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From Pedagogy to Heutagogy Eleanor J. Pierre EJPCommunications Krystle R. Pierre George Brown College

From Pedagogy to Heutagogy - George Brown College Pedagogy... · From Pedagogy to Heutagogy. Eleanor J. Pierre. EJPCommunications. Krystle R. Pierre. George Brown College. Learning

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Page 1: From Pedagogy to Heutagogy - George Brown College Pedagogy... · From Pedagogy to Heutagogy. Eleanor J. Pierre. EJPCommunications. Krystle R. Pierre. George Brown College. Learning

From Pedagogy to Heutagogy

Eleanor J. PierreEJPCommunications

Krystle R. PierreGeorge Brown College

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Learning Outcomes

At the end of this session you should be able to :• Identify with the practice of heutagogy as a

potential learning approach for both face to face and on-line learning.

• Discuss some tips and techniques for a heutagogical curriculum.

• Explore opportunities for adaptations to practice.

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Recall a course you took for certification and thought I will never use this information in “real life”…………..

Then think of a course where you were really engaged…….

What made the difference?

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Learning Theories/Teaching Practice

• Learning theories are conceptual frameworks describing how information is absorbed, processed, and retained during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a world view, is acquired or changed and knowledge and skills and attitudes retained.

We had several isms … to name a few

Cognitivism

Behaviourism

Constructivism

Connectivism

Presenter
Presentation Notes
Cognitivism/Constructivism�Cognitivism focuses on the inner mental activities – opening the “black box” of the human mind is valuable and necessary for understanding how people learn. Cognitive Learning Theory implies that the different processes concerning learning can be explained by analyzing the mental processes first. It posits that with effective cognitive processes, learning is easier and new information can be stored in the memory for a long time. Behaviorism is a worldview that operates on a principle of “stimulus-response.” All behavior caused by external stimuli (operant conditioning). All behavior can be explained without the need to consider internal mental states or consciousness. Constructivists believe that the learner actively constructs his or her own understandings of reality through interaction with objects, events, and people in the environment, and reflecting on these interactions. Early perceptual psychologists (Gestalt psychology) focused on the making of wholes from bits and pieces of objects and events in the world, believing that meaning was the construction in the brain of patterns from these pieces.
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Learning Theories/Teaching Practice and how they relate to Instructional

DesignThen we had the stages of the gogies …Pedagogy - often associated with the teaching of childrenAndragogy - with the teaching of adults and nowHeutagogy - the study and practice of self-determined learning

… the method and practice of teaching, especially as an academic subject or theoretical concept.

Effective teachers use an array of teaching strategies because there is no single, universal approach that suits all situations. Different strategies used in different combinations with different groupings of students will improve learning outcomes.

Presenter
Presentation Notes
Heutagogy is also an attempt to challenge some ideas about teaching and learning that still prevail in teacher centred learning and the need for, as Bill Ford (1997) eloquently puts it 'knowledge sharing' rather than 'knowledge hoarding'.
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Heutagogy as an extension of Pedagogy

Presenter
Presentation Notes
Hautagogy does not stand on its own but have roots that penetrate through andragogy and right into pedagogy. This methodology should not be used with new students who are not prepared to work in a learning environment where they become responsible for their own learning. That is not to say that the methodology cannot be made explicit to a group of adult learners and then gradually be implemented into the course of teaching. It should be an intentional act of integration into the teaching process, one where learners are taught “how to learn” and operate in this environment. For use in on-line learning environments, students must also first be prepared to do research, come to conclusions using both inductive and deductive reasoning and check for accuracy of facts and data used in their learning process. Activities must be explicit and expectations transparent. The empowerment of students to become curators of their own learning give them the authority to become free agents of their personalized learning path. However, this is not an activity students are accustomed to doing so the process of how to arrive there must be taught incrementally. This cumulative knowledge, skills, and abilities will then become the catalyst for that change that creates the paradigm shift from learners desire to be taught to autonomous learner.
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Heutagogy

http://www.irrodl.org/index.php/irrodl/article/view/1076/2087

•Heutagogy (based on the Greek for “self”) was defined by Hase and Kenyon in 2000 as the study of self-determined learning. Origins

•Learners serving as “the major agent in their own learning, which occurs as a result of personal experiences” (Hase & Kenyon, 2007, p. 112)

Holistic Approach

•Heutagogy is influenced by humanistic, phenomenological systems, and self determination theories in its orientation toward an affirmation of learners as never not learning (Blaschke, 2012).

Humanistic Theory

•Implies access to knowledge and skills in a non-linear fashion by today’s “hyperlearners” (M. Herie, Centennial College- Global Citizen Digest Vol 2_Issue 2.)

