Social media has become more ubiquitous within higher education and can play an important role in helping students become more self-determined in their learning and in building and sustaining a personal learning network (PLN) throughout their studies and beyond. This lecture will provide a framework for defining and choosing social media for use in the classroom, based on using a heutagogical (self-determined learning) approach to course design. The lecture will also demo a variety of ways for incorporating social media such as Twitter, e-portfolios, mind-mapping, GoogleDocs, and Diigo within the classroom.
Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)Lisa Marie Blaschke
Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.
Peeragogy presentation for E3Tech Conference July 28 - July 29
The purpose of Peeragogy and how we can successfully use new platforms and technologies with peer learning strategies to impact the way students learn
Slides from the first Salford Method talk by Fred Garnett. Looking at how to incorporate Heutagogy into teaching practice using the theme of 'Tools & Skills,' or rather Skills & Tools. With emergent examples
Self determined learning: Creating personal learning environments for lifelon...Lisa Blaschke
We live in a networked world that gives us a multitude of opportunities for creating, connecting, collaborating, and networking, allowing us to build multi-faceted learning environments of exploration and inquiry. Self-determined learning, or heutagogy, is one pedagogical approach that be can applied for taking advantage of these opportunities across all levels of schooling – starting from pre-school and kindergarten to post-secondary education and lifelong learning. Combined with technology, self-determined learning becomes a powerful means of creating personal learning environments that support lifelong learning. During this session, we will look at ways in which a self-determined learning approach has been applied across all learning communities and discuss how the approach can be used in practice, from the early years through formal education to lifelong learning.
Learning for Life: Preparing Learners for the Complexities of the Workplace T...Lisa Marie Blaschke
Today s learners need to be well-prepared for the complex demands of ever-fluctuating, international business environments. To help students contend with this rapid pace of change, our institutions of higher education need to equip them with the necessary knowledge and skills to ensure their success. But how to achieve this when what we teach learners today can easily change and even be irrelevant tomorrow? Heutagogy provides meaningful, pedagogical guidance for navigating a shifting higher education landscape, as well as a rapidly evolving technological one. This keynote will discuss the barriers that have kept us from implementing heutagogy within higher education in the past and the more recent developments that are causing those barriers to slowly begin slipping away. We will also consider why it is necessary for higher education to adopt forms heutagogical practice in order to prepare students for lifelong learning and the web 2.0 and social media that help us do just that.
Transitioning to online: Capitalizing on opportunity within chaos Lisa Marie Blaschke
We’ve made it through the emergency remote teaching phase. What next? This session will discuss some of the ways you can continue to improve on your online teaching practice as you enter the next phase of teaching online, as well as explore opportunities that can be maximized during this phase. Topics will include practical tips and guidance for engaging in this next phase of online teaching from designing your interaction with students and choosing technology to learner support and development. Examples and resources will also be shared, and ample time will be given for answering your questions about online teaching and learning.
The presentation addresses the topic of pedagogy, and specifically, learner-centered education and the quality issues that surround and emerge as institutions transition to learner-centered education. The presentation also draws on the experiences we have had in our international master’s program in moving toward more competency-based education (a program offered together with the University of Maryland University College in the U.S.), identifying key quality issues and how these have been addressed. In addition, the presentation describes the trends — technologies (and delivery frameworks), pedagogies, political, social — that are working together to drive institutions toward more learner-centered education, as well as the opportunity e-learning institutions and organizations such as EDEN have to influence and lead this movement. Presentation at: Quality Assurance for online universities in Europe, Online University Pegaso, April 10, 2017, https://www.facebook.com/events/287096761746218/
Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)Lisa Marie Blaschke
Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.
Peeragogy presentation for E3Tech Conference July 28 - July 29
The purpose of Peeragogy and how we can successfully use new platforms and technologies with peer learning strategies to impact the way students learn
Slides from the first Salford Method talk by Fred Garnett. Looking at how to incorporate Heutagogy into teaching practice using the theme of 'Tools & Skills,' or rather Skills & Tools. With emergent examples
Self determined learning: Creating personal learning environments for lifelon...Lisa Blaschke
We live in a networked world that gives us a multitude of opportunities for creating, connecting, collaborating, and networking, allowing us to build multi-faceted learning environments of exploration and inquiry. Self-determined learning, or heutagogy, is one pedagogical approach that be can applied for taking advantage of these opportunities across all levels of schooling – starting from pre-school and kindergarten to post-secondary education and lifelong learning. Combined with technology, self-determined learning becomes a powerful means of creating personal learning environments that support lifelong learning. During this session, we will look at ways in which a self-determined learning approach has been applied across all learning communities and discuss how the approach can be used in practice, from the early years through formal education to lifelong learning.
Learning for Life: Preparing Learners for the Complexities of the Workplace T...Lisa Marie Blaschke
Today s learners need to be well-prepared for the complex demands of ever-fluctuating, international business environments. To help students contend with this rapid pace of change, our institutions of higher education need to equip them with the necessary knowledge and skills to ensure their success. But how to achieve this when what we teach learners today can easily change and even be irrelevant tomorrow? Heutagogy provides meaningful, pedagogical guidance for navigating a shifting higher education landscape, as well as a rapidly evolving technological one. This keynote will discuss the barriers that have kept us from implementing heutagogy within higher education in the past and the more recent developments that are causing those barriers to slowly begin slipping away. We will also consider why it is necessary for higher education to adopt forms heutagogical practice in order to prepare students for lifelong learning and the web 2.0 and social media that help us do just that.
Transitioning to online: Capitalizing on opportunity within chaos Lisa Marie Blaschke
We’ve made it through the emergency remote teaching phase. What next? This session will discuss some of the ways you can continue to improve on your online teaching practice as you enter the next phase of teaching online, as well as explore opportunities that can be maximized during this phase. Topics will include practical tips and guidance for engaging in this next phase of online teaching from designing your interaction with students and choosing technology to learner support and development. Examples and resources will also be shared, and ample time will be given for answering your questions about online teaching and learning.
The presentation addresses the topic of pedagogy, and specifically, learner-centered education and the quality issues that surround and emerge as institutions transition to learner-centered education. The presentation also draws on the experiences we have had in our international master’s program in moving toward more competency-based education (a program offered together with the University of Maryland University College in the U.S.), identifying key quality issues and how these have been addressed. In addition, the presentation describes the trends — technologies (and delivery frameworks), pedagogies, political, social — that are working together to drive institutions toward more learner-centered education, as well as the opportunity e-learning institutions and organizations such as EDEN have to influence and lead this movement. Presentation at: Quality Assurance for online universities in Europe, Online University Pegaso, April 10, 2017, https://www.facebook.com/events/287096761746218/
In response to the global pandemic, institutions everywhere swiftly pivoted to online learning in an attempt to help salvage and preserve education. During this abrupt shift to emergency remote teaching, students were neither prepared for learning remotely nor were they equipped with the kind of autonomy and agency needed for online learning. As a return to traditional classroom teaching is unforeseeable in the near future, it is crucial that we continue to improve upon our teaching and learning practices within online environments. This session will argue that we can view the current situation through a different prism: as a unique opportunity in which our students can be become agents of their learning and be enabled to take more control of their learning paths. The session will focus on the opportunities of online learning, specifically the teaching and learning approaches that can be used to engage students and to nurture their self-directed and self-determined learning skills in order to become better prepared for lifelong learning.
Even before Covid-19, higher education was facing a perfect storm of challenges: increased costs, reduced funding, and rising industry demand for more skilled graduates. Educators were also challenged with finding ways to better prepare students for an uncertain future where lifelong learning skills are essential. The current pandemic has only served to intensify the storm, and educational institutions have rushed to technology in order to survive. In response to the new — or next — normal, institutional leaders are attempting to adapt traditional curriculum and systems so that they can transition rapidly to remote teaching and learning. Online, hybrid, and hyflex learning have become the beguiling buzzword solutions of today. How to survive this perfect storm and the storms to come? This presentation will propose that it is not technology that will best address these challenges; instead, a fundamental rethinking of how we teach and learn is necessary. By adopting heutagogy — or a pedagogy of agency, where the learner takes control of learning — will we be able to agilely transition and pivot across delivery methods, while also equipping our students with the lifelong learning skills and competencies required for the future.
