NTLT 2013 - Stewart Hase - Heutagogy
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NTLT 2013 - Stewart Hase - Heutagogy NTLT 2013 - Stewart Hase - Heutagogy Presentation Transcript

  • Heutagogy Dr Stewart Hase National Tertiary Learning and Teaching Conference Invercargill, 2-4 October 2013
  • Resources  http://slidesha.re/GzuMKt  http://www.slideshare.net/fredgarnett/selfdetermined- learning-the-craft-of-heutagogy  http://heutagogycop.wordpress.com  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/ View slide
  • Why did you come to this session? View slide
  • Weekly  England-numerous  Scotland  Ireland  New Zealand  Germany  Spain  France  Kurdistan  Czech Republic  USA-several states  Canada  Brazil  Singapore  Malaysia  PNG  Australia
  • Doing Heutagogy  You are from the planet Apha2398 in a far off galaxy, living on earth. You get a job as a physicist in a university because of your incredible knowledge but know nothing about teaching.  You do some research and find out the following about how humans learn.  Take notes of the following as I go through these factors since you’ll use them shortly
  • The evidence Focus develops specific regions of the human brain
  • The evidence Brains are sensitive to the culture/environment
  • The evidence Memory is fragile unless strengthened
  • The evidence The 8 minute rule
  • The evidence System 1 vs System 2 thinking
  • 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
  • The evidence Humans are motivated to resolve incongruity
  • The evidence Brain plasticity
  • The evidence State dependent learning
  • The evidence The first 30 seconds
  • The evidence Repetition is critical for memory
  • The evidence Humans learn in small chunks
  • 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
  • The Evidence  Ingredients are to puddings  As  Knowledge and Skills are to Learning
  • 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
  • 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 ?
  • Summary The learning experience is dynamic Expectancy There is a difference between knowledge and skills (competencies) and real learning The learner will become distracted by new questions Teaching can become a block to learning The teacher doesn’t know what is going on in the brain of the learner unless she/he checks
  • 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  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
  • Think of something you learned that really changed you or your life