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What is Heutagogy?
a curated conversation #whday13
What is Heutagogy? Find out in;
• Self-Determined
Learning
• Edited by Stewart
Hase & Chris
Kenyon
• Published by
Bloomsbury
Academic
Self-Determined Learning; Edited by Stewart Hase & Chris Kenyon;
http://www.bloomsbury.com/uk/self-determined-learning-9781441142771/
The fundamentals of heutagogy
Part 1 - Self-Determined Learning; Edited by Stewart Hase & Chris Kenyon;
http://www.bloomsbury.com/uk/self-determined-learning-9781441142771/
Stewart Hase & Chris Kenyon
Heutagogy Fundamentals;
• Self-determined learning has a focus on what the
learner wants to learn & how they might learn it
• 7 elements; Approval, facilitators, choice,
agreement, review, assessment, feedback
• Benefits; empowerment, capabilities, open-ended
• Challenges; facilitation, time, culture, assessment
From Andragogy to Heutagogy - Hase & Kenyon;
http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html
Stewart Hase & Chris Kenyon
What is the Nature of Learning?
• Andragogy & heutagogy underpinned by humanism and
constructivism; Andragogy with motivation - heutagogy
with double-loop learning. This also challenges our
deepest values, beliefs and ways of knowing.
• Learning is a complex interaction of myriad influences
including; genes, neurophysiology, physical state, social
experiences, and psychological factors.
• The learner may end up making a whole bunch of
cognitive leaps and end up seeing the world in completely
different ways…
Heutagogy and developing capable people – Hase & Kenyon;
http://works.bepress.com/stewart_hase/80/
Fred Emery in 1965
Assessment in the education system;
• “School pokes your eyes out.
• University teaches you Braille
• Postgraduate Education is speed reading in
Braille”
The causal texture of organizational environments – Fred Emery & E. Trist;
http://www.moderntimesworkplace.com/archives/ericsess/sessvol3/GEMTRCAUp53.pdf
Applying Heutagogy in
Formal Education
Part 2 - Self-Determined Learning; Edited by Stewart Hase & Chris Kenyon;
http://www.bloomsbury.com/uk/self-determined-learning-9781441142771/
Bob Dick
Crafting The Context…
• Crafting learner-centred processes requires 7
elements; group formation, community building,
meeting previous cohort, contact with practitioners,
life and career planning, experiential learning,
course design
• To elicit constructive learning behaviours and rules
• Assessment needs to negotiated and the
organisation managed.
• Learner-centred activities have universal aspects;
challenge, autonomy, support
Democracy for Learners – Bob Dick;
http://www.aral.com.au/DLitt/DLitt04educ.pdf
Lisa-Marie Blashke
Self-Determined Learning Skills (and e-learning)
• New technology features; connectivity & social rapport,
content discovery & sharing, content creation, knowledge &
information aggregation & content modification
• Heutagogy is; double-loop learning, capability
development, learner-directed learning, non-linear design &
learning approach, group collaboration
• Heutagogy & new technology needs; #digital literacy skills,
co-creating communities of learning, online reflective
journals, scaffolded learning process, formative and
negotiated assessment, exploration & experimentation,
open learning environments.
Lisa Marie Blaschke publications;
http://lisamarieblaschke.pbworks.com/w/page/62874740/Publications
Trevor Kerry
Principles of Heutagogy & Post-Grad Distance Learning;
• Tutorials need; speed, tone, student expertise, learning
alongside, encouraging independence, pastoral concern.
• Heutagogical Principles; a) Learning when the learner is
ready, b) Learning is a complex process, c) Learning
triggered by the learner, d) Student-centred >producing>
• Heutagogigical Capabilities; self-sufficiency in learning,
reflexivity, applicability of what is learnt, positive learning
values
• In e-contexts learners need; a) ability to learn for
themselves, b) belief in their power to learn c) exercise
powers of judgement
Professor Trevor Kerry publications;
http://staff.lincoln.ac.uk/tkerry
Mike Ramsay, John Hurley, Gavin Neilson
Workplace Learning for Nurses;
• Nursing as an emergent profession learning from
professional practice needs a progressive student
based capability hierarchy moving onwards from being
pedagogy-capable to heutagogy-capable
• Increasingly complex set of learning capabilities;
knowledge, practice, skills, attitudes.
