What is Heutagogy? And And how can we use it to help develop self-determined learners?
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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.
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What is Heutagogy? And And how can we use it to help develop self-determined learners?
- 1. Lisa Marie Blaschke, Program Director, Master of Distance Education and E-Learning Carl von Ossietzky University of Oldenburg, Germany What is heutagogy? And how can we use it to help develop self-determined learners?
- 2. 1 What is heutagogy? 2 Why is heutagogy important today? 3 An example of heutagogic design: OMDE601 4 Questions and answers Topics Folie 2
- 3. What is heutagogy (self- determined learning)?
- 4. 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. Heutagogy defined Stewart Hase & Chris Kenyon (2007, p. 112)
- 5. “For the teaching and learning experience, for the people who are actually paying tuition dollars, they have to be at the center of the experience. In the past, we needed the university to do a lot of the knowledge mediating for us...[now] students can go directly to the source and they don't need the university to play that mediating role.” George Siemens (YouTube interview, October 21, 2013) Learner-centered and learner- determined CCBY US Department of Education
- 6. Capability development and self- efficacy Https://jisc.ac.uk/news/free-wifi-available-to-thousands-of-medical-students-in-hospitals-across-west-Yorkshire-06-jul “Teaching students how to learn is as important as teaching them content, because acquiring both the right learning strategies and background knowledge is important—if not essential—for promoting lifelong learning.” John Dunlosky, Kent State University, 2013 (American Educator)
- 7. “Reflective thinking … involves willingness to endure a condition of mental unrest and disturbance. Reflective thinking, in short, means judgment suspended during further inquiry; and suspense is likely to be somewhat painful.” John Dewey, How We Think, 1910, p. 13 Self-reflection/meta-cognition and double-loop learning Https://upload.wikimedia.org/Wikipedia /commons/a/a2/circle_reflect_wikipedia_sky.jpg
- 8. Non-linear teaching and learning Internet splat map (2004) https://www.flickr.com/photos/jurvetson/916142
- 9. Instructors as guides “The learning leader ... needs to have the skill of being able to ... ensure that essential concepts are covered within the learner’s framework... the learner is engaged with their own learning rather than what the ‘teacher’ believes they should be learning. The effect of this process is an emotional ‘buy in’, reflection, exploration, hypothesis generating and application.” Stewart Hase, 2016 https://heutagogycop.wordpress.com/2016/08/03/making-learning-a- change-experience/
- 10. "In the case of personal learning, the role of the educational system is not to provide learning, it is to support learning. Meanwhile, the decisions about what to learn, how to learn, and where to learn are made outside the educational system, and principally, by the individual learners themselves.“ Stephen Downes, Keynote, SpringVertCon, Washington, D.C., 2016 Institutions as support networks
- 11. 11 Builds on earlier theories and concepts Heutagogy AndragogyCapability Transformative Learning Self-Efficacy Humanism Double-Loop Learning Reflective Practice Constructivism
- 13. 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 ► Learner-directed Getting students to learn (content) ► Getting students to understand how they learn (process) (Blaschke, 2012) A continuation of andragogy?
- 14. …or inherent to young learners? “The objective of education is learning, not teaching.” Ackhoff & Greenberg, 2008, p. 5
- 15. Why is heutagogy important today?
- 16. Dive or thrive?
