This document summarizes an online book about unleashing learner agency through heutagogy (self-determined learning). It provides an overview of the book's 18 chapters, grouped into sections on theory, learning, barriers, and learners. Each chapter summary briefly describes the chapter's focus and key ideas. Overall, the book argues that heutagogy empowers learners by giving them control over their learning and allowing education systems to shift from authoritative to learner-centered models.

1. World Heutagogy Day 2021 #wHday21 #LearnerAgency @fredgarnett
Unleashing the Power of Learner Agency

2. FREE BOOK ON HEUTAGOGY (LEARNER AGENCY) AVAILABLE TO READ ONLINE (CLICK HERE)
Unleashing the Power of Learner Agency

3. Unleashing the Power of Learner Agency
Themes and Contributors to the Free Online Book
• Theory; (1&2) Stewart Hase & Lisa Marie Blaschke (4) Lisa Marie Blaschke , Aras
Bozkurt, & Dave Cormier (6) Matt Crosslin
• Learning; (3) Fred Garnett (7) Emma O'Brien & Jean Reale (9) Nikoletta
Agonacs & João Filipe Matos (13) Motladi Angie Setlhako (14) Andy Collis (16) Val
Margarit
• Barriers; (5) Maha Bali, Toqa el Ahwal, Mai Hashad, Youssef Fahmy, & Khaled Abou
Hussein (12) Nigel Ecclesfield, Vijaya Bhanu Kote, & Philip Ecclesfield (15) Maria
Northcote (17) Fred Garnett
• Learners; (8) Devin Carberry (10) Stewart Hase & Lisa Marie Blaschke (11) Haya
Kaplan, Ilanit Bar-Tov, Amnon Glassner, & Shlomo Back (18) Chris Kenyon

4. THEORY; Chapters 1, 2, 4, 6
Unleashing the Power of Learner Agency
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5. Stewart Hase & Lisa Marie Blaschke (Chapter One online)
(1) The Pedagogy of Learner Agency
Change is no longer an exception in the current
world we inhabit. It is the normal state and is
discontinuous.
The ability to learn, for both individuals and
institutions, is critical to survival.
Heutagogy, or self-determined learning, provides
them a framework to think about learning in a
revolutionary way

6. Stewart Hase & Lisa Marie Blaschke
(2) So You Want to Do Heutagogy: Principles &
Practice
Chapter Two Online
Principles of self-efficacy & capability,
reflection & metacognition, and non-linear
learning are essential characteristics of any
heutagogic learning setting. While learning to
learn is a critical outcome for any self-
determined learning experience.
For a heutagogic learning experience to be truly
realised, it must occur in an environment where
learners not only have agency, but where there
is also trust.

7. Lisa Marie Blaschke , Aras Bozkurt, & Dave Cormier
(4) Learner Agency and the Learner-Centred Theories for Online
Networked Learning and Learning Ecologies
Chapter Four Online
Educators and learning designers, should
be aware that learning is a transitional
space: learning happens anywhere, anytime.
It is the learners’ needs that matter.
By promoting learner agency, we loosen the
grip of authoritative constructs on the learning
process, thus empowering learners to move
fluidly across formal and informal learning
spaces…

8. Matt Crosslin
(6) Conceptualising and Designing Self-Mapped Learning Pathways
Courses to Encourage Learner Agency and Equity
Chapter Six Online
Learners choose from pre-determined
instructor-centered pathways, create their
own, or mix pathways…
Giving learners these options allows them to
center their unique intersectionality while
individualizing the amount of support they
need based on their personal capabilities.
Choice is in the learners' hands, they retain
agency over what they need.

9. LEARNING; Chapters 3, 7, 9, 13, 14, 16
Unleashing the Power of Learner Agency
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10. Fred Garnett
(3) Yeah, Sure! Developing My Own Learning Agency
(A Craft of Learning?)
Chapter Three Online
Educators deliver education within formal
taxonomies, but could open out their subjects
for their learners.
Whilst teachers are developing their own craft
of teaching they could help learners develop
their personal craft of learning.
Learning is a process of asking questions,
whereas education is a system of delivering
answers

11. Emma O'Brien & Jean Reale
(7) Supporting Learner Agency Using the Pedagogy of
Choice
Chapter Seven Online
UDL was used to nurture self-awareness in the
student group, preparing learners for engaging
in PBL, through a collaborative, ill-defined
learning environment which they will experience
in the world of work…
providing opportunities for students to exercise
agency nurtured through process-based
learning, self-reflection, and metacognition,
further developing their skills…

12. Nikoletta Agonacs & João Filipe Matos
(9) Learner Agency in Distance Education Settings: Understanding
Language MOOC Learners Heutagogical attributes
Chapter Nine Online
People need refined self-determined learning
skills to upskill, reskill & prepare themselves
for personal, professional, economic and
political change, this pandemic has brought.
The future will tell if educators, MOOC
designers, and researchers – are up to the
task of helping masses of learners acquire
necessary skills for successful autonomous
online learning.

