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?

1 What is heutagogy?

2 Why is heutagogy important today?

3 An example of heutagogic design: OMDE601

4 Questions and answers

Topics

Folie 2

What is heutagogy (self-

determined learning)?

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)

“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

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)

“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

Non-linear teaching and learning

Internet splat map (2004) https://www.flickr.com/photos/jurvetson/916142

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/

"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

Builds on earlier theories and

concepts

Heutagogy

AndragogyCapability

Transformative

Learning

Self-Efficacy

HumanismDouble-Loop

Learning

Reflective

PracticeConstructivism

Pedagogy-Andragogy-Heutagogy (PAH) Continuum

Blaschke (2012)

Pedagogy

AndragogyHeutagogy

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?

…or inherent to young learners?

“The objective of education is learning, not teaching.”

Ackhoff & Greenberg, 2008, p. 5

Why is heutagogy important

today?

Dive or thrive?

(Prensky, 2010; Partnership for 21st Century Skills (P21), no date; Thomas & Brown, 2011; Trilling & Fadel, 2009)

What employers want

“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

“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

Driven by technological change

Badges

(Mozilla)

Massive open online

courses (MOOCs)

Wikis

Blogs

Mobile

Computing

Social Networks

An example of heutagogic design: OMDE601

Which pedagogical framework?

http://www.flickr.com/photos/oudeschool/6257800770/in/pool-809956@N25/

(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)

OMDE601 - Holistic design

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

OMDE601: E-portfolio

Skills: Design and create; think critically, deeply, and logically; share knowledge; share experience; give advice; express yourself

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

OMDE601: DiiGo

Skills: Communicate (read, write, discuss, interact); collaborate; search; inquire; compare; combine; think critically; reflect; observe; share; build community; promote (self); distribute

Key elements of heutagogic

design

Explor

e

Collab-

orate

Connec

t

Reflect

Learner

Share

Create

(Blaschke & Hase, 2015b)

_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)

Challenges

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http://www.old-print.com/mas_assets/full/F174852/F1748521286.jpghttp://www.4freephotos.com/Teacher_writing_on_blackboard-limage-bd71ec51d2b8f7ab1f32542e288e601e.html

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Where do you see the

http://www.picserver.org/c/challenge.html

1 Hase, S., & Kenyon, C. (2013) Self-determinedlearning: 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/content

Heutagogy resources

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)

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)

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)