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Presentation to the Heutagogy Conference in Prague March 27 2013

Presentation to the Heutagogy Conference in Prague March 27 2013



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Prague2013 Prague2013 Presentation Transcript

  • Heutagogy:Reconceptualising Learning for the 21st Century Dr Stewart Hase
  • Doing heutagogyhttp://heutagogycop.wordpress.comSearch heutagogyTwitterLinkedIn
  • Say ‘Hello’, to the person next to youand discuss what is the most burning question you have about learning. Please write it down
  • Holy cows and hamburgers
  • What is heutagogy? Self-determined learning Learner defined learning
  • InfluencesMr Cook, my primary school teacherHumanismConstructivismNeurosciencePsychological experienceComplexity TheoryCapability
  • Think of something youlearned that really changed you or your life
  • Educational systems Many of our educational systems and practices are based on models of learningthat were developed for mass education to fuel the needs of the industrial revolution
  • School pokes your eyes out, university teaches you braille and postgraduate education is speed reading in braille Fred Emery, 1974 The function of education is…..’12 years of mandatory self- dehumanisation, self-debilitation, blood loss” Kozol, 1975
  • The evidenceFocus develops specificregions of the brainBrains are sensitive to theculture/environmentGender differencesMemory is fragile unlessstrengthenedThe 8 minute ruleSystem 1 vs System 2 thinking
  • The evidenceEffort develops our brainsLearning needs to be multi-sensoryWe are naturally curious andexploreEmotions and learning areinextricably linkedWe are motivated to resolveincongruityBrain plasticity
  • The evidenceState dependent learningThe first 30 secondsRepetitionSmall chunksHuge variability in people’sbrains and what they focusonCan take years to developreliable memories
  • Educational systems Pedagogy Heutagogy
  • A learning dilemma
  • Definitions of learning1. knowledge gained by study; instruction orscholarship2. the act of gaining knowledge3. (Psychology) Psychol any relatively permanentchange in behaviour that occurs as a direct result ofexperience
  • Levels of learningKnowledge and SkillsDeep Learning
  • Learning
  • Learning Grid Specific Tasks NW NETeacher Controlled Learner Managed SW SE Open Ended
  • Think of the best teacher you ever had or have seen. Someone who made a significant difference to youWhat was it that made them a really brilliant teacher ?
  • They wanted to know about your experiencesThey built on those experiences andincorporated themThey let you explore and experimentThey let you find outThey were a learner tooThey had respect for you
  • ConsequencesThe learning experience is dynamicExpectancyThere is a difference between knowledge and skills(competencies) and real learningThe learner will become distracted by new questionsTeaching can become a block to learningThe teacher doesn’t know what is going on in the brainof the learner unless she/he checks
  • Doing self-determinedlearning (heutagogy)Deep engagement Expectations and agenda setting Where is the learner now? Involvement of the learner in design Framing questionsFlexible curriculaResource availabilityLearner-generated contexts
  • Doing self-determinedlearning (heutagogy)Negotiated assessmentSpontaneity in process and experienceCoaching modelsEarly engagement with contentThe Pedagogy, Andragogy, Heutagogy (PAH)continuum
  • And Yes! This all applies to online learning.
  • The learner experienceI learned how to ‘do’ school at a young age. Find outwhat the teacher wants, do it, and reap the reward of good grades. The same formula worked in college. I spent time discovering how the instructor wants things completed, did it, and then earned the good grades
  • The learner experience For a while, I wished I had never had the chance to use heutagogy in an online university environment at all, then I wouldn’t be missing it as much as I was. Upon reflection, the opportunity to self-direct my learning that summer, (in school, as I also usually do in life) was an incredible experience: one I wanted to repeat.
  • InnovationsNegotiated assessmentLearner generated contextsLifelong learningWorkplace learningReflective practiceVocational education and training