- 17. (Prensky, 2010; Partnership for 21st Century Skills (P21), no date; Thomas & Brown, 2011; Trilling & Fadel, 2009) What employers want
- 18. “If you’re a student…it is no longer a question of choosing a degree course you want to do at a university…It’s a question of thinking…‘How will I keep learning through my life, how do I combine a range of educational experiences not just from one university but also from a range of universities - potentially around the world?’” Sir Michael Barber, Times Higher Education (in Parr, 2013) “The increasing demand for education that is customized to each student’s unique needs is driving the development of new technologies that provide more learner choice and control and allow for differentiated instruction.” HORIZON Report (2013) What students want
- 19. “We should be waking them (kids) up to what is inside of themselves…we need divergent thinkers, but education doesn’t develop these.” Sir Ken Robinson, RSA Conference, 2010 Changing educational paradigms
- 20. Driven by technological change Badges (Mozilla) Massive open online courses (MOOCs) Wikis Blogs Mobile Computing Social Networks
- 21. An example of heutagogic design: OMDE601
- 22. Which pedagogical framework? http://www.flickr.com/photos/oudeschool/6257800770/in/pool-809956@N25/
- 23. (Blaschke, 2013) Knowledge and information aggregation Connectivity, networking, and social rapport Content discovery, sharing, and creation (individual and group) Reflection and creativity (individual and group)
- 24. OMDE601 - Holistic design
- 25. OMDE601: GoogleDocs Skills: Collaborate; communicate (write, read, discuss, interact); construct knowledge (individual and group); socialize; navigate; negotiate; solve problems; think deeply, critically, and logically; reflect; evaluate
- 26. OMDE601: E-portfolio Skills: Design and create; think critically, deeply, and logically; share knowledge; share experience; give advice; express yourself
- 27. OMDE601: Twitter Skills: Communicate (read, write, discuss, interact); collaborate; search; explore; listen; connect; share; think critically; reflect; support others; build community; promote (self); exchange https://youtu.be/dceWmR3Me8g
- 28. OMDE601: DiiGo Skills: Communicate (read, write, discuss, interact); collaborate; search; inquire; compare; combine; think critically; reflect; observe; share; build community; promote (self); distribute
- 29. Key elements of heutagogic design Explor e Collab- orate Connec t Reflect Learner Share Create (Blaschke & Hase, 2015b)
- 30. _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 _Promotes democracy of learning and social justice _Better prepares them for the complexities of the workforce _Encourages growth and personal empowerment Benefits of heutagogy (Canning, 2013; Canning & Callan , 2010; Ashton & Elliott, 2008; Ashton & Newman, 2006; Dick , 2013; Kerry, 2013)
- 32. Folie 32 Where do you see the http://www.picserver.org/ c/challenge.html
- 33. 1 Hase, S., & Kenyon, C. (2013) Self-determined learning: Heutagogy in action. Sydney, Australia: Bloomsbury Academic. 2 Blaschke, L.M., Kenyon, C., & Hase, S. (2014). Experiences in Self-determined Learning. Amazon. 3 Heutagogy Community of Practice: Website: http://heutagogycop.wordpress.com/ LinkedIn: http://www.linkedin.com/groups/Heutagogy-Community-Practice-4776262 Twitter: https://twitter.com/heutagogycop 4 Bibblio: http://bibblio.org/u/The%20Heutagogy%20Collection/c ontent Heutagogy resources
- 34. 1 Anderson, T. (2010). Theories for learning with emerging technologies. In G. Veletsianos (Ed.),Emerging technologies in distance education. Edmonton: Athabasca University Press. Retrieved from http://www.aupress.ca/books/120177/ebook/02_Veletsianos_2010- Emerging_Technologies_in_Distance_Education.pdf 2 Anderson, T. (2009). The dance of technology and pedagogy in self-paced distance education. AU Space. Retrieved from: http://auspace.athabascau.ca/handle/2149/2210 3 Ashton, J., & Elliott, R. (2007). Juggling the balls – study, work, family and play: Student perspectives on flexible and blended heutagogy. European Early Childhood Education Research Journal, 15(2), 167-181. 4 Ashton, J., & Newman, L. (2006). An unfinished symphony: 21st century teacher education using knowledge creating heutagogies. British Journal of Educational Technology, 37(6) 825-840. DOI: 10.1111/j.1467- 8535.2006.00662.x. 5 Blaschke, L. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The 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 6 Blaschke, L.M. (2016). Self-determined learning: Designing for heutagogic learning environments. In J. Elen, & G. Clarebout (Eds.), Learning, Design, and Technology. An International Compendium of Theory, Research, Practice, and Policy. Heidelberg, Germany: Springer Verlag. 7 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/21635/html 8 Blaschke, L.M., & Brindley, J. (in press). Using social media in the online classroom. In M. Ally & B. Khan, The international handbook of e-learning. Athabasca, Canada: Athabasca University Press. References (1)
