On Heutagogy
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Presentation on Heutagogy for the Pushing Boundaries of Higher Education - UOC Symposium - October 3, 2017, Barcelona, Spain
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On Heutagogy
- 1. On Heutagogy ... Pushing the Boundaries of Higher Education UOC Symposium – October 3, 2017 #PushingHE Lisa Marie Blaschke Carl von Ossietzky Universität Oldenburg Center for Lifelong Learning
- 2. Technology Technology Web 2.0 / Web 3.0 Artificial intelligence Authentic learning Learning analytics Mobile learning Robotics (Bots) (Adams et al., 2017; Bersin, 2017) ETHICS
- 3. Delivery Frameworks Delivery Frameworks Massive Open Online Courses (MOOCs) Social Media Open Source Software Team-based Messaging (e.g., Slack) X-Api (tracking and recording learning) (Adams et al., 2017; Kools & Stoll, 2016)
- 4. Open Educational Resources (OER) Authentic learning Blended learning Connectivism Heutagogy (self-determined learning) Personalization Project-based learning Experiential learning Spaced learning New learning spaces (Adams et al., 2017; Bersin, 2017; Blaschke & Hase, 2015; Kools & Stoll, 2016)
- 5. Industry demand (upskilling, soft skills competency-based education) Changing demographics (diversity, lifelong learning) Student need Forces Increased costs / reduced funding (Adams et al., 2017; Bersin, 2017; Kools and Stoll, 2016; ESG, 2015) Rise of nationionalism
- 7. Heutagogy 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. (Hase & Kenyon, 2007, p. 112) Learner Agency Capability/ Self-Efficacy Reflection/ Metacognition Non-Linear Design
- 8. 8 Builds on Earlier Theories and Concepts Heutagogy AndragogyCapability Transformative Learning Self-Efficacy Humanism Double-Loop Learning Reflective Practice Constructivism
- 10. Pedagogy Andragogy Heutagogy (Based on Blaschke, 2012) PAH Continuum Comparison Pedagogy (Teacher-directed) Andragogy (Self-directed) Heutagogy (Self-determined) Some single-loop learning Stronger emphasis on single- loop learning Single and double-loop learning Knowledge transfer and acquisition Competency development Capability development Linear design of courses/curriculum and instructor-directed learning approach Linear design of courses/curriculum with learner- directed learning approach (e.g., organizing his/her learning) Non-linear design and learner- determined learning approach Instructor-directed Instructor-learner directed Learner-determined Getting students to learn (content) Getting students to learn (content) Getting students to understand how they learn (process)
- 11. Learner-Centered Environments Collaboration / Peer learning Deep learning Creative / Innovative Personalized Exploration / Inquiry Risk-taking / Failure ICT / PLE (Adams et al., 2017; Bersin, 2017; Blaschke & Hase, 2015; Kools & Stoll, 2016; ESG, 2016)
- 13. Teacher Characteristics • Openness to change and ambiguity • Flexibility and Empathy • Optimism • Desire to empower (not control) students • Facilitators and models of lifelong learning (Blaschke & Hase, 2015; Adams et al., 2015)
- 14. Institutional Characteristics (Kools & Stoll, 2016; Adams et al., 2017) • Shared vision • Innovative leadership • Agile and culturally transformation-ready • Support for students and teachers • Industry partnerships
- 15. 1Improves critical thinking and reflection 2Increases learner engagement and motivation 3Gives learners more control over learning (learner-centered) 4Improves ability of learners to investigate and question ideas – and apply knowledge in practical situations 5Supports development of independent ideas and self-confidence 6Makes learners more capable and able to adapt to new environments 7Promotes democracy of learning and social justice 8Better prepares them for the complexities of the workforce 9Encourages growth and personal empowerment 10Teaches learners to think for themselves Why Heutagogy? Top 10 (research-based) Reasons (Canning, 2013; Canning & Callan , 2010; Ashton & Elliott, 2008; Ashton & Newman, 2006; Dick, 2013; Hase, 2016; Kerry, 2013)
- 16. References (1) Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., and Ananthanarayanan, V. (2017). NMC Horizon Report: 2017 Higher Education Edition. Austin, Texas: The New Media Consortium. Ashton, J., & Elliott, R. (2007). Juggling the balls – study, work, family and play: Student perspectives on flexible and blended heutagogy. European Early Childhood Education Research Journal, 15(2), 167-181. Bersin, J. (2017). The Disruption of Digital Learning: Ten Things We Have Learned. Retrieved from: http://joshbersin.com/2017/03/the-disruption-of-digital-learning-ten-things-we-have-learned/ 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. (2016). Self-determined learning: Designing for heutagogic learning environments. In J. Elen, & G. Clarebout (Eds.), Learning, Design, and Technology. An International Compendium of Theory, Research, Practice, and Policy. Heidelberg, Germany: Springer Verlag. Blaschke, L.M., & Hase, S. (2015). Heutagogy: A holistic framework for creating 21st century self-determined learners. In M.M. Kinshuk & B.Gros (Eds.), The future of ubiquitous learning: Learning designs for emerging pedagogies. Heidelberg, Germany: Springer Verlag Canning, N. (2013). Practitioner development in early years education. In S. Hase & C. Kenyon, Self-determined learning: Heutagogy in action. Sydney, Australia: Bloomsbury Academic. Canning, N. & Callan, S. (2010). Heutagogy: Spirals of reflection to empower learners in higher education. Reflective Practice, 11(1), 71-82. Dick, B. (2013). Crafting learner-centred processes using action research and action learning. In S. Hase & C. Kenyon (Eds.), Self- determined learning: Heutagogy in action. Bloomsbury Academic: London.