13. Motladi Angie Setlhako
(13) Techniques for Self-Determined Learning
in a Heterogenous Classroom
Chapter Thirteen Online
Self-determined learning in a heterogeneous
classroom would thus be the most feasible
solution, as it allows students to take initiative
for their own learning;
in terms of identifying their learning needs and
resources, formulating personal learning
goals, implementing strategies for problem
solving, while reflecting on the entire process
of learning…

14. Andy Collis
(14) Heutagogy in Action: An Action Research Project in Art
Education
Chapter Fourteen Online
This experiment in learner-centred learning
was very successful because the delivery and
receiving of required essential course material
became less predictable, less prescribed
This created a sense of spontaneity and
discovery of knowledge.
The experience a huge shift from didactic
teaching to a learner-centric approach

15. Val Margarit
(16) Transformative Teaching and Heutagogy
Chapter Sixteen Online
Educators have opportunities to design
learning environments that prepare people
for futures requiring diverse abilities & needs.
Carefully designed assignments encourage
students to expand their awareness, control
their choices, and have agency over their
learning…
Our unpredictable world needs proactive,
self-directed people with skills to survive,
adjust, and thrive in diverse environments

16. BARRIERS; Chapters 5, 12, 15, 17
Unleashing the Power of Learner Agency
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17. Maha Bali, Toqa el Ahwal, Mai Hashad, Youssef Fahmy, & Khaled Abou Hussein
(5) Fostering Learner Agency in a Digital Literacies Course in Egypt:
Reflections on Several Iterations
Chapter Five Online
Every group of students responds differently
to attempts to nurture agency, especially if is
not supported by institutional policies.
Beyond feedback on how particular
approaches developed agency, co-authors
wrote about how they developed their sense
of ownership over the course, confidence
and lifelong learning.
"We all had control over the course"

18. Nigel Ecclesfield, Vijaya Bhanu Kote, & Philip Ecclesfield
(12) Learner Agency & Architectures of Participation
Chapter Twelve Online
Vijaya and Phil are craft professionals
continuously developing their skills and
practices through engagement with learners,
wider communities and organisational
ecologies of learning and teaching…
They challenge existing conventions viewing
learners and learning as incorporated in formal
structures such as buildings, the hierarchies
that operate them and national curricula
subject to political control.

19. Maria Northcote
(15) Heutagogy and researcher education: Unleashing the power of the
novice researcher’s agency
Chapter Fifteen Online
Four fields of research associated with training
and researcher development are consulted to
establish recommended practices for promoting
self-determined learning approaches for novice
researchers within doctorates.
The practical recommendations extracted from
these fields range across issues associated with
research autonomy, candidate-supervisor
interaction and the conceptualisation of
research and research processes

20. Fred Garnett
(17) How Can We Green Our Learning?
Chapter Seventeen Online
I also slowly discovered the multiple
institutional barriers that exist to block any
broader curriculum changes within the
compulsory education system.
We can't green our learning because the
education system is constitutionally opposed
to the concept of "my learning”, that is the
self-determined learning agency that we call
heutagogy…

21. LEARNERS; Chapters 8, 10, 11, 18
Unleashing the Power of Learner Agency
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22. Devin Carberry
(8) Help Me Put on This Jetpack:
Propelling Learner Agency at Learnlife Barcelona
Chapter Eight Online
Learners exercise agency when they feel
safe, capable, and connected to those
around them.
The opportunity to practice agency needs to
be theirs to seize. Programs that promote
voice and choice help convert learners into
agents of their own learning journeys.
Woven into Learnlife DNA is the mantra:
iterate forward…

23. Stewart Hase & Lisa Marie Blaschke
(10) Heutagogy and Work
Chapter Ten Online
Change, and the need to learn quickly
requires a different approach to informal and
formal education. We must make the learner
the centre of the learning process rather
than a passive recipient.
Internet and digital technologies provide
significant learning affordances that promote
self-determined learning, offering considerable
potential for supporting work-based learning

24. Haya Kaplan, Ilanit Bar-Tov, Amnon Glassner, & Shlomo Back
(11) Promoting Agentic Engagement and Heutagogy in
Tomer Elementary School in Beer Sheva, Israel
Chapter Eleven Online
Heutagogy practice allows learners to lead
themselves in an agentic way. Teachers and
students need assistance as they adjust.
This understanding is behind the
development of specific tools which provided
scaffolding for teachers so they could practice
and apply ways to support their students'
psychological needs and encourage
heutagogical teaching and learning.

25. Chris Kenyon
(18) Reflections of Heutagogy and Learner Agency
Chapter Eighteen Online
Feedback from learners about individual
heutagogical learning experience is critical in
being able to reflect on learning experiences;
essential information for learning facilitators
providing appropriate guidance to the learners.
This feedback is best obtained periodically
from learners so that the approach can be
adjusted to ensure it is truly learner centred

26. World Heutagogy Day 2021 #wHday21 #LearnerAgency @fredgarnett
Unleashing the Power of Learner Agency