What is Heutagogy? And And how can we use it to help develop self-determined ...Lisa Marie Blaschke
Today's employees must readily adapt to quickly changing and complex work environments, and employers are looking to educational institutions to produce employment-ready students who will hit the ground running. Learning to learn has become an overarching theme, and as a result, interest in the theory of heutagogy, or the study of self-determined learning, is on the rise. This webinar would provide an overview of the theory as well as research- and practice-based examples of how we can help guide our students along the pedagogy-andragogy-heutagogy (PAH) continuum to become more self-determined learners.
An overview of ideas and approaches that teachers can use, adopt or think about in developing their practice from subject based learning based on content delivery to a more inclusive learner-centred approach. This is based on developing the confidence and curiosity of their learners by developing the self-determination of their learning. How can teachers achieve this in the digital age of learning? Here are some ideas and successful practice that teachers can emulate and learnt from
Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards
A curated conversation on how Heutagogy can help develop creativity in learning in our present day education systems. With ideas from key thinkers, practical examples from practitioners, and a range of useful tools for stimulating thinking.
Meeting Employer Needs Through Continuous Professional Development: From Theo...Lisa Marie Blaschke
This presentation will identify industry (employer) needs of today’s graduates and how we as educators can better prepare our students for the workforce and lifelong learning.
Some thoughts on the consequences of educational technology for institutions & building organisational Architecture of Participation. Still being updated @Feb 22
Applying heutagogy in online education: Designing for self-determined learningLisa Marie Blaschke
Heutagogy, or the study of self-determined learning, has been gaining interest within the field of education as a learner-centered theory that can help nurture lifelong learning skills and develop learners who are able to quickly adapt to rapidly changing and complex workplace environments. Built on foundational educational theories such as humanism, constructivism, reflective practice, double-loop learning, transformative learning, capability, and self-efficacy, heutagogy can be viewed as an extension of andragogy as part of a pedagogy-andragogy-heutagogy (PAH) continuum. The theory’s key principles include human agency (learner-centeredness), capability, self-reflection and metacognition (double-loop learning or learning to learn), and nonlinear teaching and learning, and when combined with today’s technology, heutagogy offers a holistic framework for teaching and learning that supports development of self-determined, autonomous learners and provides a basis for creating comprehensive, learner-centered education environments. The theory of heutagogy also aligns closely with the goals of online education due to its promotion of learner agency and autonomy, openness, social justice, and democratization of education. This presentation will introduce conference delegates to the theory of heutagogy, its key principles, elements, and theoretical basis, as well as provide examples of how heutagogy can be applied in online education environments to support the development of students’ self-determined and lifelong learning skills. The session will also provide guidance for instructors who want to design for heutagogy in the classroom and offer examples for integrating technological tools and social media such as Twitter, blogs, LinkedIn groups, and Google Docs, that can be used to support self-determined and lifelong learning skills.
Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
Self-determined learning: Creating personal learning environments for lifelon...Lisa Marie Blaschke
We live in a networked world that gives us a multitude of opportunities for creating, connecting, collaborating, and networking, allowing us to build multi-faceted learning environments of exploration and inquiry. Self-determined learning, or heutagogy, is one pedagogical approach that be can applied for taking advantage of these opportunities across all levels of schooling – starting from pre-school and kindergarten to post-secondary education and lifelong learning. Combined with technology, self-determined learning becomes a powerful means of creating personal learning environments that support lifelong learning. During this session, we will look at ways in which a self-determined learning approach has been applied across all learning communities and discuss how the approach can be used in practice, from the early years through formal education to lifelong learning.
In response to the global pandemic, institutions everywhere swiftly pivoted to online learning in an attempt to help salvage and preserve education. During this abrupt shift to emergency remote teaching, students were neither prepared for learning remotely nor were they equipped with the kind of autonomy and agency needed for online learning. As a return to traditional classroom teaching is unforeseeable in the near future, it is crucial that we continue to improve upon our teaching and learning practices within online environments. This session will argue that we can view the current situation through a different prism: as a unique opportunity in which our students can be become agents of their learning and be enabled to take more control of their learning paths. The session will focus on the opportunities of online learning, specifically the teaching and learning approaches that can be used to engage students and to nurture their self-directed and self-determined learning skills in order to become better prepared for lifelong learning.
Even before Covid-19, higher education was facing a perfect storm of challenges: increased costs, reduced funding, and rising industry demand for more skilled graduates. Educators were also challenged with finding ways to better prepare students for an uncertain future where lifelong learning skills are essential. The current pandemic has only served to intensify the storm, and educational institutions have rushed to technology in order to survive. In response to the new — or next — normal, institutional leaders are attempting to adapt traditional curriculum and systems so that they can transition rapidly to remote teaching and learning. Online, hybrid, and hyflex learning have become the beguiling buzzword solutions of today. How to survive this perfect storm and the storms to come? This presentation will propose that it is not technology that will best address these challenges; instead, a fundamental rethinking of how we teach and learn is necessary. By adopting heutagogy — or a pedagogy of agency, where the learner takes control of learning — will we be able to agilely transition and pivot across delivery methods, while also equipping our students with the lifelong learning skills and competencies required for the future.
What is Heutagogy? And And how can we use it to help develop self-determined ...Lisa Marie Blaschke
Today's employees must readily adapt to quickly changing and complex work environments, and employers are looking to educational institutions to produce employment-ready students who will hit the ground running. Learning to learn has become an overarching theme, and as a result, interest in the theory of heutagogy, or the study of self-determined learning, is on the rise. This webinar would provide an overview of the theory as well as research- and practice-based examples of how we can help guide our students along the pedagogy-andragogy-heutagogy (PAH) continuum to become more self-determined learners.
An overview of ideas and approaches that teachers can use, adopt or think about in developing their practice from subject based learning based on content delivery to a more inclusive learner-centred approach. This is based on developing the confidence and curiosity of their learners by developing the self-determination of their learning. How can teachers achieve this in the digital age of learning? Here are some ideas and successful practice that teachers can emulate and learnt from
Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards
A curated conversation on how Heutagogy can help develop creativity in learning in our present day education systems. With ideas from key thinkers, practical examples from practitioners, and a range of useful tools for stimulating thinking.
Meeting Employer Needs Through Continuous Professional Development: From Theo...Lisa Marie Blaschke
This presentation will identify industry (employer) needs of today’s graduates and how we as educators can better prepare our students for the workforce and lifelong learning.
Some thoughts on the consequences of educational technology for institutions & building organisational Architecture of Participation. Still being updated @Feb 22
Applying heutagogy in online education: Designing for self-determined learningLisa Marie Blaschke
Heutagogy, or the study of self-determined learning, has been gaining interest within the field of education as a learner-centered theory that can help nurture lifelong learning skills and develop learners who are able to quickly adapt to rapidly changing and complex workplace environments. Built on foundational educational theories such as humanism, constructivism, reflective practice, double-loop learning, transformative learning, capability, and self-efficacy, heutagogy can be viewed as an extension of andragogy as part of a pedagogy-andragogy-heutagogy (PAH) continuum. The theory’s key principles include human agency (learner-centeredness), capability, self-reflection and metacognition (double-loop learning or learning to learn), and nonlinear teaching and learning, and when combined with today’s technology, heutagogy offers a holistic framework for teaching and learning that supports development of self-determined, autonomous learners and provides a basis for creating comprehensive, learner-centered education environments. The theory of heutagogy also aligns closely with the goals of online education due to its promotion of learner agency and autonomy, openness, social justice, and democratization of education. This presentation will introduce conference delegates to the theory of heutagogy, its key principles, elements, and theoretical basis, as well as provide examples of how heutagogy can be applied in online education environments to support the development of students’ self-determined and lifelong learning skills. The session will also provide guidance for instructors who want to design for heutagogy in the classroom and offer examples for integrating technological tools and social media such as Twitter, blogs, LinkedIn groups, and Google Docs, that can be used to support self-determined and lifelong learning skills.
Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
Self-determined learning: Creating personal learning environments for lifelon...Lisa Marie Blaschke
We live in a networked world that gives us a multitude of opportunities for creating, connecting, collaborating, and networking, allowing us to build multi-faceted learning environments of exploration and inquiry. Self-determined learning, or heutagogy, is one pedagogical approach that be can applied for taking advantage of these opportunities across all levels of schooling – starting from pre-school and kindergarten to post-secondary education and lifelong learning. Combined with technology, self-determined learning becomes a powerful means of creating personal learning environments that support lifelong learning. During this session, we will look at ways in which a self-determined learning approach has been applied across all learning communities and discuss how the approach can be used in practice, from the early years through formal education to lifelong learning.
Technology & Collaborative Learning: Scaffolding for Student SuccessJulia Parra
This presentation provides the research and resources for a process of scaffolding both student use of technology and development of student skills for collaborative group work thereby supporting student success. Specific areas of research include student satisfaction and learning effectiveness.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Collaborative Learning & Technology: Scaffolding for Group Work in Online Cou...Julia Parra
This virtual presentation provides the research supporting and the resources for a process of scaffolding both student use of technology and development of student skills for collaborative group work. This scaffolding process is being researched by the presenter with a focus on increasing student engagement, increasing student satisfaction, and supporting student success. By attending the presentation, the attendee will receive resources and strategies related to scaffolding student technology and collaborative group work skills.
This virtual presentation addresses the conference strand Blended and Online Teaching and Learning.
Presented at the 2017 Faculty Summer Institute
Research suggests that building a strong sense of connectedness in an online course promotes
student success, engages students, and retains students. This requires that you establish a strong
teaching presence within the course, and that you create structures for students to form a community.
In this session, you will learn strategies to make your online course more personal and techniques to
build faculty and student presence in your online course.
The Project Based Learning (PjBL) Toolkit: Integrating digital and social med...Sue Beckingham
Projects may be carried out by both individuals and within groups. The outputs might include a report, presentation, poster, artefact or prototype (physical or digital). Project based learning is “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge.” (BIE 2015).
When undertaking a project, seven distinct stages have been identified that the project owner(s) go through. These are: the question, plan, research, produce, improve, present and evaluate. At each stage students may engage in a variety of activities. This multifaceted form of learning presents opportunities to participate in authentic and meaningful problems and to develop a range of skills along the journey. Reflecting upon these experiences, can encourage students to reconstruct what they have learned, and go on to confidently articulate the skills they have developed (or have yet to develop), and how they can apply these in other situations. Learning how to self-reflect on these experiences and developing a habit of doing so, can have a profound impact on learning. However for some this does not come easily and is often undervalued.
In my talk I will share the Project Based Learning (PjBL) Toolkit and how resources within this can be used to scaffold effective and meaningful multimedia reflective practice, develop confident communication skills and digital capabilities.
Exploring Identity, Fostering Agency, Discovering How Students Benefit.pdfBonner Foundation
Join this session to learn and share best practices and emerging models for transformative education involving civic learning and democratic engagement. In a conversational format, presenters will share knowledge and personal experience about the ways in which colleges and universities, as well as faculty and staff, can design the spaces and intentional experiences that support students to develop civic identity. We’ll highlight innovations and point to supporting research and scholarship, while inviting you to do so. Presented by Marina Barnett (Widener University); Samantha Ha DiMuzio (Boston College); Ariane Hoy (Bonner Foundation); and Paul Schadewald (Bringing Theory to Practice) for the Feb 6-7, 2023 CLDE Forum: Bridging the Divides: Including All Students: Diversity, Equity, and High-Impact Civic Learning Pathways
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Incorporating social media in the classroom to support self-determined (heutagogical) learning
1. Lisa Marie Blaschke
Carl von Ossietzky Universität Oldenburg
Master of Distance Education and E-Learning (MDE)
Associate Professor (Adjunct), EDEN Fellow/Vice-President
2. • Self-determined learning (heutagogy)
• What is self-determined learning (heutagogy)?
• Why is it important?
• Social media in the classroom
• How do we define social media?
• Benefits of using social media
• Choosing the right media
• Examples of social media use
• Challenges of integrating social media
• What is your experience?
• Where to next?
• Resources
3. What is self-determined learning (heutagogy)?
Heutagogy is the study of self-determined learning and
applies a holistic approach to developing learner
capabilities with the learner serving as the major agent
in their own learning, which occurs, as a result of
personal experience
(Hase & Kenyon, 2007, p. 112)
http://bibblio.org/u/The%20Heutagogy%20Collection/content
10. Pedagogy
Andragogy
Heutagogy
Andragogy (Self-directed) ► Heutagogy (Self-determined)
Single-loop learning ► Double-loop learning
Competency development ► Capability development
Linear design and learning
approach
► Non-linear design and learning
approach
Instructor-learner directed learning ► Learner-directed learning
Getting students to learn (content) ► Getting students to understand how they
learn (process)
Blaschke (2012)
11. • Addresses many of the challenges faced by education today:
◦ The workforce needs lifelong learning and lifelong learners
◦ Students need to learn how to learn and develop critical
thinking skills
◦ Schools can’t teach everything; learners need to learn to learn
◦ More institutions moving toward learner-centered learning
and competency-based education
• Aligns well with affordances of today’s technology
13. • Improves critical thinking and reflection
• Increases learner engagement and motivation
• Gives learners more control over learning (learner-
centered)
• Improves ability of learners to investigate and
question ideas – and apply knowledge in practical
situations
• Supports development of independent ideas and
self-confidence
• Makes learners more capable and able to adapt to
new environments
• Better prepares them for the complexities of the
workforce
Canning & Callan (2010), Ashton & Elliott (2008), Ashton & Newman (2006), Blaschke (2014)
15. • Discover what motivates your
learners
• Identify learners’ level of autonomy
and adjust accordingly
◦ Learner questionnaires and contracts
◦ Learner-directed questions and
discussions
• Focus on teaching learners how to
learn
16. • Nurture a growth mindset
◦ Project-based learning
◦ Inquiry learning
◦ Problem-based learning
• Incorporate activities for self-
reflection, self- and
information-discovery, and
experimentation
◦ Learning journals
◦ Visual story-telling
17. • Build learner skills while
allowing them to determine
and reflect on their learning
path
◦ Scaffolding of learning
activities to create frameworks
for learning/discovery
◦ Learner-directed questions
◦ Action research
18. • Build learning environments
for creative expression
◦ Open learning spaces
◦ Maker spaces
• Incorporate group exercises
and collaborative assessment
◦ Collaborative group work
◦ Communities of practice
19. • Support development of
personal knowledge
management, digital literacy,
and social collaboration skills
◦ Skill building activities
◦ Social networking and
collaboration tools
◦ Gaming
• Promote self-efficacy (Ritchie,
2015)
◦ Articulate goals
◦ Set parameters
20. • Assess learner
achievement by
negotiating the
assessment process and
making curriculum flexible
◦ Formative assessment
◦ Learning contracts
◦ Self-assessment and peer-
assessment
21. • Choose a learning
environment that
supports free and open
learning
◦ MOOC (xMOOCs,
cMOOCs, project-based
MOOCS, open boundary
courses)
◦ Communities of practice
(CoPs) and community
networks
◦ Bibblio
(http://bibblio.org)
22.