• Transforming clinical practice-based learning; needs
mentors who keep learning cyclical & enable student
reflection. Students who question theory, are also
critical of practice, explore their own values – even
when this is discomforting for mentors…
John Hurley research publications;
http://works.bepress.com/john_hurley/doctype.html
Barbara Brandt
The Learners Perspective;
• Heutagogy as alter-ego. Using Stewart Hase, Edward
Taylor, Ian Baptiste as learning alter-egos
• “I learnt to do school at a very young age” > Find out
what the teacher wants/do it/reap rewards of good
grades. Learning that I wanted to do I did in my own
time…
• …“Enjoying this bit of informal e-learning”
• In self-determined learning I could trust the negotiation
process of reading and assessment. I trusted other
students and remembered the considerable personal
growth from stepping out of my comfort zone
Barbara A Brandt Honors Student Minnesota;
http://www.d.umn.edu/math/news/index.html
Heutagogy in the wider
Educational World
Part 3 – Self-Determined Learning; Edited by Stewart Hase & Chris Kenyon;
http://www.bloomsbury.com/uk/self-determined-learning-9781441142771/
Fred Garnett
Learning Creativity - All You Need is Heutagogy;
• The Beatles “pedagogic” period 62/64 produced Mersey
Beat pop hit singles schooled by producer George
Martin > Hard Days Night
• Andragogic Beatles 64/66 absorbed peer influences
(Dylan etc), inventing the self-contained rock group, and
the rock album, with Rubber Soul
• Heutagogic experimental period Beatles 66/67 played
the studio crafting unique song soundscapes, donned
the metaphor Sgt Pepper to free them up to transform
musical events into cultural artefacts > Day in the Life…
All you Need is Heutagogy;
http://fred6368.wordpress.com/2009/10/31/all-you-need-is-heutagogy/
Ronan O’Beirne, Fred Garnett
Putting Heutagogy into informal e-learning
• Making learning fit for context
• In developing informal e-learning we had seen the
value of putting andragogy into learning design.
• The interdisciplinary learner-generated contexts
research group argued for treating the world as an
“ecology of resources” and built the open context
model of learning based on the development
framework the Pedagogy Andragogy Heutagogy
PAH Continuum – enabling agency & structure
across all sectors of learning.
Open Context Model of Learning;
http://www.slideshare.net/fredgarnett/nefg-opencontextmodelcraftteachingoutlinev4
Pedagogy, Andragogy, Heutagogy Continuum
Knowledge
Creation
Process
negotiation
Subject
Understanding
Knowledge
Production
Context
EpistemicMetacognitiveCognitiveCognition
Level
doctoral
research
adult educationschoolsEducation
sector
learnerteacher/learnerteacherLocus of
Control
HeutagogyAndragogyPedagogy
Question; What? Why? Why Not?
Jane Eberle
Lifelong Learning;
• Heutagogy, with its feature of double-loop learning,
is not just for adult learners. It allows for freedom of
thought, original ideas and the opportunity to
enrich learning by active participation.
• Combined with Universal Design for Learning a
template that can be developed to allow instructors
and students alike to be creative and enjoy a mutual
respect of ideas
Heutagogy: It Isn’t Your Mother’s Pedagogy Any More –Jane Eberle & M Childress;
http://www.nssa.us/journals/2007-28-1/2007-28-1-04.htm
Stewart Hase
Learner-defined learning
• Combined with systems thinking and the “search
conference technique” heutagogy can provide
potentially exciting training programmes allowing
context to be determined by and application to be
driven by the learner.
• The facilitator needs to develop skills in managing
groups using a Socratic rather than a directive
technique and allow a dynamic environment to be
quickly created.
Learner-defined Curriculum – Dr Stewart Hase;
http://sitjar.sit.ac.nz/Pages/Publication.aspx?ID=61
Natalie Canning
Practitioner Development in early years education
• Participants recognised the significance of
engaging with heutagogic strategies to support
their reflective practice as they developed their
professional identity & personal empowerment
by investing emotional energy in learning;
• Building knowledge and understanding, Changing
& influencing others, Improving quality provision,
Identifying where practice could develop, &
Enabling their personal & professional transition.
Reflective Practice in the Early Years – Natalie Canning & Michael Reed;
http://philpapers.org/rec/REERPI
Boon Hou Tay
Transitioning from Pedagogy to Heutagogy;
• A three stage learning process from pedagogy to
andragogy to heutagogy through aesthetic
appreciation that affords keen pleasure to the
senses and charms the intellectual faculties.
• The process emphasizes a holistic development
in the learner of an independent capability, the
capacity for questioning ones values &
assumptions and to make unknowns known.