Non-Linear Structure

Presenter
Presentation Notes
Hornsby, K.L., & Maki, W.M. (2008). The virtual philosopher: Designing Socratic method learning objects for online philosophy courses. Journal of Online Learning and Teaching, 4(3). Retrieved from: http://jolt.merlot.org/vol4no3/hornsby_0908.htm
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A gogy for the Needs of Learners

• The new generation of learners are “hyper-learners” (i.e. non-linear in their approach to accessing and processing information)

• Power dynamics in the classroom are shifting towards learner-as-consumer

• Information explosion, suggest that we should now embrace an educational approach where the learner determines what and how learning should take place (self-determined learning).

• Twitter: A study by Junco, Heiberger, and Loken (2010) showed that students who used Twitter (as compared to those who did not) were more actively engaged in their learning processes and had higher GPAs.

• Junco et al. (2010) also found that the use of Twitter boosted student-student and student-instructor interaction, as well as promoted active learning.

Presenter
Presentation Notes
Faculty in higher education has a certain amount of autonomy in practice. There is great latitude in course development, delivery, and evaluation. Consequently students’ learning experiences are standardized. Students are treated as if their learning needs, interests, and abilities are the same. Instead, we need to do just the opposite. With students having more autonomy over their learning, the ability to raise the bar of institutional expectations may propel them to further individual accomplishments.
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What the research is sayingVirtual Philosopher: Hornsby and

Maki (2008) report on an asynchronous learning tool meant

to build learners’ skills in developing, reflecting upon, and transforming thinking processes

and logic. (Merlot)

Mobile learning: Cochrane and Bateman’s (2010) research

showed that mobile learning supports collaboration, data and resource capturing and sharing,

and reflective practice.

In heutagogy, the learner sets the learning course, designing

and developing the map of learning, from curriculum to

assessment (Hase, 2009). Heutagogy emphasizes

development of capabilities in addition to competencies.

Learner-generated content - Initial research findings by Blaschke, Porto,

and Kurtz (2010) indicate that active use of social media, for example,

development of learner-generated content, supports cognitive and

metacognitive skill development, whereas passive use (consumption) is

less effective in supporting development of these skills

RESEARCH

Presenter
Presentation Notes
Virtual Philosopher - The online tool journal promotes several interactive tools and innovative suggestions that provide active learning activities built around various scenarios that the learner works through in a process of self-discovery. Through these scenarios and the responses provided by students, the Virtual Philosopher identifies flaws in the learner’s thought processes, forcing the learner to evaluate and re-evaluate why she or he thinks in a certain way. According to Hornsby and Maki (2008), the asynchronous environment “seemed to reinforce deeper learning” and promotes problem solving and critical analysis
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Heutagogy promotes Double Loop Learning

Taking an activity to deeper levels. Have students create a collage of drawings to depict relationship among concepts and explain their rationale for the choices indicated.

Presenter
Presentation Notes
Re-evaluating and reframing our goals, values and beliefs is a more complex way of processing information and involves a more sophisticated way of engaging with an experience. This is called double-loop learning and looks at consequences from a wider perspective. Double-loop learning is non-linear and not necessarily planned.  It involves formative evaluation in that learners may develop questions as they progress, questions that are not just a reaction to problems but that may be a reflection of their existing theories, values, or assumptions that they feel are being challenged. These situations require a deeper assessment of the situation and our strategy. In cases like these, not only will we evaluate our own goals and beliefs, but also those of the people we interact with. Visual Representations of Information Students will use both words and pictures to make connections and increase memory, facilitating retrieval of information later on. This "dual coding" helps teachers address classroom diversity, preferences in learning style, and different ways of "knowing."
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The role of the curriculum

Presenter
Presentation Notes
Collaborative Activities Students have the opportunity to communicate with others in specified groups (in an on-line environment) as they develop and demonstrate their understanding of concepts. Creating this space for students’ self-initiated learning experiences when the on-line curriculum is designed will allow students the possibilities to personalize the knowledge, skills and attitudes to their contexts in the world of work or personal spheres. If the curriculum has been pre-determined, faculty can create opportunities for on-line learning activities that would allow learners to personalize the content and therefore move into their own world views and working environments. Guiding the learners towards successful completion now becomes the role of the teachers, as well as assessing, giving feedback and evaluating according to the articulated standards.
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The Role of the Learning Outcomes, The Strategies, The Assessments

Some Learning Strategies

1. Learning Journals

2. Action research3. Collaborative

Learning4. Community

learning5. Reflective

Practice6. Social Learning

Some Assessment Techniques

1. Formative and summative assessment

2. Muddiest Point3. One minute

papers4. Simulation5. Demonstration6. Video Production7. Project8. Portfolio

Learning objectives/OutcomesWhat do I want students to know how to do when they leave this course?Assessments: What kinds of tasks will reveal whether students have achieved the learning objectives I have identified?Instructional strategies:What kinds of activities in and out of class will reinforce my learning objectives and prepare students for assessments?