- 35. 1 Blaschke, L.M., & Hase, S. (2015a). Heutagogy, technology, and lifelong learning for professional and part-time learners. In A. Dailey-Hebert & K.S. Dennis,Transformative perspectives and processes in higher education. Heidelberg, Germany: Springer Verlag. 2 Blaschke, L.M, & Hase, S. (2015b). Heutagogy: A holistic framework for creating 21st century self-determined learners. In M.M. Kinshuk & B.Gros, The future of ubiquitous learning: Learning designs for emerging pedagogies. Heidelberg, Germany: Springer Verlag. Available from: http://www.springer.com/us/book/9783662477236 3 Canning, N. (2013). Practitioner development in early years education. In S. Hase & C. Kenyon, Self-determined learning: Heutagogy in action. Sydney, Australia: Bloomsbury Academic. 4 Canning, N. & Callan, S. (2010). Heutagogy: Spirals of reflection to empower learners in higher education. Reflective Practice, 11(1), 71-82. 5 Conole, G. (2012). Designing for learning in an open world: Explorations in the learning sciences, instructional systems and performance technologies. New York, Heidelberg: Springer. 6 Dick, B. (2013). Crafting learner-centred processes using action research and action learning. In S. Hase & C. Kenyon (Eds.), Self-determined learning: Heutagogy in action. Bloomsbury Academic: London. 7 Gerstein, J. (2013). Education 3.0 and the pedagogy (andragogy, heutagogy) of mobile learning. User Generated Education. Retrieved from: https://usergeneratededucation.wordpress.com/2013/05/13/education-3-0-and-the- pedagogy-andragogy-heutagogy-of-mobile-learning/ 8 Hase, S. & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity: An International Journal of Complexity and Education, 4(1), 111-119. 9 Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. In UltiBase Articles. Retrieved from http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm References (2)
- 36. 1 Kerry, T. (2013). Applying the principles of heutagogy to a postgraduate distance-learning program. In S. Hase & C. Kenyon (Eds.), Self-determined learning: Heutagogy in action. London: Bloomsbury Academic. 2 Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA: Corwin Press. 3 P21. (no date). 21st Century Student Outcomes and Support Systems Framework. Retrieved from: http://www.p21.org/overview/skills-framework 4 0). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA: Corwin Press. 5 Thomas, D., & Brown, J.S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. United States: CreateSpace Independent Publishing Platform. 6 Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Franciso, CA: Jossey-Bass. References (3)
Editor's Notes
- The pedagogical framework I would like to talk to you about today is called heutagogy, also known as self-determined learning. I stumbled upon heutagogy while doing research into social media and reflective learning journals. Along with Siemens & Downes‘ theory of connectivism, Terry Anderson described heutagogy as a network-centric learning theory. Heutagogy was first defined by Stewart Hase and Chris Kenyon, both from Australia, in 2000. This is their definition. Roots in earlier learning theories such as humanism, constructivism, douple-loop learning, and andragogy, which have contributed to the elements of heutagogy. These elements are…
- Learner-centered and learner-determined learning. Instructors and institutions are no longer at the center. Learners are. They are the agents of their learning. 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 heutagogic 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, as 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
- 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.
- In this learner-centered framework, the instructor is no longer the sage on the stage – a concept not unfamiliar to distance education. Heutagogy is about instructors as guides and facilitators. Instructors provide guidance and resources as needed, working together with the learner to define the learning path (road map).
- Institutions provide platforms and support; use their networks to help learners find their individual learning paths and make connections with guides.
- 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).
- One way to think of heutagogy is as a continuum of pedagogy and andragogy. (Fred Garnett has called it the PAH continuum). There are two schools of thought among heutagogy activists: One is that heutagogy is placed at the end of the PAH continuum and is only practiced by those with high levels of learner autonomy. References: Blaschke, L. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The 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 Garnett, F. (2013a). Developing creativity. In S. Hase & C. Kenyon, Self-determined learning: Heutagogy in action. Sydney, Australia: Bloomsbury Academic. Garnett, F. (2013b). The PAH Continuum. Retrieved from: http://heutagogycop.wordpress.com/2013/03/04/the-pah-continuum-pedagogy-andragogy-heutagogy/
- Another is that heutagogy can be practiced at any age, and it is a learning theory applicable to all levels of education (but involves „unschooling“ learners). (The two-year old whose mother wouldn‘t buy him a Playmobile castle.)
- My first career, prior to academia, was working for an international software company, leading design and development of new knowledge products and helping to establish a vision for the future. The company was experiencing explosive growth at the time, and so when I wasn‘t working on vision, I was working on hiring people to help realize the vision. The general policy at this company was that we hire doctors, preferably in the area of physics, but if those weren‘t available, other disciplines could also be considered. What intrigued me as I watched was how some new hires would hit the ground running, while others would take months to ramp up (I‘m sure this is a question that baffles many an HR manager). But what intrigued me most was that these were highly learned and intelligent people – experts in their field. What did the thrivers have over the divers when adjusting to a complex and quickly changing environment? Why is that? It‘s a question that has followed me throughout me career, and when I returned to academia in 2000, and began teaching in the Master of Distance Education and E-learning (or MDE) program, the question took on a new form of: How do I help my students become thrivers?
