digital learning environments.
#CDERIDE2013
MORE ON HEUTAGOGY… Hase, S., & Kenyon, C. (2013)
Self-determined learning: Heutagogy in action. Sydney, Australia: Bloomsbury Academic.
Heutagogy Community of Practice: Website:
http://heutagogycop.wordpress.com/ LinkedIn:
http://www.linkedin.com/groups/Heutagogy-Community-Practice-4776262
What is heutagogy? A curated conversationhttp://www.slideshare.net/fredgarnett/selfdetermined-learning-the-craft-of-heutagogy
REFERENCES
Anderson, T. (2009). The dance of technology and pedagogy in self-paced distance education. AU Space. Retrieved from: http://auspace.athabascau.ca/handle/2149/2210
Anderson, T. (2010). Theories for learning with emerging technologies. In G. Veletsianos (Ed.),Emerging technologies in distance education. Edmonton: Athabasca University Press. Retrieved from http://www.aupress.ca/books/120177/ebook/02_Veletsianos_2010-Emerging_Technologies_in_Distance_Education.pdf
Ashton & Elliott, 2008; Ashton & Newman, 2006; Blaschke, L. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review Of Research In Open And Distance Learning, 13(1), 56-71. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1076/2087
Blaschke, L.M. (2012). Using social media to engage and develop online learners. In Proceedings of the Seventh European Distance and E-learning Network (EDEN) Research Workshop, October 22-23, 2012. Leuven, Belgium. Available from: http://lisamarieblaschke.pbworks.com/w/file/59193861/Blaschke_EDEN_2012_Leuven_FINAL.pdf
Blaschke, L. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review Of Research In Open And Distance Learning, 13(1), 56-71. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1076/2087
Blaschke, L.M., & Brindley, J. (in press). Using social media in the online classroom. In M. Ally & B. Khan, The international handbook of e-learning. Athabasca, Canada: Athabasca University Press.
Canning, N. (2013). Practitioner development in early years education. In S. Hase & C. Kenyon, Self-determined learning: Heutagogy in action. Sydney, Australia: Bloomsbury Academic.
REFERENCES
Canning, N. (2010). Playing with heutagogy: Exploring strategies to empower mature learners in higher education. Journal of Further and Higher Education, 34(1), 59-71.
Dick , B. (2013). Crafting learner-centered processes using action research and action learning. In S. Hase & C. Kenyon, Self-determined learning: Heutagogy in action. Sydney, Australia: Bloomsbury Academic.
Garnett, F. (2013a). Developing creativity. In S. Hase & C. Kenyon, Self-determined learning: Heutagogy in action. Sydney, Australia: Bloomsbury Academic.
Garnett, F. (2013b). The PAH Continuum. Retrieved from: http://heutagogycop.wordpress.com/2013/03/04/the-pah-continuum-pedagogy-andragogy-heutagogy/
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Ludgate, H. (2013). NMC Horizon Report: 2013 Higher Education Edition. Austin, Texas: The New Media Consortium. Retrieved from: http://www.nmc.org/system/files/pubs/1360189731/2013-horizon-report-HE.pdf
Kaplan, A.M., & Haenlein, M. (2010). Users of the world unite! The challenges and opportunities of social media. Business Horizons, 53, 59-68. doi: 10.1016/j.bushor.2009.09.003.
Keegan, H. (2013). Open Lecture: Helen Keegan on Transformation in Practice. [YouTube video]. Retrieved from: http://www.youtube.com/watch?v=aOtqMwBE6-g
REFERENCES
Kerry, T. (2013). Applying the principles of heutagogy to ap ostgraduate distance-learning programme. In S. Hase & C. Kenyon, Self-determined learning: Heutagogy in action. Sydney, Australia: Bloomsbury Academic.
Murphy Paul, A. (2013). Ready to learn? The key is listening with intention. MindShift. Retrieved from: http://blogs.kqed.org/mindshift/
P21. (no date). 21t Century Student Outcomes and Support Systems Framework. Retrieved from: http://www.p21.org/overview/skills-framework
Parr, C. (2013). Fund ‘pick-and-mix’ Mooc generation, ex-wonk advises. Times Higher Education. Retrieved from: http://www.timeshighereducation.co.uk/news/fund-pick-and-mix-mooc-generation-ex-wonk-advises/2002535.article
Peters, O. (2010). Distance education in transition: New trends and challenges, 4th ed. Oldenburg, Germany: BIS-Verlag der Car von Ossietzky Universität Oldenburg
Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA: Corwin Press. http://oetmanhattan.wikispaces.com/file/view/Prensky--Teaching+Digital+Natives-in+press6.pdf
Siemens, G. (2013). Changing schools, changing knowledge. Retrieved from: http://www.youtube.com/watch?v=JR_ziHA_8LY#t=190
Thomas, D., & Brown, J.S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Franciso, CA: Jossey-Bass.
Wordle: http://www.wordle.net/show/wrdl/7222113/21st_Century_Skills_for_the_Workforce