Presenter
Presentation Notes
These learning strategies can be adapted to suit the learners becoming self-determined learners. Teachers must think through the activities they assign to the learners, craft the instructions so learners can make determinations for the outcomes of the activities. The activities, must be based on the learning outcomes of the session and align to the course learning outcomes. In designing - face to face – give written and verbal instructions that moves learners to higher levels of cognition. In designing for on-line – create activities that moves up the ladder of Blooms taxonomy….
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The Role of the Learner• Control of many aspects of learning into the hands of

the student• Student preparedness• Learning to learn• Research Skills• Understanding of learning outcomes• Rationalization of quality in • assessments and evaluation• Taking Charge• Follow through• Preparedness

Presenter
Presentation Notes
Students should be encourages to be accountable for synthesizing their learning – Creatively applies knowledge and skills. Has an expectation of success. Accountable for decisions and actions. Realizes Independence. They can also, over time evaluate information and make decisions to its value or worth. They can predicts, isolate, and resolve problems about the competencies they should meet.
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The Role of the Teacher

• Guide to the formation of ideas• Nurture students• Encourage self-management• Assist student to attain a high degree of self-

efficacy• Shared power of the leaning environment• Accepts the role of a ``learning facilitator``• Be open to flexibility• Emphasis on scaffolding within the course• Embrace Creativity ad n non-linear structures

Presenter
Presentation Notes
The teacher should fully integrate new values and behaves consistently with these new values and the accompanying teaching/learning strategies. They should anticipate the new synergies that this new methodology will encompass – collaboration in the learning and exploration process. Blending of abilities to capitalize on strengths and to compensate for weaknesses. Encouragement of higher levels of exploration and learning. Becoming a catalyst to validate learning.
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Presenter
Presentation Notes
There are many different roles that the teacher can now exercise and spend more time on rather than only focusing on content transmission.
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Traditional Classroom Heutagogical Learning Environment

Student Role Share information Self-determined learning

Teacher Role Present information;Manage classroom

Empowers student learning and provides resources

Content Basic literacy with higher-level skills building on lower-level skills

Meaningful, purposeful learning experiences which are relevant to learners’ needs

Curriculum Characteristics

BreadthFact retentionFragmented knowledge and disciplinary separation

Flexible curriculum with double-looped learning opportunities

Social Characteristics

Independent learning Independent and collaborative learning

Role for Technology

Drill and practiceDirect instruction

Facilitates exploration, collaboration, and self-actualization

Assessment Fact retentionTraditional tests

Self-diagnosis; knowledge application

Comparison of Traditional and Heutagogical LearningAdapted from Grabe & Grabe (1998). Integrating Technology for Meaningful Learning

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Heutagogy in Use – My experiences1.Faculty Development Program at the College

level – short 12 week courses – the whole curriculum

2.On-line Course Development – 2 courses at the University B.Ed. Level

3. A chiropractic Institute– The Flipped Classroom – Sessions based on Heutagogy

4. A naturopathic College – Use of Heutagogical Approaches in workshops/activities.

Presenter
Presentation Notes
Following are some examples of activities.
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Starting Small – Heutagogical Activities for on-line learning

• Create at least 2-3 learning outcomes for the activity based on the course LOs

• Think of how learners can benefit from the information generated

• Establish the specifics that you require to determine they have demonstrated the competencies required

• Craft the directions so that it is open ended and learners have the autonomy to interject their personal experiences

• Create a reflective process to debrief the learnings and balance the articulated outcomes…

..lets look at some snippets of the instructions for a few activities …

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• Using a story-like format, create an illustration of your interpretation of the stages of the memory process. (Psych – synthesis).

• In the following TED talk, Joshea Foer shares a technique called memory palace. Once you have watched the video, let us discuss this strategy based on what we already know and your perspectives based on the research.

• Based on reading, summarize the characteristics of retrograde and anterograde amnesia in a journal entry. Include: A description of each type of amnesia. How the two types are different and your own example of each case.

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• (Stats) Reflect on the following scenarios and determine which research approach would be most appropriate in each instance. Share your responses, along with your reasons for selecting a particular approach, in the discussion forum. You are encouraged to also review the posts made by your group mates and comment on their response indicating why you agree or disagree with their answer.

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Based on video presentation outlining the various theories of language and cognition,

1. Create a graphic organizer/or mind map to compare and contrast three of the four distinct theories presented.

2. Use the three-set Venn diagram provided, highlight the similarities and differences between the three theories of your choice.

3. Share your image on the discussion board with a brief paragraph summarizing the similarities and differences between the selected theories.

