Lisa Marie BlaschkeICDE Pre-Conference Workshop

03.05.2023Heutagogy: Changing the Playing Field

1What is heutagogy?2An example of heutagogical design3Why is it set to change the playing field?4What do we want to do next?

Topics

Folie 2

 

What is heutagogy (self-determined learning)?

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 experienceStewart Hase & Chris Kenyon (2007, p. 112)

Learners at the centerActive 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

Builds on earlier theories and concepts …9

Heutagogy

AndragogyCapability

TransformativeLearning

Self-Efficacy

Humanism Double-LoopLearning

ReflectivePracticeConstructivism

Pedagogy-Andragogy-Heutagogy (PAH) Continuum

Blaschke (2012)

Continuum of andragogy?

Pedagogy

AndragogyHeutagogy

Andragogy (Self-directed) ► Heutagogy (Self-determined)Single-loop learning ► Double-loop learningCompetency development ► Capability developmentLinear 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)

 

An example of heutagogical design

Which pedagogical framework?

http://www.flickr.com/photos/oudeschool/6257800770/in/pool-809956@N25/

(Blaschke, 2013)

Learner-centered and determined

Capability development

Self-reflection and double-loop learning

Non-linear design

HeutagogyWeb 2.0 Affordances

Knowledge and

information aggregatio

n

Connectivity,

networking, and social

rapport

Content discovery,

sharing, and

creation (individual and group)

Reflection and

creativity (individual and group)

OMDE601 - Holistic design approach

(Blaschke, 2012)

OMDE601: GoogleDocs

Skills: Collaborate; communicate (write, read, discuss, interact); construct knowledge (individual and group); socialize; navigate; negotiate; solve problems; think deeply, critically, and logically; reflect; evaluate

OMDE601: E-portfolio

Skills: Design and create; think critically, deeply, and logically; share knowledge; share experience; give advice; express yourself

OMDE601: Twitter

Skills: Communicate (read, write, discuss, interact); collaborate; search; explore; listen; connect; share; think critically; reflect; support others; build community; promote (self); exchange

OMDE601: DiiGo

Skills: Communicate (read, write, discuss, interact); collaborate; search; inquire; compare; combine; think critically; reflect; observe; share; build community; promote (self); distribute

More on heutagogy…_Hase, S., & Kenyon, C. (2013)

Self-determined learning: Heutagogy in action. Sydney, Australia: Bloomsbury Academic.

_Blaschke, L.M., Kenyon, C., & Hase, S. (2014). Experiences in Self-determined Learning. Amazon.

_Heutagogy Community of Practice:_ Website:

http://heutagogycop.wordpress.com/_ LinkedIn:

http://www.linkedin.com/groups/Heutagogy-Community-Practice-4776262 _ Twitter:

https://twitter.com/heutagogycop

_Bibblio: http://bibblio.org/u/The%20Heutagogy%20Collection/content

 

Why is heutagogy set to change the playing field?

Dive or thrive?

(Prensky, 2010; Partnership for 21st Century Skills (P21), no date; Thomas & Brown, 2011; Trilling & Fadel, 2009)

What employers want

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

 

What do we want to do next?

ReferencesAnderson, 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.