23. Used interchangeably
with Web 2.0
Are social software
tools
Support creation of
user generated
content
Empower users
Text: Blaschke & Brindley (2015); Graphic: Dar (2013):
http://tribune.com.pk/story/548285/the-socio-economic-impact-of-social-media/
24. • Centers on the learner
• Supports active and
interactive dialogues
and interaction
• Enhances
communication and
information sharing
• Develops lifelong
learning skills:
• Capability
• Critical thinking
• Reflection
• Team work
25. Identify Learning
Outcome
Select Social Media Tool
“The challenge for the
educator is to choose
the social media tools
appropriate to the
learning task or
particular skill
development”
(Blaschke & Brindley, 2015, p. 11)
26. SOCIAL MEDIA CATEGORIES
(Adapted from Kaplan & Hainlein,
2010, in Blaschke & Brindley, 2015)
Collaborative projects
Individual showcase projects
Content/information sharing
communities
Social networking
Virtual game/social worlds
27. Classification/Skills (Verbs) Tools (Nouns)
Collaborative projects: Collaborate; communicate (write, read,
discuss, interact); construct knowledge (individual and group);
socialize; navigate; negotiate; solve problems; think deeply,
critically, and logically; reflect; evaluate
Wikis, GoogleDocs,
brainstorming tools (e.g.,
mindmaps), mashups,
Dropbox, boxnet
Individual showcase projects: Design and create; think critically,
deeply, and logically; share knowledge; share experience; give
advice; express yourself
Blogs, e-portfolios
Social networking: Communicate (read, write, discuss, interact);
collaborate; search; explore; listen; connect; share; think critically;
reflect; support others; build community; promote (self); exchange
Twitter, LinkedIn, Facebook,
social tagging (e.g., Flickr,
Pinterest), Cloudworks
Content/information sharing communities: Communicate (read,
write, discuss, interact); collaborate; search; inquire; compare;
combine; think critically; reflect; observe; share; build community;
promote (self); distribute
YouTube, Diigo, Twitter,
LinkedIn, news aggregators
(RSS), Evernote, Pinterest,
Instagram, ScoopIt!
Virtual game worlds: Connect; collaborate; navigate; play;
communicate (read, write, discuss, interact); explore; analyze and
solve problems; think critically; compete; program; model;
innovate; plan; simulate
Minecraft, alternate reality
games (ARGs), massively
multiplayer online games
(MMO), and global social
awareness games
Virtual social worlds: Explore; observe; experiment; discover;
model; predict; solve problems; innovate; plan; simulate
Simulations, Second Life
29. The world of work is increasingly collaborative,
driving changes in the way student projects are
structured. As more and more employers are
valuing collaboration as a critical skill, silos both in
the workplace and at school are being abandoned
in favour of collective intelligence. To facilitate
more teamwork and group communication,
projects rely on tools like wikis, Google Docs,
Skype, and online forums. Projects are increasingly
evaluated by educators not just on the overall
outcome, but also on the success of the group
dynamic.
(NMC Horizon Report , 2012, p. 14)
30. Learning Outcome Social Media
Collaborate
Communicate (write, read,
discuss, interact)
Construct knowledge
(individual and group) and
socialize
Navigate
Negotiate and solve
problems
Think deeply, critically, and
logically
Reflect
Evaluate
31. Learning Activity to Learning Outcome
Collaborative Project
(Group Grid)
Skill Builder Learning Outcome Tools
Using Google Drive,
students work with
assigned group
members to develop
a grid that depicts
the evolution of
distance education
across waves of
development as part
of an on-going
collaborative group
project
• Think deeply
about and reflect
upon course
readings
• Interact and
collaborate with
other students to
evaluate and
create new
content
Google
Drive, Popplet
32.
33. Education researchers have emphasized the need
for learning settings to be adaptable and flexible in
order for personalized learning to take root.
Students’ preferences and needs must be
understood accurately before designing or
implementing personalized learning scenarios and
activities. The goal is to give the student the
flexibility to make their learning as effective and
efficient as possible, but adequate mentorship is
still a clear necessity.144 Enabling technology,
(NMC Horizon Report , 2015, p. 26)
34. Learning Outcome Social Media
Communicate (write,
read, discuss, interact)
Design and create
Think critically, deeply,
and logically
Share knowledge and
experience
Give advice
Express yourself
35. Learning Activity to Learning Outcome
Individual Showcase Project
(E-Portfolio)
Skill Builder Learning Outcome Tools
Students create an
individual website
using a wiki, blog,
or other web tool as
an e-portfolio,
including pages for
learning goals, a
reflective learning
journal, resources,
biography and
artifacts (group grid,
bibliography,
annotation, mind
map)
• Think critically
about individual
platform
requirements
• Review and
choose an e-
portfolio platform
• Create new
content (e-
portfolio,
artifacts, journal)
• Reflect upon
content and
learning process
E-portfolio
(e.g., wiki,
blog, other)
36.
37. Learning Activity to Learning Outcome
Individual Showcase Project
(MindMap)
Skill Builder Learning Outcome Tools
Students create an
online mind map
using key words
that represent their
initial and on-going
definition of
distance education.
Students have the
option of updating
the mind map as the
course progresses.
• Reflect upon
understanding of
distance
education
• Design and create
new content
based on current
and new
knowledge
• Share ideas and
experience
• Track learning
progress
Mind
Mapping
(Mindmeister,
Bubbl.us, Popplet)
39. As social networks continue to flourish, educators
are using them as professional communities of
practice, as learning communities, and as a
platform to share interesting stories about topics
students are studying in class. Understanding how
social media can be leveraged for social learning is
a key skill for teachers, and teacher training
programs are increasingly being expected to
include this skill.
(NMC Horizon Report , 2014, p. 8)
40. Learning Outcome Social Media
Communicate (write, read,
discuss, interact)
Collaborate
Search and explore
Listen, connect, and share
Think critically and reflect
Support others and build
community
Promote (self)
Exchange
41. Learning Activity to Learning Outcome
Social Networks
(Twitter)
Skill Builder Learning Outcome Tool
Students join Twitter
and follow
OMDE601 course
and a distance
education scholar.
During the course,
students retweet an
interesting article by
or tweet from the
scholar.
• Search for and
discover potential
research
resources
• Share information
discovered with
others
• Communicate and
connect with
others
Twitter
42.
43. Today’s web users are prolific creators of content,
and they upload photographs, audio, and video to
the cloud by the billions. Producing, commenting,
and classifying these media have become just as
important as the more passive tasks of searching,
reading, watching, and listening.
(NMC Horizon Report , 2014, p. 8)
44. Learning Outcome Social Media
Communicate (write, read,
discuss, interact)
Collaborate
Search and inquire
Compare and combine
Think critically, observe, and
reflect
Share and build community
Promote (self) and distribute
45. Learning Activity to Learning Outcome
Content Sharing Communities
(Diigo)
Skill Builder Learning Outcome Tools
Students use the
online UMUC library
to research a topic
of their choice,
create a
bibliography, select
a scholarly article,
and write and post
an annotation of the
article to the class
Diigo account
• Research and find
information
• Create new
content
• Share resources
and content
Diigo
46.
47.
48. When the gaming industry began to incorporate
network connectivity into game design, they
revolutionized game-play by creating a vast virtual
arena where users from all over the world could
connect, interact, and compete. …For higher
education, these game-like environments
transform assignments into exciting challenges,
reward students for dedication and efficiency, and
offer a space for leaders to naturally emerge.
(NMC Horizon Report , 2014, p. 42)
49. Learning Outcome Social Media
Communicate (write, read,
discuss, interact)
Connect and collaborate
Navigate
Play, explore, and discover
Analyze and solve problems;
think critically
Compete
Plan, program, model,
innovate, and predict
Simulate, observe,
experiment
50.
51. Social media doesn‘t
always fit to your
pedagogical goals.
Students may push back
on using social media.
The learning curve for
both instructors and
students can be steep.
There could be potential
ethical issues.
52. … Please share with us!
What has been your experience?
Source: https://www.flickr.com/photos/onlinedialogue/12665352714 (Creative Commons)
53. Complexity is the new reality. One of the main
challenges of implementing new pedagogies,
learning models, and technologies in higher
education is the realization of how interconnected
they all are. Games, for example, often overlap with
natural user interfaces as well as social media with
social networks, and learning analytics are
increasingly associated with adaptive learning
platforms. Even as we acknowledge that topics
continuously converge, morph, and evolve, we need
the proper languate to accurately discuss and
define them.
(NMC Horizon Report , 2013, p. 11)
54. Social media can be defined in many ways –
and continues to morph.
