Learning for the 21st
Century: Self-Determined
Learning in Action
Dr Stewart Hase
Holy cows make the best
hamburgers
Resources
 http://heutagogycop.wordpress.com
 http://www.slideshare.net/DrStewartHase/how-humans-
learn
 http://www.sli...
Self-Determined
Learning
Edited by Stewart
Hase & Chris
Kenyon
Published by
Bloomsbury
Academic
;
http://www.bloomsury....
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...
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 mad...
The evidence
Experience, focus and
practice develops
specific regions of the
human brain. Hence
people’s brains vary as
d...
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
easi...
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
involveme...
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
remembe...
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
n...
The evidence
 State dependent
learning-people are more
likely to recover
information in the same
physical and/or
emotiona...
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 ...
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?...
Doing self-determined learning
(heutagogy)
 Flipped Classroom
 Curated Conversations
 Negotiated assessment
 Spontanei...
Learning
Heutagogy Principles
 involve the learner in designing their own learning content and
process as an equal partner;
 make...
Heutagogy Principles
 base practice on the latest science;
 engage learners in collaborative learning;
 differentiate b...
And Yes! This all applies to online
learning.
Euro commissionconversation
Euro commissionconversation
Euro commissionconversation
Euro commissionconversation
Euro commissionconversation
Euro commissionconversation
Euro commissionconversation
Euro commissionconversation
Euro commissionconversation
Euro commissionconversation
Euro commissionconversation
Euro commissionconversation
Euro commissionconversation
Euro commissionconversation
Euro commissionconversation
Euro commissionconversation
Euro commissionconversation
Euro commissionconversation
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Euro commissionconversation

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

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Transcript of "Euro commissionconversation"

  1. 1. Learning for the 21st Century: Self-Determined Learning in Action Dr Stewart Hase
  2. 2. Holy cows make the best hamburgers
  3. 3. Resources  http://heutagogycop.wordpress.com  http://www.slideshare.net/DrStewartHase/how-humans- learn  http://www.slideshare.net/fredgarnett/selfdetermined- learning-the-craft-of-heutagogy  http://www.slideshare.net/DrStewartHase/the-learning-leader  http://vimeo.com/62796499  Google Heutagogy
  4. 4. Self-Determined Learning Edited by Stewart Hase & Chris Kenyon Published by Bloomsbury Academic ; http://www.bloomsury.com/uk/self-determined-learning-9781441142771/
  5. 5. Why did you come to this session?
  6. 6. Think of something you learned that really changed you or your life
  7. 7. Weekly  England-numerous  Scotland  Ireland  New Zealand  Germany  Spain  France  Kurdistan  Czech Republic  USA-several states  Canada  Brazil  Singapore  Malaysia  PNG  Australia
  8. 8. The global learning commons  Content  Networks  Creating communities of practice  Action
  9. 9. We are natural learners
  10. 10. Learning  Ingredients are to puddings  As  Knowledge and Skills are to Learning
  11. 11. 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 ?
  12. 12. The evidence Experience, focus and practice develops specific regions of the human brain. Hence people’s brains vary as does their ability and interest
  13. 13. The evidence Brains are sensitive to the culture/environment and develop differentially
  14. 14. 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
  15. 15. The evidence Humans learn in small chunks
  16. 16. The evidence Learning promotes more learning as pathways develop and success occurs
  17. 17. The evidence Personalising, sharing and using information enhances the chance it is learned as new pathways are forged
  18. 18. The evidence People can pay attention to a speaker for about 8 minutes
  19. 19. The evidence People operate on System 1 thinking (habitual, automatic) rather than System 2 thinking (cognitive involvement) since it takes less energy
  20. 20. The evidence Effort develops human brains
  21. 21. The evidence Learning needs to be multi-sensory
  22. 22. The evidence Humans are naturally curious and explore
  23. 23. The evidence Emotions and learning are inextricably linked Emotionally charged experiences are more likely to be remembered and recovered
  24. 24. The evidence Humans are motivated to resolve incongruity They are pattern seeking
  25. 25. The evidence Brain plasticity tells us that brains constantly change and develop in the face of new learning as complex new pathways are built
  26. 26. 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
  27. 27. The evidence The first 30 seconds are critical in any interaction for gaining attention
  28. 28. The evidence Repetition using different parts of the brain is critical for memory
  29. 29. The evidence Enriched environments enhance learning as do Surprise and novel experiences
  30. 30. The evidence It can take years to develop reliable memories
  31. 31. The evidence When real learning occurs is unpredictable
  32. 32. The evidence Humans learn best by immersion  -Interaction with information
  33. 33. The evidence Techno games appear to access multiple areas of the brain
  34. 34. Doing Heutagogy Given what you just discovered, what would you now do to ensure your learners learned and what would the curriculum look like?
  35. 35. What is heutagogy? Self-determined learning Learner defined learning
  36. 36. Learning Grid Teacher Controlled Learner Managed Specific Tasks Open Ended NW SE NE SW
  37. 37. 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
  38. 38. 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
  39. 39. Learning
  40. 40. 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;
  41. 41. 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.
  42. 42. And Yes! This all applies to online learning.
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