On Heutagogy ...
Pushing the Boundaries of Higher Education
UOC Symposium – October 3, 2017
#PushingHE
Lisa Marie Blaschke
Carl von Ossietzky Universität Oldenburg
Center for Lifelong Learning
Technology
Technology
Web 2.0 / Web 3.0Artificial intelligenceAuthentic learningLearning analyticsMobile learningRobotics (Bots)
(Adams et al., 2017; Bersin, 2017)
ETHICS
Delivery Frameworks
Delivery Frameworks
Massive Open Online Courses (MOOCs)Social MediaOpen Source SoftwareTeam-based Messaging (e.g., Slack)X-Api (tracking and recording learning)
(Adams et al., 2017; Kools & Stoll, 2016)
Open Educational Resources (OER)Authentic learningBlended learningConnectivismHeutagogy (self-determined learning)
PersonalizationProject-based learningExperiential learningSpaced learningNew learning spaces
(Adams et al., 2017; Bersin, 2017; Blaschke & Hase, 2015; Kools & Stoll, 2016)
Industry demand (upskilling, soft skillscompetency-based education)
Changing demographics(diversity, lifelong learning)
Student need
Forces
Increased costs / reduced funding
(Adams et al., 2017; Bersin, 2017; Kools and Stoll, 2016; ESG, 2015)
Rise of nationionalism
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)
LearnerAgency
Capability/ Self-Efficacy
Reflection/ Metacognition
Non-Linear Design
8
Builds on Earlier Theories and Concepts
Heutagogy
AndragogyCapability
TransformativeLearning
Self-Efficacy
HumanismDouble-Loop
LearningReflectivePractice
Constructivism
Pedagogy
Andragogy Heutagogy
(Based on Blaschke, 2012)
PAH Continuum Comparison
Pedagogy (Teacher-directed) Andragogy (Self-directed) Heutagogy (Self-determined)
Some single-loop learning Stronger emphasis on single-loop learning
Single and double-loop learning
Knowledge transfer and acquisition
Competency development Capability development
Linear design of courses/curriculum and instructor-directed learning approach
Linear design of courses/curriculum with learner-directed learning approach (e.g., organizing his/her learning)
Non-linear design and learner-determined learning approach
Instructor-directed Instructor-learner directed Learner-determinedGetting students to learn (content)
Getting students to learn (content)
Getting students to understand how they learn (process)
Learner-CenteredEnvironments
Collaboration / Peer learning
Deep learning
Creative / Innovative
PersonalizedExploration /
Inquiry
Risk-taking / Failure
ICT / PLE
(Adams et al., 2017; Bersin, 2017; Blaschke & Hase, 2015; Kools & Stoll, 2016; ESG, 2016)
Teacher Characteristics
• Openness to change and ambiguity
• Flexibility and Empathy
• Optimism
• Desire to empower (not control) students
• Facilitators and models of lifelong learning
(Blaschke & Hase, 2015; Adams et al., 2015)
Institutional Characteristics
(Kools & Stoll, 2016; Adams et al., 2017)
• Shared vision
• Innovative leadership
• Agile and culturally transformation-ready
• Support for students and teachers
• Industry partnerships
1Improves critical thinking and reflection
2Increases learner engagement and motivation
3Gives learners more control over learning (learner-centered)
4Improves ability of learners to investigate and question ideas – and apply knowledge in practical situations
5Supports development of independent ideas and self-confidence
6Makes learners more capable and able to adapt to new environments
7Promotes democracy of learning and social justice
8Better prepares them for the complexities of the workforce
9Encourages growth and personal empowerment
10Teaches learners to think for themselves
Why Heutagogy? Top 10 (research-based) Reasons
(Canning, 2013; Canning & Callan , 2010; Ashton & Elliott, 2008; Ashton & Newman, 2006; Dick, 2013; Hase, 2016; Kerry, 2013)
References (1)Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., and Ananthanarayanan, V. (2017). NMC Horizon Report: 2017 Higher Education Edition. Austin, Texas: The New Media Consortium.
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.
Bersin, J. (2017). The Disruption of Digital Learning: Ten Things We Have Learned. Retrieved from: http://joshbersin.com/2017/03/the-disruption-of-digital-learning-ten-things-we-have-learned/
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
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.
Blaschke, L.M., & Hase, S. (2015). Heutagogy: A holistic framework for creating 21st century self-determined learners. In M.M. Kinshuk & B.Gros (Eds.), The future of ubiquitous learning: Learning designs for emerging pedagogies. Heidelberg, Germany: Springer Verlag
Canning, N. (2013). Practitioner development in early years education. In S. Hase & C. Kenyon, Self-determined learning: Heutagogyin action. Sydney, Australia: Bloomsbury Academic.
Canning, N. & Callan, S. (2010). Heutagogy: Spirals of reflection to empower learners in higher education. Reflective Practice, 11(1), 71-82.
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.
References (2)Hase, S. (2016).Self-determined learning (heutagogy): Where have we come since 2000? Retrieved from: https://www.researchgate.net/publication/305778049_Self-determined_Learning_heutagogy_Where_Have_We_Come_Since_2000
Hase, S. & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity: An International Journal of Complexity and Education, 4(1), 111-119.
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.
Kools, M. & L. Stoll. (2016). What Makes a School a Learning Organisation? OECD Education Working Papers, No. 137, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/5jlwm62b3bvh-en
Standards & Guidelines for Quality Assurance in the European Higher Education Area (ESG). (2015). Brussels, Belgium.
Think for Yourself. (2017). Princeton University. Retrieved from: https://jmp.princeton.edu/announcements/some-thoughts-and-advice-our-students-and-all-students