When incorporating social media, identify
your learning outcome (or skill) first – then
select a tool to support achieving outcomes.
Be prepared to fail.
55.
56. Resources
Blaschke, L.M. & Brindley, J. (2015). Using social media in the online classroom. In
M. Ally & B. Khan, The international handbook of e-learning (volume 2):
Implementation and case studies. Athabasca, Canada:
Routledge. http://www.routledgementalhealth.com/books/details/978113879372
9/
Blaschke, L.M. (2014). Using social media to engage and develop online learners
in self-determined learning. Research in Learning Technology. Retrieved
from:http://www.researchinlearningtechnology.net/index.php/rlt/article/view/21
635/html
Blaschke, L.M. (2012). Heutagogy and lifelong learning: A review heutagogical
practice and self-determined learning. International Review of Research in Open
and Distance Learning, 13(1), 56-71. Retrieved from:
http://www.irrodl.org/index.php/irrodl/article/view/1076/2087
Conole, G., & Alevizou, P. (2010). A literature review of the use of Web 2.0 tools in
higher education. Higher Education Academy, UK. Retrieved from:
http://www.heacademy.ac.uk/assets/EvidenceNEt/Conole_Alevizou_2010.pdf
Kaplan, A.M., & Haenlein, M. (2010). Users of the world unite! The challenges and
opportunities of social media. Business Horizons, 53, 59-68. doi:
10.1016/j.bushor.2009.09.003.
New Media Consortia - HORIZON Reports: http://www.nmc.org/nmc-horizon/
Prensky, M. (2010). Teaching digital natives: Partnering for real
learning. Thousand Oaks, CA: Corwin Press.
http://oetmanhattan.wikispaces.com/file/view/Prensky--
Teaching+Digital+Natives-in+press6.pdf
Editor's Notes
Social media has become more ubiquitous within higher education and can play an important role in helping students become more self-determined in their learning and in building and sustaining a personal learning network (PLN) throughout their studies and beyond. This webinar will provide a framework for defining and choosing social media for use in the classroom, as well as demo a variety of ways for incorporating social media such as Twitter, e-portfolios, mind-mapping, GoogleDocs, and Diigo within the classroom. You will also have an opportunity to share and discuss your own experiences of using social media for teaching and learning.
Topics we will discuss today
Time for the crash course. You will find more resources on this Bibblio site.
Heutagogy is a learning theory developed by two Australian guys, Stewart Hase and Chris Kenyon, back in the year 2000.
Basically it is...
It is not the same as Deci's self-determination theory, which focuses primarily on motivation – although understanding learner motivations and passions are part of the self-determined learning package.
Self-determined learning is...
Learner-centered and learner-determined learning. Instructors and institutions are no longer at the center. Learners are. Instructors are no longer the sage on the stage, the learning gurus. Heutagogy is about instructors as guides and facilitators. Instructors providing guidance and resources as needed, working together with the learner to define the learning path (road map). Role of institutions in a heutagogical approach is that of providing platforms and support and helping learners find their individual learning paths and make connections with guides
Learners determine their path. And the role of human agency in learning is a fundamental principle. The learner is at the center of all heutagogic practice. The learner is self-motivated and autonomous and is primarily responsible for deciding what will be learned and how it will be learned and assessed.
Capability is characterized by the following: being able to use one’s competencies in unfamiliar as well as familiar circumstances, learner self-efficacy, communication, creativity, collaboration (teamwork), and positive values.
Competency can be understood as proven ability in acquiring knowledge and skills, while capability is characterized by learner confidence in his or her competency and, as a result, the ability “to take appropriate and effective action to formulate and solve problems in both familiar and unfamiliar and changing settings” (Cairns, 2000, p. 1, as cited in Gardner, Hase, Gardner, Dunn, & Carryer, 2007, p. 252).
Capable people exhibit the following traits:
Self-efficacy, in knowing how to learn and continuously reflect on the learning process;
Communication and teamwork skills, working well with others and being openly communicative;
Creativity, particularly in applying competencies to new and unfamiliar situations and by being adaptable and flexible in approach;
Positive values (Hase & Kenyon, 2000; Kenyon & Hase, 2010; Gardner et al., 2007).
Example of construction worker.
Within heutagogy, it is essential that reflection occurs in a holistic way. This translates to the learner reflecting not only what she or he has learned, but also the way in which it has been learned – and understanding how it is learned (metacognition) -- and through double-loop learning, how it impacts the learner’s values. It is learning how to learn.
In double-loop learning, learners consider the problem and the resulting action and outcomes, in addition to reflecting upon the problem-solving process and how it influences the learner’s own beliefs and actions (see Figure 1). Double-loop learning occurs when learners “question and test one’s personal values and assumptions as being central to enhancing learning how to learn” (Argyris & Schön, 1978, as cited in Hase, 2009, pp. 45-46).
As learning is self-determined, the path to learning is defined by the learner and is not established by the teacher. As a result of learners choosing their own path, learning happens in a non-linear format. Learning can go in any direction that the learner wants.
Heutagogy is not new. (This was pointed out to me at the RIDE conference in 2013.) On the contrary, heutagogy has its roots in earlier learning theories and concepts such as humanism (Maslow and Rogers), constructivism (Vygotsky), reflective practice (Schön), douple-loop learning (Argyris and Schön), andragogy (Knowles), transformative learning (Mezirow), capabilities (Stephenson), self-efficacy (Bandurra), all of which have contributed to the fundamental principles of heutagogy.
The heutagogical approach can be viewed as a progression from pedagogy to andragogy to heutagogy, with learners likewise progressing in maturity and autonomy (Canning, 2010, see Figure 2). More mature learners require less instructor control and course structure and can be more self-directed in their learning, while less mature learners require more instructor guidance and course scaffolding (Canning & Callan, 2010; Kenyon & Hase, 2010). Cognitive development of learners, a requirement for critical reflection and discourse to occur, could also be integrated into this pyramid, with cognitive development progressing in parallel with learner maturity and autonomy (Mezirow, 1997).
It may help to understand heutagogy (self-determined) as a continuum of andragogy (self-directed), the study of teaching and learning for adults.
Single-loop learning: there is a problem, action, and outcomes, and the learner works to find a solution to a problem; in double-loop learning, the learner goes through that same process, but in addition also considers how she or he learned---and how this influences the learner beliefs and actions – in a process of self-reflection. This self-reflection is fundamental to self-determined learning. Double-loop learning requires that learners are both psychologically and behaviorally engaged. They reflect on not only what they have learned, but also the way in which this new knowledge and the path to learning has influenced their values and belief system: Argyris & Schön (1978); Eberle & Childress (2005); Eberle (2013)
While andragogy focuses on development of competencies, heutagogy builds on those competencies further. Competent learners can demonstrate that they have learned a skills or set of knowledge. Capable learners can apply those skills and knowledge in new and unfamiliar situations. Capability is characterized by the following: being able to use one’s competencies in unfamiliar as well as familiar circumstances, learner self-efficacy, communication, creativity, collaboration (teamwork), and positive values: Cairns (1996, 2000); Stephenson (1992); Stephenson & Weil (1992): Gardner, Hase, Gardner, Dunn, & Carryer (2007), Hase & Kenyon, 2000, 2003, 2007)
Andragogy is about learning in a linear away; heutagogy about non-linear learning, that is following the learner path. As learning is self-determined, the path to learning is defined by the learner and is not established by the teacher. As a result of learners choosing their own path, learning happens in a non-linear format (Peters (2002).