Role of action research in workplace PhDs – Boon Hou Tuy & Stewart Hase;
http://works.bepress.com/stewart_hase/57/
Roslyn Foskey
Innovations in Community Education;
• Aligning the concept of adult learning with heutagogy
provides insights on reflexivity that occurs when
interactive theatre is used in community learning.
• Interactive theatre is emergent, self-organised,
adaptive & dynamic moving from scripted scenes to
improvised performance through audience engagement
with actors. We see the benefits of adopting a creative
learner-determined process of engagement & the
importance of the learning environment.
Reflections of a lifelong learner on learning and community resilience – Roslyn Foskey;
https://ala.asn.au/professional-development/2012-conference/
Stewart Hase
Heutagogy in Action; where to next?
• Game-changers in education; the rapid rise of
information technology; “experience does not exist until
it has been communicated through #socialmedia”
• Individual curricula NOT national curricula
• Mastery of competencies – demonstrating capability
• Changing educational policy from fixed assumptions
about teacher-centric education – double-loop thinking
for policy makers?
From learning environments and implementation to activity systems – Yrjo Engestrom;
http://www.chat.kansai-u.ac.jp/publications/actio/pdf/no2-2.pdf
Fred Garnett
2 Heutagogic lessons from curating the book
• 1. Moving from subject-discipline to professional
practice is heutagogic; subject–based learning can be
presented as a linear process. Real-life presents itself as
a set of problems to be solved creatively by the learner
• 2. Learning online is best done as a self-determined
learner. Creating personal learning networks that work
for you…
• More at Heutagogy Community of Practice Blog
• http://heutagogycop.wordpress.com/
Heutagogy Community of Practice Blog;
http://heutagogycop.wordpress.com/
Creativity
in
Learning
(with Heutagogy)
World #Heutagogy Day 2016 #oer
New Heutagogy Resource
Heutagogy Workshop resource; “Creativity in Learning”
https://www.slideshare.net/fredgarnett/creativity-in-learning
What is Heutagogy? Find out in full
• Self-Determined
Learning
• Edited by Stewart
Hase & Chris
Kenyon
• Published by
Bloomsbury
Academic
Self-Determined Learning; Heutagogy in Action Ed by Stewart Hase & Chris Kenyon;
http://www.bloomsbury.com/uk/self-determined-learning-9781441142771/
What is Heutagogy?
Curated conversation @fredgarnett

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What is Heutagogy?

  • 1. What is Heutagogy? a curated conversation #whday13
  • 2. What is Heutagogy? Find out in; • Self-Determined Learning • Edited by Stewart Hase & Chris Kenyon • Published by Bloomsbury Academic Self-Determined Learning; Edited by Stewart Hase & Chris Kenyon; http://www.bloomsbury.com/uk/self-determined-learning-9781441142771/
  • 3. The fundamentals of heutagogy Part 1 - Self-Determined Learning; Edited by Stewart Hase & Chris Kenyon; http://www.bloomsbury.com/uk/self-determined-learning-9781441142771/
  • 4. Stewart Hase & Chris Kenyon Heutagogy Fundamentals; • Self-determined learning has a focus on what the learner wants to learn & how they might learn it • 7 elements; Approval, facilitators, choice, agreement, review, assessment, feedback • Benefits; empowerment, capabilities, open-ended • Challenges; facilitation, time, culture, assessment From Andragogy to Heutagogy - Hase & Kenyon; http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html
  • 5. Stewart Hase & Chris Kenyon What is the Nature of Learning? • Andragogy & heutagogy underpinned by humanism and constructivism; Andragogy with motivation - heutagogy with double-loop learning. This also challenges our deepest values, beliefs and ways of knowing. • Learning is a complex interaction of myriad influences including; genes, neurophysiology, physical state, social experiences, and psychological factors. • The learner may end up making a whole bunch of cognitive leaps and end up seeing the world in completely different ways… Heutagogy and developing capable people – Hase & Kenyon; http://works.bepress.com/stewart_hase/80/
  • 6. Fred Emery in 1965 Assessment in the education system; • “School pokes your eyes out. • University teaches you Braille • Postgraduate Education is speed reading in Braille” The causal texture of organizational environments – Fred Emery & E. Trist; http://www.moderntimesworkplace.com/archives/ericsess/sessvol3/GEMTRCAUp53.pdf
  • 7. Applying Heutagogy in Formal Education Part 2 - Self-Determined Learning; Edited by Stewart Hase & Chris Kenyon; http://www.bloomsbury.com/uk/self-determined-learning-9781441142771/
