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

THINK FOR YOURSELF

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 (PAH) Continuum

Blaschke (2012)

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)

Learner Characteristics

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

Explore

Collaborate

Connect

Reflect

Learner

Share

Create

(Blaschke & Hase, 2015b)

PLE

(Blaschke & Hase, 2015)

Heutagogic Design Process