In andragogy, learning is directed by the learner, but guided along a specific path by the instructor. In heutagogy, the path is directed entirely by the learner: from design to assessment. The role of human agency in learning is a fundamental principle. The learner is at the center of all heutagogic practice. The learner is self-motivated and autonomous and is primarily responsible for deciding what will be learned and how it will be learned and assessed: Hase & Kenyon (2000, 2007, 2013b); Hase (2009); Deci & Flaste (1995); Deci & Ryan (2002); Long, 1990); Pink (2009)
With andragogy, focus is on getting students to learn content, and the primary focus is on the content. With heutagogy, the focus is placed on the process of learning itself and helping students understand how they learn. Within heutagogy, it is essential that reflection occurs in a holistic way. This translates to the learner reflecting not only what she or he has learned, but also the way in which it has been learned – and understanding how it is learned (metacognition): Schön (1983, 1987); Mezirow & Associates (1990); Blaschke & Brindley (2011)
Can address many of the challenges faced by education today
Graduates need to be productive at the start of employment with little or no ramp-up time, and they must adapt quickly to new and disruptive innovations, continuously acquiring new skills:
…the complexities of the workforce in the 21st century require that employees have a wide range of cognitive and meta-cognitive skills, such as creativity, self-directedness, innovativeness, and knowledge of how they learn (Blaschke, in press, 2014, p. 1)
This is also one of the reasons that I was so inspired by this theory (my background).
…and those challenges faced by ed tech. The 2015 Horizon report identifies the increasing importance of student-centeredness in educational approaches and a need „to rethink how learning spaces should be configured“ (p.18). „personalized learning“ (p. 26) „teaching complex thinking“ (p. 28)
More institutions moving toward learner-centered learning and competency-based education
Teaching/learning theory that aligns well with affordances of today’s technology, in particular some of the newer technologies such as MOOCs and gaming
References:
Ellerton , P. (2015). Teaching how to think is just as important as teaching anything else. [Web log.] The Conversation. Retrieved from: https://theconversation.com/teaching-how-to-think-is-just-as-important-as-teaching-anything-else-46073
Kalamara, K. (2015). Digital learning technology: How will technology transform digital learning in the next decades? eLearning Industry. Retrieved from: http://elearningindustry.com/digital-learning-technology-will-technology-transform-digital-learning-next-decades
New technologies available on the web can further support learner-centered design and activities, as well as learner exploration, creativity, reflection, collaboration, and networking (Gerstein, 2013; Sharpe, Beetham, & DeFreitas, 2010; Conole, 2011; McLoughlin & Lee, 2007).
Based on initial research by Canning & Callan (2010), Ashton & Elliott (2008), Ashton & Newman (2006), here are some of the benefits of a heutagogical approach (see slide)
Why it should (review list of benefits):
Most importantly, prepares learners for complex workforce by giving them a better understanding of how they learn
So now I've gone over the theoretical part. What does Heutagogy look like in practice?
A Heutagogical learning environment has the following key elements (learner in center).
Explore: Fundamental to heutagogy is the element of exploration. Learners must be given the freedom and opportunity to explore a variety of paths and sources of knowledge on their journey. They need to be able to develop and test hypotheses, and ask and answer questions – all of which arise during the process of exploring. Structured curricula are out; learner-defined curricula are in.
Create: Another important design element of heutagogy is giving the learner the freedom to create. This can be achieved using a variety of learning approaches, e.g., writing, designing, and drawing. What is important is that the learner is actively involved.
Collaborate: Collaboration is another key element to heutagogy and aims to provide the kind of environment where learners can learner from each other. Working together toward a common goal, learners are able to solve problems and reinforce their knowledge by sharing information and experiences, continuously practicing, and experimenting by trial and error. They simply help each other along the way. The teacher serves as coach during the collaboration process.t
Connect: Networks and connections are a critical aspect within heutagogy, as it is through these connections that new avenues of learning can be created. Making connections is easy with today’s social media, which give learners an opportunity to network with people across the world…and I will talk more about this later.
Share: : Once learners have started connecting, they can begin sharing.
Reflect: Finally, within every heutagogic learning environment, learners need to have opportunities to reflect. This is where there is potential for new learning to occur and previous learning to be consolidated. Reflection provides an opportunity to ascend to higher levels of cognitive activity such as analysis and synthesis. Repetition helps information move from short- to long-term memory. This reflective activity should include reflecting on the new knowledge that the learner has gained, as well as how she or he has learned – and the ways in which this learning experience has influenced his or her value system and beliefs.
Consider learners’ level of autonomy and adjust accordingly: Incorporate learner
questionnaires, learner contracts, and learner-directed questions and discussions
Motivation is key here. Learners and workers are motivated when they are given autonomy. Pink writes about this in his book “Drive”. Empowering people and letting them make choices. And heutagogy is all about autonomy.
What we do in education? We take away that autonomy or only allow it in small doses. We teach learners to be consumers. And it is really really hard to break them out of that mindset. So many students have said to me, exasperatedly, just tell me what you want me to do! I smile and say what do you want to do?
Give them the tools to make them digitally literate, Citizens of the net. Create their own worlds.
http://www.hybridpedagogy.com/journal/maggies-digital-content-farm
All about exploration…and making mistakes along the way. A growth mindset must be nurtured: "based on the belief that your basic qualities are things you can cultivate through your efforts..everyone can change and grow through application and experience" (p.7) Characterized by: practice and discipline, character (digging deep), failure and recovery (NASA example of hiring those with significant failures and bounced back ), learning and improving, sticking to it, thriving on challenges, realize developing potential and capability take time, failure does not define you, take charge of learning and motivation, know how to fail, take charge of processes that bring success, a work in progress. "Studying to learn, not ace the test." (P.63).
Carol Dweck
Fixed mindset: "believing that your qualities are carved in stone" (p. 6) Characterized by: interest only if you do well, don't make mistakes, measured by others' evaluation of you, failure defines you, belief in fixed traits and intelligence, things go wrong lose focus and ability, effort casts doubt on talent, victim perspective.
DeWitt (2015) identifies ways we can support growth mindsets in the classroom: less testing, more feedback, flexible grouping, deeper questions, less teacher talking
Learning by doing: The power of Active Learning: “Many of today’s learners favor active, participatory, experiential learning—the learning style they exhibit in their personal lives. But their behavior may not match their self-expressed learning preferences when sitting in a large lecture hall with chairs bolted to the floor.”
Over 70% of our master's students have identified "learning by doing" as their preferred way of learning -- what better way than using technology? Refer back to previous work on active learning and social media (Blaschke, Porto, Kurtz)
Build learner skills while allowing them to determine and reflect on their learning path, scaffold learning activities to create frameworks forlearning/discovery, use learner-directed questions, action research, double-loop learning – leading to transformative learning (Mezirow and Associates, 1990).
Double-loop learning --- leading to transformative learning
References:
Mezirow, J., & Associates. (1990). A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass.
Blaschke & Brindley (2010)
Empower learners to collaborate and create: Incorporate group exercises and collaborative assessment (Albon 2006).
Collaborative learning spaces: http://www.emergingedtech.com/2015/07/reasons-research-schools-need-collaborative-learning-spaces/
As Brandt (2013) relates: “Virtual connections, made through the internet, can provide opportunities for real-time input from experts in the field of study” (p. 110). Whenever possible, learners should be encouraged to connect with others within their discipline using the media available. Examples of social networking sites include Twitter (www.twitter.com), LinkedIn (www.linkedin.com), Academia.edu (www.academia.edu), Facebook (www.facebook.com), WhatsApp (www.whatsapp.com), and Google+ (https://plus.google.com).
Build skills and competencies: Support development of personal knowledge
management, digital literacy, and social collaboration skills; incorporate skill
building activities and social networking and collaboration tools (building competencies to lead to capabilities, in particular through the use of social media); use badges to indicate accomplished competencies and learning outcomes.
Mindful agency: http://learningemergence.net/2015/04/06/learning-power-new-research-identifies-mindful-agency-as-central-to-resilience/
For learning in the complex world of risk, uncertainty and challenge, what matters is being able to identify, select, collect, collate, curate and collaboratively re-construct information to suit a particular purpose.
Resilient Agency is our capacity to move iteratively beween purpose and performance, utilising our learning power and generating and re-structuring knowledge to serve our purpose.
Gaming: Minecraft in schools: http://www.slj.com/2015/04/technology/minecraftedu-takes-hold-in-schools/
“Minecraft is like LEGOs on steroids,” says Eric Sheninger, a senior fellow at the International Center for Leadership in Education. “Learners of all ages work together to ultimately create a product that has value to them,” he adds.