  • 8. Bob Dick Crafting The Context… • Crafting learner-centred processes requires 7 elements; group formation, community building, meeting previous cohort, contact with practitioners, life and career planning, experiential learning, course design • To elicit constructive learning behaviours and rules • Assessment needs to negotiated and the organisation managed. • Learner-centred activities have universal aspects; challenge, autonomy, support Democracy for Learners – Bob Dick; http://www.aral.com.au/DLitt/DLitt04educ.pdf
  • 9. Lisa-Marie Blashke Self-Determined Learning Skills (and e-learning) • New technology features; connectivity & social rapport, content discovery & sharing, content creation, knowledge & information aggregation & content modification • Heutagogy is; double-loop learning, capability development, learner-directed learning, non-linear design & learning approach, group collaboration • Heutagogy & new technology needs; #digital literacy skills, co-creating communities of learning, online reflective journals, scaffolded learning process, formative and negotiated assessment, exploration & experimentation, open learning environments. Lisa Marie Blaschke publications; http://lisamarieblaschke.pbworks.com/w/page/62874740/Publications
  • 10. Trevor Kerry Principles of Heutagogy & Post-Grad Distance Learning; • Tutorials need; speed, tone, student expertise, learning alongside, encouraging independence, pastoral concern. • Heutagogical Principles; a) Learning when the learner is ready, b) Learning is a complex process, c) Learning triggered by the learner, d) Student-centred >producing> • Heutagogigical Capabilities; self-sufficiency in learning, reflexivity, applicability of what is learnt, positive learning values • In e-contexts learners need; a) ability to learn for themselves, b) belief in their power to learn c) exercise powers of judgement Professor Trevor Kerry publications; http://staff.lincoln.ac.uk/tkerry
  • 11. Mike Ramsay, John Hurley, Gavin Neilson Workplace Learning for Nurses; • Nursing as an emergent profession learning from professional practice needs a progressive student based capability hierarchy moving onwards from being pedagogy-capable to heutagogy-capable • Increasingly complex set of learning capabilities; knowledge, practice, skills, attitudes. • Transforming clinical practice-based learning; needs mentors who keep learning cyclical & enable student reflection. Students who question theory, are also critical of practice, explore their own values – even when this is discomforting for mentors… John Hurley research publications; http://works.bepress.com/john_hurley/doctype.html
  • 12. Barbara Brandt The Learners Perspective; • Heutagogy as alter-ego. Using Stewart Hase, Edward Taylor, Ian Baptiste as learning alter-egos • “I learnt to do school at a very young age” > Find out what the teacher wants/do it/reap rewards of good grades. Learning that I wanted to do I did in my own time… • …“Enjoying this bit of informal e-learning” • In self-determined learning I could trust the negotiation process of reading and assessment. I trusted other students and remembered the considerable personal growth from stepping out of my comfort zone Barbara A Brandt Honors Student Minnesota; http://www.d.umn.edu/math/news/index.html
  • 13. Heutagogy in the wider Educational World Part 3 – Self-Determined Learning; Edited by Stewart Hase & Chris Kenyon; http://www.bloomsbury.com/uk/self-determined-learning-9781441142771/
  • 14. Fred Garnett Learning Creativity - All You Need is Heutagogy; • The Beatles “pedagogic” period 62/64 produced Mersey Beat pop hit singles schooled by producer George Martin > Hard Days Night • Andragogic Beatles 64/66 absorbed peer influences (Dylan etc), inventing the self-contained rock group, and the rock album, with Rubber Soul • Heutagogic experimental period Beatles 66/67 played the studio crafting unique song soundscapes, donned the metaphor Sgt Pepper to free them up to transform musical events into cultural artefacts > Day in the Life… All you Need is Heutagogy; http://fred6368.wordpress.com/2009/10/31/all-you-need-is-heutagogy/
  • 15. Ronan O’Beirne, Fred Garnett Putting Heutagogy into informal e-learning • Making learning fit for context • In developing informal e-learning we had seen the value of putting andragogy into learning design. • The interdisciplinary learner-generated contexts research group argued for treating the world as an “ecology of resources” and built the open context model of learning based on the development framework the Pedagogy Andragogy Heutagogy PAH Continuum – enabling agency & structure across all sectors of learning. Open Context Model of Learning; http://www.slideshare.net/fredgarnett/nefg-opencontextmodelcraftteachingoutlinev4
  • 16. Pedagogy, Andragogy, Heutagogy Continuum Knowledge Creation Process negotiation Subject Understanding Knowledge Production Context EpistemicMetacognitiveCognitiveCognition Level doctoral research adult educationschoolsEducation sector learnerteacher/learnerteacherLocus of Control HeutagogyAndragogyPedagogy Question; What? Why? Why Not?
