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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  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
  • Self-Determined Learning Edited by Stewart Hase & Chris Kenyon Published by Bloomsbury Academic ; http://www.bloomsury.com/uk/self-determined-learning-9781441142771/
  • 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.