Applying heutagogy in online education: Designing for self-determined learning
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Heutagogy, or the study of self-determined learning, has been gaining interest within the field of education as a learner-centered theory that can help nurture lifelong learning skills and develop learners who are able to quickly adapt to rapidly changing and complex workplace environments. Built on foundational educational theories such as humanism, constructivism, reflective practice, double-loop learning, transformative learning, capability, and self-efficacy, heutagogy can be viewed as an extension of andragogy as part of a pedagogy-andragogy-heutagogy (PAH) continuum. The theory’s key principles include human agency (learner-centeredness), capability, self-reflection and metacognition (double-loop learning or learning to learn), and nonlinear teaching and learning, and when combined with today’s technology, heutagogy offers a holistic framework for teaching and learning that supports development of self-determined, autonomous learners and provides a basis for creating comprehensive, learner-centered education environments. The theory of heutagogy also aligns closely with the goals of online education due to its promotion of learner agency and autonomy, openness, social justice, and democratization of education. This presentation will introduce conference delegates to the theory of heutagogy, its key principles, elements, and theoretical basis, as well as provide examples of how heutagogy can be applied in online education environments to support the development of students’ self-determined and lifelong learning skills. The session will also provide guidance for instructors who want to design for heutagogy in the classroom and offer examples for integrating technological tools and social media such as Twitter, blogs, LinkedIn groups, and Google Docs, that can be used to support self-determined and lifelong learning skills.
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Applying heutagogy in online education: Designing for self-determined learning
- 1. 20.10.2017 Lisa Marie Blaschke, Program Director, Master of Distance Education and E-Learning (MDE) ICDE World Conference on Online Learning, October 17-19, 2017 20.10.2017 Applying heutagogy in online education: Designing for self-determined learning
- 2. 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) Learner Agency Capability/ Self-Efficacy Reflection/ Metacognition Non-Linear Design
- 3. Pedagogy-Andragogy-Heutagogy (PAH) Continuum (Blaschke, 2012, based on Eberle, 2009)
- 4. Or Innate to Learners?
- 7. Twitter
- 8. E-Portfolios
- 10. Moving the Discussion Forward • Where are there opportunities for using heutagogy (self- determined learning) in open and online learning environments? • What can we as educators do to guide our students to becoming more self-determined learners?
- 11. References 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. 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. M. (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. Eberle, (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. 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. 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 Luckin, R., Clark, W., Garnett, F., Whitworth, A., Akass, J., Cook, J., Day, P., Ecclesfield, N., Hamilton, T., & Robertson, J. (2000). Learner generated contexts: A framework to support the effective use of technology to support learning. In M. Lee & C. McLoughlin (Eds.), Web 2.0-based e-learning: Applying social informatics for tertiary teaching (pp. 70-84). Hershey, PA: IGIG Global. DOI: 10.4018/978-1-60566-294-7.ch004 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
- 12. Pedagogy Andragogy Heutagogy (Based on Blaschke, 2012; Lucken et al., 2007) 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-determined Getting students to learn (content) Getting students to learn (content) Getting students to understand how they learn (process)
- 13. (Blaschke & Hase, 2015) Heutagogic Design Process
Notas del editor
- The pedagogical framework I would like to talk to you about today is called heutagogy, also known as self-determined learning. I stumbled upon heutagogy while doing research into social media and reflective learning journals. Along with Siemens & Downes‘ theory of connectivism, Terry Anderson described heutagogy as a network-centric learning theory. Heutagogy was first defined by Stewart Hase and Chris Kenyon, both from Australia, in 2000. This is their definition. Roots in earlier learning theories such as humanism, constructivism, douple-loop learning, and andragogy, which have contributed to the elements of heutagogy. Heutagogy is not new. (This was pointed out to me at the RIDE conference in 2013.) On the contrary, heutagogy has its roots in earlier learning theories and concepts such as humanism (Maslow and Rogers), constructivism (Vygotsky), reflective practice (Schön), douple-loop learning (Argyris and Schön), andragogy (Knowles), transformative learning (Mezirow), capabilities (Stephenson), self-efficacy (Bandurra), all of which have contributed to the fundamental principles of heutagogy.
- The heutagogical approach can be viewed as a progression from pedagogy to andragogy to heutagogy, with learners likewise progressing in maturity and autonomy (Canning, 2010, see Figure 2). More mature learners require less instructor control and course structure and can be more self-directed in their learning, while less mature learners require more instructor guidance and course scaffolding (Canning & Callan, 2010; Kenyon & Hase, 2010). Cognitive development of learners, a requirement for critical reflection and discourse to occur, could also be integrated into this pyramid, with cognitive development progressing in parallel with learner maturity and autonomy (Mezirow, 1997).
- Technologies (and delivery frameworks), pedagogies, political, social —are working together to drive institutions toward more learner-centered education. Trends: Driving us toward more learner-centered education environments, but also supporting us in realizing these environments. OECD report need to view as a system pedagogy is key, but other aspects are as well — all have a role Learner characteristics: Self-directed, self-regulated, self-organized, autonomous, capable, empowered Teacher characteristics: Openness to change and ambiguity, Flexibility and Empathy, Optimism, Desire to empower (not control) students, Facilitators and models of lifelong learning Institutional characteristics: Shared vision, Innovative leadership, Agile and culturally transformation-ready, Support for students and teachers, Industry partnerships
- A Heutagogical learning environment has the following key elements (learner in center). Explore: Fundamental to heutagogy is the element of exploration. Learners must be given the freedom and opportunity to explore a variety of paths and sources of knowledge on their journey. They need to be able to develop and test hypotheses, and ask and answer questions – all of which arise during the process of exploring. Structured curricula are out; learner-defined curricula are in. Create: Another important design element of heutagogy is giving the learner the freedom to create. This can be achieved using a variety of learning approaches, e.g., writing, designing, and drawing. What is important is that the learner is actively involved. Collaborate: Collaboration is another key element to heutagogy and aims to provide the kind of environment where learners can learner from each other. Working together toward a common goal, learners are able to solve problems and reinforce their knowledge by sharing information and experiences, continuously practicing, and experimenting by trial and error. They simply help each other along the way. The teacher serves as coach during the collaboration process.t Connect: Networks and connections are a critical aspect within heutagogy, as it is through these connections that new avenues of learning can be created. Making connections is easy with today’s social media, which give learners an opportunity to network with people across the world…and I will talk more about this later. Share: : Once learners have started connecting, they can begin sharing. Reflect: Finally, within every heutagogic learning environment, learners need to have opportunities to reflect. This is where there is potential for new learning to occur and previous learning to be consolidated. Reflection provides an opportunity to ascend to higher levels of cognitive activity such as analysis and synthesis. Repetition helps information move from short- to long-term memory. This reflective activity should include reflecting on the new knowledge that the learner has gained, as well as how she or he has learned – and the ways in which this learning experience has influenced his or her value system and beliefs.
- One way to think of heutagogy is as a continuum of pedagogy and andragogy. (Fred Garnett has called it the PAH continuum). There are two schools of thought among heutagogy activists: One is that heutagogy is placed at the end of the PAH continuum and is only practiced by those with high levels of learner autonomy. References: 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 Garnett, F. (2013a). Developing creativity. In S. Hase & C. Kenyon, Self-determined learning: Heutagogy in action. Sydney, Australia: Bloomsbury Academic. Garnett, F. (2013b). The PAH Continuum. Retrieved from: http://heutagogycop.wordpress.com/2013/03/04/the-pah-continuum-pedagogy-andragogy-heutagogy/