  • 17. Jane Eberle Lifelong Learning; • Heutagogy, with its feature of double-loop learning, is not just for adult learners. It allows for freedom of thought, original ideas and the opportunity to enrich learning by active participation. • Combined with Universal Design for Learning a template that can be developed to allow instructors and students alike to be creative and enjoy a mutual respect of ideas Heutagogy: It Isn’t Your Mother’s Pedagogy Any More –Jane Eberle & M Childress; http://www.nssa.us/journals/2007-28-1/2007-28-1-04.htm
  • 18. Stewart Hase Learner-defined learning • Combined with systems thinking and the “search conference technique” heutagogy can provide potentially exciting training programmes allowing context to be determined by and application to be driven by the learner. • The facilitator needs to develop skills in managing groups using a Socratic rather than a directive technique and allow a dynamic environment to be quickly created. Learner-defined Curriculum – Dr Stewart Hase; http://sitjar.sit.ac.nz/Pages/Publication.aspx?ID=61
  • 19. Natalie Canning Practitioner Development in early years education • Participants recognised the significance of engaging with heutagogic strategies to support their reflective practice as they developed their professional identity & personal empowerment by investing emotional energy in learning; • Building knowledge and understanding, Changing & influencing others, Improving quality provision, Identifying where practice could develop, & Enabling their personal & professional transition. Reflective Practice in the Early Years – Natalie Canning & Michael Reed; http://philpapers.org/rec/REERPI
  • 20. Boon Hou Tay Transitioning from Pedagogy to Heutagogy; • A three stage learning process from pedagogy to andragogy to heutagogy through aesthetic appreciation that affords keen pleasure to the senses and charms the intellectual faculties. • The process emphasizes a holistic development in the learner of an independent capability, the capacity for questioning ones values & assumptions and to make unknowns known. Role of action research in workplace PhDs – Boon Hou Tuy & Stewart Hase; http://works.bepress.com/stewart_hase/57/
  • 21. Roslyn Foskey Innovations in Community Education; • Aligning the concept of adult learning with heutagogy provides insights on reflexivity that occurs when interactive theatre is used in community learning. • Interactive theatre is emergent, self-organised, adaptive & dynamic moving from scripted scenes to improvised performance through audience engagement with actors. We see the benefits of adopting a creative learner-determined process of engagement & the importance of the learning environment. Reflections of a lifelong learner on learning and community resilience – Roslyn Foskey; https://ala.asn.au/professional-development/2012-conference/
  • 22. Stewart Hase Heutagogy in Action; where to next? • Game-changers in education; the rapid rise of information technology; “experience does not exist until it has been communicated through #socialmedia” • Individual curricula NOT national curricula • Mastery of competencies – demonstrating capability • Changing educational policy from fixed assumptions about teacher-centric education – double-loop thinking for policy makers? From learning environments and implementation to activity systems – Yrjo Engestrom; http://www.chat.kansai-u.ac.jp/publications/actio/pdf/no2-2.pdf
  • 23. Fred Garnett 2 Heutagogic lessons from curating the book • 1. Moving from subject-discipline to professional practice is heutagogic; subject–based learning can be presented as a linear process. Real-life presents itself as a set of problems to be solved creatively by the learner • 2. Learning online is best done as a self-determined learner. Creating personal learning networks that work for you… • More at Heutagogy Community of Practice Blog • http://heutagogycop.wordpress.com/ Heutagogy Community of Practice Blog; http://heutagogycop.wordpress.com/
  • 24. Creativity in Learning (with Heutagogy) World #Heutagogy Day 2016 #oer New Heutagogy Resource Heutagogy Workshop resource; “Creativity in Learning” https://www.slideshare.net/fredgarnett/creativity-in-learning
  • 25. What is Heutagogy? Find out in full • Self-Determined Learning • Edited by Stewart Hase & Chris Kenyon • Published by Bloomsbury Academic Self-Determined Learning; Heutagogy in Action Ed by Stewart Hase & Chris Kenyon; http://www.bloomsbury.com/uk/self-determined-learning-9781441142771/
  • 26. What is Heutagogy? Curated conversation @fredgarnett

Notes de l'éditeur

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