Child of complexity theory, constructivist, very relevant to how we are now learning online and using devices. Identifies 2 levels of learning – acquisition (knowledge, skills, competencies) – adaptation (transfer, re-contextualisation) neither is subordinate Principles: learner centred/learner determined capability; self reflection + metacognition; double loop learning; non linear teaching/learning Emancipation: not for everyone
Observations of change since the advent of internet Context – formal and informal learning blurred – social media supports sharing and finding of OER and learning networks. Confusion about what it means to be an open practitioner – personal experience
Suggestions? Who are your students? Are you working inside walled gardens? How easy is it for you to collaborate? How sustainable is our current way of working? What is lost when a course/programme closes? What is the cost of access to learning?
Project design: volunteers, e-portfolio shared group, shared pages, work at own pace in the open to create a resource to share their learning strategies.
Digital activity – easy to share, culture of openness (not shared by our institutions or those who commodify learning) open source, open standards, learning technology interoperability to enable – copyright – all about limitations. Creative commons licencing, limited digital literacy and awareness of ownership/preferences damaging our ability to be active digital citizens. https://youtu.be/Ayy6zQjzKjQ (3 mins)
If you have a digital identity and you share some of your resources under CC licence you will make it easier for others to find you and to find contribute to the development of colleagues everywhere. https://docs.google.com/document/d/1VrxIW9anhVDH5wGnOdPnob7b3UdxTKFIUJNzZSLl6tA/edit?usp=sharing Many opportunities, twitter chats, blogs, google docs – free, passion driven connections. Open badges – learner owned, portable.
Sharing practice in the open
heutagogy in action
University of Warwick
cc: AmyZZZ1 - https://www.flickr.com/photos/42232541@N04
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.
• Stewart Hase & Chris Kenyon (2007, p. 112)
“Our reliance upon anointed experts and authority figures has
diminished, while our capacity to learn from each other has spiralled.”
Open: How we’ll work, live and learn in the future. David Price.
“The literature reveals many attributes and dispositions of
contemporary learners that position them well to adapt to learning in a
The Connected Educator: Learning and Leading in a Digital Age. Nussbaum-Beach and Hall.
• Blaschke, L.M, and Hase, S. (2016) Heutagogy: A Holistic Framework for Creating Twenty-First-
Century Self-determined Learners. In Gros, B., Kinshuk & Maina, M. (2016). The Future of
Ubiquitous Learning. Berlin:Springer
• Blaschke, L.M., Kenyon, C. and Hase, S. (2014). Experiences in Self-Determined Learning. Available
• Bruns, A. (2005). Some exploratory notes on produsers and produsage. Retrieved 25.11.15, from
• Hayes, S. and Kenyon, C (2007) Heutagogy: A child of complexity theory. Complicity Vol 4 no.1
• Weller, M. (2011) The Digital Scholar. London: Bloomsbury