Presentation made by Ebba Ossiannilsson and Maria João Loureiro about blended learning models and heutagogy that will be the base of the TIBL pedagogical model

1. Pedagogical models
Teaching Event - Sevilla
Ebba Ossiannilsson and Maria João Loureiro
9 May 2018

2. TIBL – Blended Learning
Topics
• International Overview of Blended Learning (BL)
• Definitions and Terminology for BL
• Common Used Models for BL
• Heutagogy
• Dialog and Discussion

3. An International
Overview of Blended
Learning
State of the Nation
from ICDE

4. TIBL – Blended Learning
[Blended learning is] a formal education program in which
a student learns; at least in part through online delivery of
content and instruction, with some element of student
control over time, place, path, and/or pace; at least in
part in a supervised brick-and-mortar location away from
home, and the modalities along each student’s learning
path within a course or subject are connected to provide
an integrated learning experience
Christiansen, Horn & Staker (2013 p. 8).
Ossiannilsson (2017)

5. TIBL – Blended Learning
The latter defined it as follows: Blended learning is a
formal education program in which a student learns at
least in part through the delivery of content and
instruction via digital and online media with some
element of student control over time, place, path, or
pace. (Wikipedia, 2017).
Ossiannilsson (2017)

6. TIBL – Blended Learning
Because blended learning is highly context dependent,
the concept has been interpreted and defined variously
over time and in many cultural contexts. The terms blended
learning, hybrid learning, technology-mediated instruction,
technology-enabled (enhanced) learning, web-enhanced
instruction, and mixed-mode instruction are often used
interchangeably in the research literature (Bates, 2016, 2017;
Commonwealth of Learning, 2015; Daniel, 2016; Martyn, 2003).
Ossiannilsson (2017)

7. The four models of BL
according to
Christiansen institute,
(Christiansen, Horn
and Staker, 2014)

10. Hegarty (2015)

11. •Study of self-determined learning … It is also an attempt to
challenge some ideas about teaching and learning that still prevail
in teacher centred learning and the need for, as Bill Ford (1997)
eloquently puts it, ‘knowledge sharing’ rather than ‘knowledge
hoarding’.
•Heutagogy looks to the future in which knowing how to learn will be
a fundamental skill given the pace of innovation and the changing
structure of communities and workplaces.”
•The aim is to develop learner’s capability
Hase, S. and Kenyon, C. (2000). From andragogy to heutagogy. Ultibase, RMIT. http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm
Heutagogy

12. • self-efficacy, in knowing how to learn and continuously reflect
on the learning process;
• communication and teamwork skills, working well with
others and being openly communicative;
• creativity, particularly in applying competencies to new and
unfamiliar situations and by being adaptable and flexible in
approach;
• positive values
(Hase & Kenyon, 2000; Kenyon & Hase, 2010; Gardner et al., 2007).
Capable people exhibit the following traits:

13. Key concepts in heutagogy
• Double-loop learning - occurs when learners “question and test
one’s personal values and assumptions as being central to
enhancing learning how to learn”
• Self-reflection - 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.
• With its dual focus on competencies and capability, heutagogy
moves educators a step closer toward better addressing the needs
of adult learners in complex and changing work environments
Hase, S. (2011)

14. Pedagogical Framework
Source: Blaschke, L. M. (2012).

15. Pedagogical Framework
Source: Blaschke, L. M. (2012).

17. Implications of heutagogy
• Flexible and negotiated assessment
• Learner generate contextually relevant content;
• True collaboration regarding content and process between teacher
and learner;
• The involvement of the environment in the learning;
• Spontaneous and organic learning experiences;
Flexible curricula is the main challenge
Hase, S. (2011)

19. Quality Framework
Flexibility
Interactivity
Accessibility
Personalisation
Transparancy
Participation
Source: Quality areas in OOFAT. Ossiannilsson, 2012, 2015, Ossiannilsson et al., 2015

21. Thank you!
Ebba.Ossiannilsson@gmail.com
mjoao@ua.pt