- I have a general idea of what they need to thrive: for example, they need to be adaptable, capable people who could „think out of the box“, people who could take their knowledge, and apply it in new environments and in different, creative ways. And they knew how to solve problems, in other words, they knew how to find out who or what they needed in the organization to solve their problems, and they could work with others effectively to solve those problems. The research generally supports that view, along with identifying other important skills, e.g., life and career skills, learning and innovations skills (critical thinking, communication, collaboration, creativity), and information, media, and technology skills References: P21, http://www.p21.org/overview/skills-framework 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 Thomas, D., & Brown, J.S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Franciso, CA: Jossey-Bass. Wordle: http://www.wordle.net/show/wrdl/7222113/21st_Century_Skills_for_the_Workforce
- Our learners also have different needs. I think Sir Michael Barber sums it well in saying: [slide]
- New technologies are influencing, even driving the change. MOOCs are making learning available to anyone with the technology to access them. Social networks: Giving learners an opportunity connect with each other, their professors, scholars in their discipline, sharing and connecting. Blogs and wikis let learners create and collaborate on content, as well as to reflect. Self-publishing on the net. Digital badges: Learners can collect these as they define their pathway of learned skills and competencies. Mobile computing: Makes learning available anytime and anywhere. As educators, how do we address the needs of industry and learners while also navigating the swiftly changing technological landscape? This is of special interest for me in my position at Oldenburg within the Master of Distance Education and E-learning program, as this is exactly what I need to do, that is, ensure that MDE graduates thrive once they leave the program – and do so within a distance education environment that is characterized by complexity and rapid change and development.
- As educators, we need a pedagogical framework from which to work from. At the same time as distance educators, we need pedagogies that align with the technologies that we use. One of my favorite descriptions of this symbiotic relationship within DE comes from Terry Anderson (2009), where he describes DE as a dance, with pedagogy defining the dance steps and the moves and technology setting the beat and the timing. For quality distance education, these must be in sync. Reference: Anderson, T. (2009). The dance of technology and pedagogy in self-paced distance education. AU Space. Retrieved from: http://auspace.athabascau.ca/handle/2149/2210
- And what I have found even more interesting, and what struck me as I read more about the theory, is the way in which it aligns with many of the affordances of web 2.0 and social media, our new digital world. (show affordances and alignment) In addition, the learner‘s ability to be self-determined in learning is inherent to the system. Technology gives control of learning back to learners. You‘ve got connecting, reflecting, ICT- and media literacy, communication, teamwork, evaluation, self-direction all workplace skills that can emerge when pairing heutagogy with social media. Excerpt from Blaschke & Brindley (in press): Social media’s shared spaces provide a place where students can learn the collaborative process by working on a project from beginning to end, assess their individual strengths and weaknesses against those of peers, and work to improve the latter while completing a task by pooling complementary strengths. Communication and interaction, essential to online teaching and learning, (Conrad, 2013), can be facilitated and enhanced using the affordances of shared spaces and social networking, for example, through peer critiquing and feedback and information sharing. The distributed authorship capabilities of social media further support individual and shared user-generated content and knowledge construction (Griesemer, 2012, p. 9)…There is also evidence to suggest that embedding social media tools within courses supports skill development that can lead to learner capability (capacity to use skills with confidence in a variety of situations), as well as stimulate cognitive skills such as critical thinking and reflection on content and one’s individual learning process (Blaschke & Brindley, 2011; Blaschke, Porto, and Kurtz, 2010; Griesemer, (2012).
- 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 teaching 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
- Skills: Collaborate; communicate (write, read, discuss, interact); construct knowledge (individual and group); socialize; navigate; negotiate; solve problems; think deeply, critically, and logically; reflect; evaluate
- Skills: Design and create; think critically, deeply, and logically; share knowledge; share experience; give advice; express yourself
- Skills: Communicate (read, write, discuss, interact); collaborate; search; explore; listen; connect; share; think critically; reflect; support others; build community; promote (self); exchange 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 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.
- Skills: Communicate (read, write, discuss, interact); collaborate; search; inquire; compare; combine; think critically; reflect; observe; share; build community; promote (self); distribute
- 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.
- Based on research by Canning (2013), Canning & Callan (2010), Ashton & Elliott (2008), Ashton & Newman (2006), Dick (2013), & Kerry (2013) here are some of the benefits of a heutagogical approach (see slide) I‘ll let you read through these, but it seems clear that initial results would indicate that a heutagogical approach develops skills in demand by the workforce: critical thinking, reflection, engagement, motivation, personal empowerment, knowledge application, idea evaluation, self-confidence, independence, capability, teamwork, and project management.
- Institutional resistance: fear of losing control of certification/assessment process Instructor fear of losing control of classroom: learning and teaching, assessment, and learners Learner unwillingness to take responsibility for learning and to make own decisions about learning “It can‘t work in my discipline”