His third graders had created cardboard dioramas previously; when using Minecraft, they became “highly motivated to plan, organize, and create a model community of systems” and a form of governance, adds Gallagher.
http://www.fastcoexist.com/3048041/kids-are-using-minecraft-to-design-a-more-sustainable-world
http://theconversation.com/tapping-into-kids-passion-for-minecraft-in-the-classroom-43461
But it is the enthusiasm students have for learning to play Minecraft that is so compelling. Minecraft players share this “impassioned learning” with fans of other forms of popular culture.
In this sense, Minecraft is not so much a game, but a social network that values and circulates expertise.
Refer to Laura Ritchie’s new book
References:
Ritchie, L. (in press). Fostering self-efficacy in higher education students. United Kingdom: Palgrave.
Allow learners to define success: Assess learner achievement by negotiating the
assessment process and making curriculum flexible, using formative assessment,
learning contracts, learner-defined learning, self-assessment, and collaborative
assessment. The ability of learners to self-assess their success can depend on
learner maturity and autonomy and will often require guidance by the teacher.
Would be a need for learner contracts such as those at Empire State College.
Difficult to realize. Institutions and teachers have to relinquish control, which is difficult to do. And learners need to take on more responsibility (sometimes even harder to do). Example from Brandt -- not wanting the responsibility, but in the end wanting this type of learning more.
Booth, M. (2014). Assessment as an ongoing act of learning: A heutagogical approach. In L.M.Blaschke, C.Kenyon, & S.Hase, Experiences in self-determined learning. USA: Amazon.
Open courses (Alec Couros)
MOOCs:
Hazipanagos, S. (2015). What do MOOCs contribute to the debate on learning design of online courses? eLearning Papers. ISSN: 1887-1542. Retrieved from: http://www.openeducationeuropa.eu/en/article/Design-Patterns-for-Open-Online-Teaching-and-Learning-In-Depth-42-1
MOOCs: playground of learner autonomy, connections, constructivism, peer and self-assessment
http://er.educause.edu/articles/2015/8/mooc-professors-agency-in-the-face-of-disruption
"Soft infrastructures" >> non-prescriptive and entrepreneurial
MOOCs as portals — not an end in themselves — that invite faculty to discover the value and varieties of open learning. They provide an entrée to new outlets for faculty to see their academic work impact broader audiences and to feel "empowered and supported in an expanded approach to teaching."5
We define soft infrastructure as "the resources, values, and affirmations that support faculty agency in experimenting with digital learning." This soft infrastructure has driven the transformative and creative repurposing of hard infrastructure and associated systems to scale up Stanford's digital learning initiatives.
Soft infrastructure is built by the activities of users and communities that then provide direction for the development of hard infrastructure, not the other way around. Relationship-intensive, soft infrastructure is, as Groom and Lamb articulated, "user-driven innovation" and ultimately about empowering people, specifically faculty, to leverage their ideas, insights, and creativity to drive the development of digital learning experiences.7 At Stanford, a focus on soft infrastructure allowed us to embrace the ambiguities and unknowns of new ideas and then build relationships to bring those ideas to life:
However, learning is most meaningful when it is interest-based.
"Open boundary courses"http://educationaltechnology.ca/couros/2603
Bibblio: intelligent discovery platform
The first part of the heutagogic design process is defining the learning contract. During this phase, the learner and teacher work together to identify learning needs and outcomes. What does the learner want to learn/achieve? What should be the result of the learning experience (learning outcome)? In addition, specific course or program learning outcomes that may be required by the institutional environment should be taken into consideration. Next, the learner and teacher negotiate the assessment process. How will learning be assessed and who will assess it? In other words, how do we know that learning has been achieved? The curriculum should then be adapted to the learning outcomes, as well as throughout the learning process. At the end of this part of the process, a learner contract is created and agreed upon. (Do we identify resources here?
The next part of the process is development of the learning activity. Once the learner and teacher have reached agreement on the design for the learning, the learner and/or teacher can then choose any media, application, or tool to support their learning activities. It is essential that learners and teachers select those that support the learning activity and the desired learning goal. During this phase of the process, teachers should support learners in defining activities for learning, providing ongoing, constructive feedback, and provide opportunities for learners to self-reflect on new knowledge gained and on the learning process.
In the last part of a heutagogic design process, learning is assessed in order to determine whether the agreed upon outcomes have been achieved. How learning is assessed is based on the learner contract defined at the start of the process. Learning outcomes are reviewed and assessed and specific competencies and skills acquired are identified. As heutagogy is learner-centered, the learner is the primary assessor of his or her learning.
Used interchangeably with Web 2.0: With Web 1.0, information became available on the web, but in a passive way, which only allowed us to consume that information. Web 2.0 was user-centered and brought with it the elements of creation and interactivity, for example, learner creation and co-creation of content, social networking, professional connections and collaborations, thus supporting active rather than passive learning and empowering users. For the online classroom, it means opening up the classroom for internal and external collaboration and allowing learners to explore.
Before I go deeper into the examples of social media use, I would like to first review some of the key benefits of using social media in the classroom:
Centers on the learner
Supports active and interactive dialogues and interaction
Enhances communication and information sharing
Develops lifelong learning skills:
Capability
Critical thinking
Reflection
Team work
The question then is how do we choose the right media, that is incorporate social media in meaningful, pedagogical ways? Therein lies the challenge.
A vast array of tools are available. Which one to choose and for what purposes?
A general rule of thumb that I use: what is the pedagogical benefit? A simple two-step process keeps me on track, that is, 1) identifying the learning outcome I want students to achieve, and 2) pick a social media tool that will help me best acheive that outcome
To better understand which media can be used for which purposes, a taxonomy is helpful. Adapted from Kaplan & Hainlein (2010) in Blaschke & Brindley (2015)
Each of this social media categories – except for gaming – have been used in the OMDE601 Foundations of Distance Education and E-learning course as part of the redesign of that course, which I will go into more detail about next.
This table further breaks down the alignment of social media classification and desired learning outcome or skills, and the examples of the social media tools that can be used (not an exhaustive list)!
The table is based on the taxonomy from Kaplan & Hainlein (2010), and on the verb-noun analogy from Marc Prensky. Prensky’s (2010) analogy compares the relationship between nouns and verbs to the relationship between technology tools and critical skills, and provides a framework for matching social media tools to learning activities. In his analogy, verbs are the essential skills of learning (e.g., researching, analyzing, reflecting, communicating, collaborating) that do not change very much over time. Nouns are the technology tools that students use to develop skills and competencies. Unlike the verbs of learning, nouns (tools) are constantly evolving.
In integrating social media into the OMDE601 course, the backward design, or results-based, approach was integrated (Wiggins & McTighe, 2005). Together with another MDE faculty, Jane Brindley, I identified the desired outcomes at both course and program level and then worked backward in developing learning activities and course content that would support development of those outcomes.
Specific aspects of a heutagogical or self-determined learning approach were also incorporated into the new design, for example:
Considering students’ level of learner autonomy and adjusting accordingly to achieve balance between ability and autonomy (through learner questionnaires)
Building learner skills while allowing them to determine and reflect on their learning path (through scaffolding of learning activities and learner-directed questions for reflection)
Incorporating activities for self-reflection, self- and information-discovery, and collaborative information creation (through learning journals and collaborative group work)
Assessing learner achievement using formative and summative assessment
Learners work together engaged in activities such as problem-solving and carrying out research with the goal of constructing and developing new knowledge by creating content together
Excerpt from Blaschke & Brindley (in press):
Web 2.0 tools provide much greater capacity than an LMS for both synchronous and asynchronous student-student interaction and collaboration. At the same time, complex problems and issues in higher education and the workplace call for multi-disciplinary and cross-functional team approaches. Employers place a high value on collaborative skills and ability to work in teams using a variety of online collaboration tools (Johnson et al, 2010; 2012). Collaborative tools such as wikis and Google Apps are particularly well suited to support student-student collaboration, promote discussion and dialogue, and help bring more balance to the teacher-student relationship (Johnson et al, 2012). Collaborative projects help aid in the development of negotiation skills, support student collaboration and interaction, and are easily and centrally accessible in shared virtual spaces (Harris & Rea, 2009). They can be used for constructing knowledge both individually and in groups, evaluating peer contributions, problem-solving, understanding concepts and their complexities, engaging students in classroom tasks, and promoting deeper thinking and reflection on ideas and concepts through observation (Harris & Rea, 2009).
