Summary of the basics of heutagogy presented at the European Commission staff in May 2014

1. Learning for the 21st
Century: Self-Determined
Learning in Action
Dr Stewart Hase

6. Holy cows make the best
hamburgers

7. Resources
 http://heutagogycop.wordpress.com
 http://www.slideshare.net/DrStewartHase/how-humans-
learn
 http://www.slideshare.net/fredgarnett/selfdetermined-
learning-the-craft-of-heutagogy
 http://www.slideshare.net/DrStewartHase/the-learning-leader
 http://vimeo.com/62796499
 Google Heutagogy

8. Self-Determined
Learning
Edited by Stewart
Hase & Chris
Kenyon
Published by
Bloomsbury
Academic
;
http://www.bloomsury.com/uk/self-determined-learning-9781441142771/

9. Why did you come to this session?

20. Think of something you
learned that really changed
you or your life

21. Weekly
 England-numerous
 Scotland
 Ireland
 New Zealand
 Germany
 Spain
 France
 Kurdistan
 Czech Republic
 USA-several states
 Canada
 Brazil
 Singapore
 Malaysia
 PNG
 Australia

24. The global learning commons
 Content
 Networks
 Creating communities of practice
 Action

26. We are natural learners

27. Learning
 Ingredients are to puddings
 As
 Knowledge and Skills are to
Learning

28. Think of the best teacher
you ever had or have seen.
Someone who made a
significant difference to you
What was it that made them
a really brilliant teacher ?

29. The evidence
Experience, focus and
practice develops
specific regions of the
human brain. Hence
people’s brains vary as
does their ability and
interest

30. The evidence
Brains are sensitive to
the
culture/environment
and develop
differentially

31. The evidence
 Need to shift information
from working to long
term memory
 The more places
information is stored the
easier it is retrieved and
used
 Repeated use improves
memory

32. The evidence
Humans learn in small
chunks

33. The evidence
Learning promotes
more learning as
pathways develop and
success occurs

34. The evidence
Personalising, sharing
and using information
enhances the chance it
is learned as new
pathways are forged

35. The evidence
People can pay
attention to a speaker
for about 8 minutes

36. The evidence
People operate on
System 1 thinking
(habitual, automatic)
rather than System 2
thinking (cognitive
involvement) since it
takes less energy

37. The evidence
Effort develops human
brains

38. The evidence
Learning needs to be
multi-sensory

39. The evidence
Humans are naturally
curious and explore

40. The evidence
Emotions and learning
are inextricably linked
Emotionally charged
experiences are more
likely to be
remembered and
recovered

41. The evidence
Humans are motivated
to resolve incongruity
They are pattern
seeking

42. The evidence
Brain plasticity tells us
that brains constantly
change and develop in
the face of new
learning as complex
new pathways are built

43. The evidence
 State dependent
learning-people are more
likely to recover
information in the same
physical and/or
emotional state that they
obtained it
 So, learn the same way
you intend to use it

44. The evidence
The first 30 seconds
are critical in any
interaction for
gaining attention

45. The evidence
Repetition using
different parts of the
brain is critical for
memory

46. The evidence
Enriched environments
enhance learning as
do
Surprise and novel
experiences

47. The evidence
It can take years to
develop reliable
memories

48. The evidence
When real learning
occurs is unpredictable

49. The evidence
Humans learn best by
immersion
 -Interaction with
information

50. The evidence
Techno games appear
to access multiple
areas of the brain

51. Doing Heutagogy
Given what you just discovered, what
would you now do to ensure your learners
learned and what would the curriculum look
like?

53. What is heutagogy?
Self-determined learning
Learner defined learning

54. Learning Grid
Teacher Controlled
Learner Managed
Specific Tasks
Open Ended
NW
SE
NE
SW

55. Doing self-determined learning
(heutagogy)
 Deep engagement
 Expectations and agenda setting
 Where is the learner now?
 Involvement of the learner in design
 Framing questions
 Flexible curricula
 Resource availability
 Learner-generated contexts

56. Doing self-determined learning
(heutagogy)
 Flipped Classroom
 Curated Conversations
 Negotiated assessment
 Spontaneity in process and experience
 Constructivist methods that engage emotion with experience
 Getting higher up the Blooms Taxonomy Scale
 Coaching models
 The Pedagogy, Andragogy, Heutagogy (PAH) continuum

57. Learning

58. Heutagogy Principles
 involve the learner in designing their own learning content and
process as an equal partner;
 make the curriculum process flexible so that new questions and
understanding can be explored as new neuronal pathways are
explored;
 individualise learning as much as possible;
 use social media to network learners;
 provide flexible or negotiated assessment;
 enable the learner to contextualise concepts, knowledge and
new understanding;
 provide lots of resources and enable the learner to explore
essential content;
 experiment and research;

59. Heutagogy Principles
 base practice on the latest science;
 engage learners in collaborative learning;
 differentiate between knowledge and skill acquisition
(competencies) and deep learning;
 help learners curate information;
 recognise the importance of informal learning and that we
only need to enable it rather than control it;
 have confidence in the learner;
 be on top of the subject area so you can be a resource; and
 recognise that teaching can become a block to learning.

60. And Yes! This all applies to online
learning.