- 17. References (2) Hase, S. (2016).Self-determined learning (heutagogy): Where have we come since 2000? Retrieved from: https://www.researchgate.net/publication/305778049_Self-determined_Learning_heutagogy_Where_Have_We_Come_Since_2000 Hase, S. & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity: An International Journal of Complexity and Education, 4(1), 111-119. Kerry, T. (2013). Applying the principles of heutagogy to a postgraduate distance-learning program. In S. Hase & C. Kenyon (Eds.), Self- determined learning: Heutagogy in action. London: Bloomsbury Academic. Kools, M. & L. Stoll. (2016). What Makes a School a Learning Organisation? OECD Education Working Papers, No. 137, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/5jlwm62b3bvh-en Standards & Guidelines for Quality Assurance in the European Higher Education Area (ESG). (2015). Brussels, Belgium. Think for Yourself. (2017). Princeton University. Retrieved from: https://jmp.princeton.edu/announcements/some-thoughts-and- advice-our-students-and-all-students
- 19. (Blaschke & Hase, 2015) Heutagogic Design Process
Editor's Notes
- the X-API lets products like the learning record store keep track of all your digital activities at work.
- These are forms of tech, but provide Structures for delivery Team-based messaging; copies the "flow" of work
- But the research shows that when we repeat information well, with timed intervals between, and we ask people questions (to force our brains to “retrieve” information), we actually create new learning pathways, just the same way we learn certain “on the job skills” through practice, repetition, and continuous questioning about why something didn’t work.
- Soft skills (Digital literacy, creativity, innovation, capability, collaboration, communication)
- The pedagogical framework I would like to talk to you about today is called heutagogy, also known as self-determined learning. I stumbled upon heutagogy while doing research into social media and reflective learning journals. Along with Siemens & Downes‘ theory of connectivism, Terry Anderson described heutagogy as a network-centric learning theory. Heutagogy was first defined by Stewart Hase and Chris Kenyon, both from Australia, in 2000. This is their definition. Roots in earlier learning theories such as humanism, constructivism, douple-loop learning, and andragogy, which have contributed to the elements of heutagogy. These elements are…
- Heutagogy is not new. (This was pointed out to me at the RIDE conference in 2013.) On the contrary, heutagogy has its roots in earlier learning theories and concepts such as humanism (Maslow and Rogers), constructivism (Vygotsky), reflective practice (Schön), douple-loop learning (Argyris and Schön), andragogy (Knowles), transformative learning (Mezirow), capabilities (Stephenson), self-efficacy (Bandurra), all of which have contributed to the fundamental principles of heutagogy.
- The heutagogical approach can be viewed as a progression from pedagogy to andragogy to heutagogy, with learners likewise progressing in maturity and autonomy (Canning, 2010, see Figure 2). More mature learners require less instructor control and course structure and can be more self-directed in their learning, while less mature learners require more instructor guidance and course scaffolding (Canning & Callan, 2010; Kenyon & Hase, 2010). Cognitive development of learners, a requirement for critical reflection and discourse to occur, could also be integrated into this pyramid, with cognitive development progressing in parallel with learner maturity and autonomy (Mezirow, 1997).
- One way to think of heutagogy is as a continuum of pedagogy and andragogy. (Fred Garnett has called it the PAH continuum). There are two schools of thought among heutagogy activists: One is that heutagogy is placed at the end of the PAH continuum and is only practiced by those with high levels of learner autonomy. References: 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 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/
- Technologies (and delivery frameworks), pedagogies, political, social —are working together to drive institutions toward more learner-centered education. Trends: Driving us toward more learner-centered education environments, but also supporting us in realizing these environments. OECD report need to view as a system - pedagogy is key, but other aspects are as well — all have a role
- Technologies (and delivery frameworks), pedagogies, political, social —are working together to drive institutions toward more learner-centered education. Trends: Driving us toward more learner-centered education environments, but also supporting us in realizing these environments. OECD report need to view as a system - pedagogy is key, but other aspects are as well — all have a role
- A Heutagogical learning environment has the following key elements (learner in center). Explore: Fundamental to heutagogy is the element of exploration. Learners must be given the freedom and opportunity to explore a variety of paths and sources of knowledge on their journey. They need to be able to develop and test hypotheses, and ask and answer questions – all of which arise during the process of exploring. Structured curricula are out; learner-defined curricula are in. Create: Another important design element of heutagogy is giving the learner the freedom to create. This can be achieved using a variety of learning approaches, e.g., writing, designing, and drawing. What is important is that the learner is actively involved. Collaborate: Collaboration is another key element to heutagogy and aims to provide the kind of environment where learners can learner from each other. Working together toward a common goal, learners are able to solve problems and reinforce their knowledge by sharing information and experiences, continuously practicing, and experimenting by trial and error. They simply help each other along the way. The teacher serves as coach during the collaboration process.t Connect: Networks and connections are a critical aspect within heutagogy, as it is through these connections that new avenues of learning can be created. Making connections is easy with today’s social media, which give learners an opportunity to network with people across the world…and I will talk more about this later. Share: : Once learners have started connecting, they can begin sharing. Reflect: Finally, within every heutagogic learning environment, learners need to have opportunities to reflect. This is where there is potential for new learning to occur and previous learning to be consolidated. Reflection provides an opportunity to ascend to higher levels of cognitive activity such as analysis and synthesis. Repetition helps information move from short- to long-term memory. This reflective activity should include reflecting on the new knowledge that the learner has gained, as well as how she or he has learned – and the ways in which this learning experience has influenced his or her value system and beliefs.