These projects are primarily used to present ideas and concepts, and to document and curate other types of content such as progression toward a goal, achievements or important resources, using social media as the platform.
Excerpt from Blaschke & Brindley (in press):
Individual showcase projects such as blogs and e-portfolios are particularly useful for developing skills of self-expression, and with their capacity for different levels of access can also accommodate dialogue. Pedagogical benefits include supporting reflective thinking, development of meta-cognitive skills, and sharing of knowledge and experience. Individual showcase projects can be used for communicating ideas, inspiring reflective thinking, and documenting and curating content. They can also be used to make connections, provide advice, make announcements, or as a living record of progress and achievements such as an e-portfolio (Harris & Rea, 2009). For example, students can use blogs or wikis as a form of reflective learning journal (Blaschke & Brindley, 2011; Conole & Alevizou, 2010), as well as e-portfolio showcasing a student’s work for purposes of assessment and/or employment (Porto, Blaschke, & Kurtz, 2010).
Skills: Design and create; think critically, deeply, and logically; share knowledge; share experience; give advice; express yourself
Tools: Blogs, e-portfolios, mindmaps
Begins at start of program and is maintained throughout the student’s journey.
Learners use social networking for making and sustaining connections with family, colleagues, and other students. Learners create personalized profiles, invite their contacts to connect with them, and then use the site for e-mailing and instant messaging.
Excerpt from Blaschke & Brindley (in press):
Social networking supports interaction amongst participants in a community and has become more popular within academia, as “scientists and researchers use social media to keep their communities informed of new developments” (Johnson et al., 2013, p. 14). Pedagogical benefits of social networking include increased student engagement and interaction, collaboration, and peer support (Conole, 2012; Conole & Alevizou, 2010; Rodriguez, 2011). Networking can be used for creating communities, making connections with peers, broadcasting and self-promotion, sharing information and resources, exchanging ideas, back-channelling, gathering viewpoints through surveys, and for research purposes (Conole, 2012; Conole & Alevizou, 2010). One example of using social networking for research is the use of Twitter to follow specific trends within a field of study, thus conducting active research while observing development of the trend. An example of a social networking site used for exchange instructional ideas is Cloudworks (http://cloudworks.ac.uk/).
Learners are in class all the time. “With the Twitter hashtag, class is always open…It never ends.” Helen Keegan, EDEN Research Workshop, Leuven, Belgium (October 23, 2012)
An example of connections from OMDE601 is of a student who began following Tony Bates, a prominent DE scholar who was in the midst of writing a book. After a number of exchanges on Twitter, with the student providing commentary on Tony‘s work, Tony asked the student if he would be interested in writing a review. The student agreed and will be including the review in his e-portfolio.
Another example is one from Keegan (2013), where a student wrote a review of audio boo in blog --- which was consequently tweeted by the CEO of audio boo. , Another student wrote a blog post on copyright and licensing in the music industry – and began engaging in a discussion with a leading professional in the industry. Helped to empower both students.
Online communities allow learners and educators to share user-generated content, resources, and information with each other and can offer pedagogical benefits such as supporting self-directed and inquiry-based learning, collaboration, and interaction amongst students (Conole, 2012). Instructors can use these resources as supplementary material to course content to provide additional guidance to students as a form of scaffolding (Harris & Rea, 2009). Information sharing communities can also be used to distribute a variety of multimedia such as presentations (e.g., SlideShare), lectures (e.g., YouTube), and images (e.g., Flickr and pinterest) and to disseminate these using different channels (Conole, 2012).
Skills: Communicate (read, write, discuss, interact); collaborate; search; inquire; compare; combine; think critically; reflect; observe; share; build community; promote (self); distribute
Tools: Twitter, LinkedIn, Facebook, social tagging (e.g., Flickr, pinterest), Cloudworks
Online communities allow learners and educators to share user-generated content, resources, and information with each other and can offer pedagogical benefits such as supporting self-directed and inquiry-based learning, collaboration, and interaction amongst students (Conole, 2012). Instructors can use these resources as supplementary material to course content to provide additional guidance to students as a form of scaffolding (Harris & Rea, 2009). Information sharing communities can also be used to distribute a variety of multimedia such as presentations (e.g., SlideShare), lectures (e.g., YouTube), and images (e.g., Flickr and pinterest) and to disseminate these using different channels (Conole, 2012).
With this form of social media, learners create avatars that interact with other avatars in a virtual gaming environment
Excerpt from Blaschke & Brindley (in press):
Use of virtual game worlds for learning is steadily on the rise. Johnson et al (2013) report that game-based learning supports “cognitive development and the fostering of soft skills among learners, such as collaboration, communication, problem-solving, and critical thinking” (p. 2). Their NMC report goes on to describe game-based learning as goal-oriented, social, and offering real-world and relevant simulation. Games used for pedagogical purposes have the capacity to support learning objectives and incorporate instructional aspects such as assessing student performance and providing feedback (Hays, 2005). Minecraft (https://minecraft.net/), is an example of an online video game where gamers (individually or with others) use blocks to build virtual worlds that can be used in learning contexts. For example, Minecraft has been used by students who work together to create a virtual community and, through the process, learn about city planning, environmental issues, and project management (Dunn, 2013). Other examples of virtual games for learning include UNESCO’s games for change (http://www.gamesforchange.org/) and the United Nations’ global social awareness games such as the Stop Disasters (http://www.stopdisastersgame.org/en/home.html) and the Free Rice (http://freerice.com/#/english-vocabulary/1467).
Skills: Connect; collaborate; navigate; play; communicate (read, write, discuss, interact); explore; analyze and solve problems; think critically; compete; program; model; innovate; plan; simulate; observe; experiment; discover; predict
Tools: Minecraft, alternate reality games (ARGs), massively multiplayer online games (MMO), and global social awareness games, Simulations, Second Life
Example: United Nations’ Food Force
Food Force is an educational game published by the United Nations World Food Programme (WFP) in 2005. Due to its content, it is considered a serious game (game with educational purpose). Players take on missions to distribute food in a famine-affected country and to help it to recover and become self-sufficient again. At the same time they learn about hunger in the real world and the WFP's work to prevent it. (from Wikipedia)
“Whether it’s Minecraft or duct tape wallets, the kid-passions that seem like fads, if not totally unproductive, can alternatively be seen as mediums for experiencing the virtuous cycle of curiosity: discovering, trying, failing and growing.” (Klein, 2015) https://www.edsurge.com/n/2015-05-26-how-minecraft-and-duct-tape-wallets-prepare-our-kids-for-jobs-that-don-t-exist-yet
Educational benefits:
Minecraft can have huge educational benefits for children; it can help teach numerous subjects both with and without adult involvement. Learning in Minecraft can be faster than traditional methods of education, as children are often far more motivated, get more practice, and feel that what they are learning is useful. (http://minecraft.gamepedia.com/Minecraft_in_education)
In Sweden, one school has made it a required course for students. The game forces students to plan resources and materials, read, write, interact, and collaborate – while having fun.
Social media doesn‘t always fit to your pedagogical goals. Example: use of Google Maps in OMDE601.
Students may push back on using social media. Example: I don‘t tweet; I don‘t use social media; tracking issues in Facebook.
The learning curve for both instructors and students can be steep. Example: generational divide; South Africa and U.S. students.
There could be potential ethical issues. Example: Posting of political, religious, ethnic views can get everyone into trouble.
Informal and formal learning are beginning to merge. Social media and other technologies continue to change: „converge, morph, and evolve“. Keeping up can be challenging.