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Euro commissionconversation



Summary of the basics of heutagogy presented at the European Commission staff in May 2014

Summary of the basics of heutagogy presented at the European Commission staff in May 2014



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Euro commissionconversation Euro commissionconversation Presentation Transcript

  • Learning for the 21st Century: Self-Determined Learning in Action Dr Stewart Hase
  • Holy cows make the best hamburgers
  • Resources   learn  learning-the-craft-of-heutagogy    Google Heutagogy
  • Self-Determined Learning Edited by Stewart Hase & Chris Kenyon Published by Bloomsbury Academic ;
  • Why did you come to this session?
  • Think of something you learned that really changed you or your life
  • Weekly  England-numerous  Scotland  Ireland  New Zealand  Germany  Spain  France  Kurdistan  Czech Republic  USA-several states  Canada  Brazil  Singapore  Malaysia  PNG  Australia
  • The global learning commons  Content  Networks  Creating communities of practice  Action
  • We are natural learners
  • Learning  Ingredients are to puddings  As  Knowledge and Skills are to Learning
  • Think of the best teacher you ever had or have seen. Someone who made a significant difference to you What was it that made them a really brilliant teacher ?
  • The evidence Experience, focus and practice develops specific regions of the human brain. Hence people’s brains vary as does their ability and interest
  • The evidence Brains are sensitive to the culture/environment and develop differentially
  • The evidence  Need to shift information from working to long term memory  The more places information is stored the easier it is retrieved and used  Repeated use improves memory
  • The evidence Humans learn in small chunks
  • The evidence Learning promotes more learning as pathways develop and success occurs
  • The evidence Personalising, sharing and using information enhances the chance it is learned as new pathways are forged
  • The evidence People can pay attention to a speaker for about 8 minutes
  • The evidence People operate on System 1 thinking (habitual, automatic) rather than System 2 thinking (cognitive involvement) since it takes less energy
  • The evidence Effort develops human brains
  • The evidence Learning needs to be multi-sensory
  • The evidence Humans are naturally curious and explore
  • The evidence Emotions and learning are inextricably linked Emotionally charged experiences are more likely to be remembered and recovered
  • The evidence Humans are motivated to resolve incongruity They are pattern seeking
  • The evidence Brain plasticity tells us that brains constantly change and develop in the face of new learning as complex new pathways are built
  • The evidence  State dependent learning-people are more likely to recover information in the same physical and/or emotional state that they obtained it  So, learn the same way you intend to use it
  • The evidence The first 30 seconds are critical in any interaction for gaining attention
  • The evidence Repetition using different parts of the brain is critical for memory
  • The evidence Enriched environments enhance learning as do Surprise and novel experiences
  • The evidence It can take years to develop reliable memories
  • The evidence When real learning occurs is unpredictable
  • The evidence Humans learn best by immersion  -Interaction with information
  • The evidence Techno games appear to access multiple areas of the brain
  • Doing Heutagogy Given what you just discovered, what would you now do to ensure your learners learned and what would the curriculum look like?
  • What is heutagogy? Self-determined learning Learner defined learning
  • Learning Grid Teacher Controlled Learner Managed Specific Tasks Open Ended NW SE NE SW
  • Doing self-determined learning (heutagogy)  Deep engagement  Expectations and agenda setting  Where is the learner now?  Involvement of the learner in design  Framing questions  Flexible curricula  Resource availability  Learner-generated contexts
  • Doing self-determined learning (heutagogy)  Flipped Classroom  Curated Conversations  Negotiated assessment  Spontaneity in process and experience  Constructivist methods that engage emotion with experience  Getting higher up the Blooms Taxonomy Scale  Coaching models  The Pedagogy, Andragogy, Heutagogy (PAH) continuum
  • Learning
  • Heutagogy Principles  involve the learner in designing their own learning content and process as an equal partner;  make the curriculum process flexible so that new questions and understanding can be explored as new neuronal pathways are explored;  individualise learning as much as possible;  use social media to network learners;  provide flexible or negotiated assessment;  enable the learner to contextualise concepts, knowledge and new understanding;  provide lots of resources and enable the learner to explore essential content;  experiment and research;
  • Heutagogy Principles  base practice on the latest science;  engage learners in collaborative learning;  differentiate between knowledge and skill acquisition (competencies) and deep learning;  help learners curate information;  recognise the importance of informal learning and that we only need to enable it rather than control it;  have confidence in the learner;  be on top of the subject area so you can be a resource; and  recognise that teaching can become a block to learning.
  • And Yes! This all applies to online learning.