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How can you use Heutagogy in your Practice

• Discussion and summary

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References

• Blaschke, L.M. (2012). Heutagogy and lifelong learning: A review of 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/1076/2113

• Bhoyrub, J., Hurley, J., Neilson, G.R., Ramsay, M., & Smith, M. (2010). Heutagogy: An alternative practice based learning approach. Nurse Education in Practice, 19(6), 322-326.

• Canning, N. & Callan, S. (2010). Heutagogy: Spirals of reflection to empower learners in higher education. Reflective Practice, 11(1), pp. 71–82.

• Canning, N. (2010). Playing with heutagogy: Exploring strategies to empower mature learners in higher education. Journal of Further and Higher Education, 34(1), pp. 59–71.

• Cochrane, T., Antonczak, L., Gordon, A., Sissons, H. & Withell, A. (2012). Heutagogy and mobile social media: post Web 2.0 pedagogy. Retrieved from: http://www.ascilite.org.au/conferences/wellington12/2012/images/custom/cochrane,_thomas_-_heutagogy_and_mobile.pdf

• Hase, S. (2009). Heutagogy and e-learning in the workplace: Some challenges and opportunities. Impact: Journal of Applied Research in Workplace E-learning, 1(1), 43-52. DOI: 10.5043/impact.13

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Presenter
Presentation Notes
BIBLIOGRAPHY Below is a collection of articles, books, websites, and other resources that are relevant to heutagogy. Please feel free to suggest others in the comment area below. 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. 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. Blaschke, L.M. (2012). Heutagogy and lifelong learning: A review of 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/1076/2113 Bhoyrub, J., Hurley, J., Neilson, G.R., Ramsay, M., & Smith, M. (2010). Heutagogy: An alternative practice based learning approach. Nurse Education in Practice, 19(6), 322-326. Canning, N. &  Callan, S. (2010). Heutagogy: Spirals of reflection to empower learners in higher education. Reflective Practice, 11(1), pp. 71–82. Canning, N. (2010). Playing with heutagogy: Exploring strategies to empower mature learners in higher education. Journal of Further and Higher Education, 34(1), pp. 59–71. Chapnick, S. & Meloy, J. (2005).  Renaissance eLearning: creating dramatic and unconventional learning experiences. Essential resources for training and HR professionals. Pfeiffer: San Francisco, CA. (See “From Andragogy to Heutagogy,” pp. 36–39.) Cochrane, T., Antonczak, L., Gordon, A., Sissons, H. & Withell, A. (2012). Heutagogy and mobile social media: post Web 2.0 pedagogy. Retrieved from: http://www.ascilite.org.au/conferences/wellington12/2012/images/custom/cochrane,_thomas_-_heutagogy_and_mobile.pdf Eberle, J. (2009). Heutagogy: What your mother didn’t tell you about pedagogy and the conceptual age. In Proceedings from the 8th Annual European Conference on eLearning, October 29-30, 2009. Bari, Italy. Gardner, A., Hase, S., Gardner, G., Dunn, S.V., & Carryer, J. (2008). From competence to capability: A study of nurse practitioners in clinical practice. Journal of Clinical Nursing, 17(2), 250-258. DOI: 10.1111/j.1365-2702.206.0188.x Hase, S. (2009). Heutagogy and e-learning in the workplace: Some challenges and opportunities. Impact: Journal of Applied Research in Workplace E-learning, 1(1), 43-52. DOI: 10.5043/impact.13 Hase, S. (2011), Learner defined curriculum: heutagogy and action learning in vocational training, Southern Institute of Technology Journal of Applied Research, Special Edition on Action Research. Retrieved 15th February 2013 from http://sitjar.sit.ac.nz/Publications/SITJAR%20AR%20edition%20A.pdf Hase, S, and Kenyon, C. (2000). From andragogy to heutagogy. Ultibase, RMIT. http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm Hase, S, & Kenyon, C. (2007). Heutagogy: a child of complexity theory. Complicity: an International Journal of Complexity and Education, vol. 4, no. 1, pp. 111-118. “Heutagogy: A Child of Complexity Theory” Kenyon, C., & Hase, S. (2010). Andragogy and heutagogy in postgraduate work. In T. Kerry (Ed.), Meeting the challenges of change in postgraduate education. London: Continuum Press. Kenyon, C., & Hase, S. (2001). Moving from andragogy to heutagogy in vocational education. Retrieved from:  http://www.avetra.org.au/abstracts_and_papers_2001/Hase-Kenyon_full.pdf Wheeler, S. (2011, July 8). Learning with e’s: Digital age learning. [Blog post.] Retrieved from: http://steve-wheeler.blogspot.com/2011/07/digital-age-learning.html