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Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)

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Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.

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Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)

  1. 1. Lisa Marie Blaschke ICDE Pre-Conference Workshop 25.10.2015 Heutagogy: Changing the Playing Field
  2. 2. 1 What is heutagogy? 2 An example of heutagogical design 3 Why is it set to change the playing field? 4 What do we want to do next? Topics Folie 2
  3. 3. What is heutagogy (self-determined learning)?
  4. 4. Heutagogy defined 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 Stewart Hase & Chris Kenyon (2007, p. 112)
  5. 5. Learners at the center Active and self- determined in learning Reflecting on what is learned and how Developing competencies and capabilities Assessing own development and progress “For the teaching and learning experience, for the people who are actually paying tuition dollars, they have to be at the center of the experience. In the past, we needed the university to do a lot of the knowledge mediating for us...[now] students can go directly to the source and they don't need the university to play that mediating role.” - George Siemens (YouTube interview, October 21, 2013)
  6. 6. Non-linear designs and connections creative commons image from Daniel Tenerife, http://en.wikipedia.org/wiki/ File:Social_Red.jpg
  7. 7. Instructors as guides
  8. 8. Institutions as support networks
  9. 9. Builds on earlier theories and concepts … 9 Heutagogy AndragogyCapability Transformative Learning Self-Efficacy Humanism Double-Loop Learning Reflective Practice Constructivism
  10. 10. Pedagogy-Andragogy-Heutagogy (PAH) Continuum Blaschke (2012)
  11. 11. Continuum of andragogy? Pedagogy Andragogy Heutagogy Andragogy (Self-directed) ► Heutagogy (Self-determined) Single-loop learning ► Double-loop learning Competency development ► Capability development Linear design and learning approach ► Non-linear design and learning approach Instructor-learner directed ► Learner-directed Getting students to learn (content) ► Getting students to understand how they learn (process) (Blaschke, 2012; Garnett , 2013a, 2013b)
  12. 12. Or inherent to young learners?
  13. 13. Benefits of heutagogy _Improves critical thinking and reflection _Increases and sustains learner engagement and motivation _Gives learners more control over learning (learner-centered) _Encourages growth and personal empowerment _Improves ability of learners to investigate and question ideas – and apply knowledge in practical situations _Supports development of independent ideas and self- confidence _Makes learners more capable and able to adapt to new environments _Helps learners develop teamwork and project management skills(Canning, 2013; Canning & Callan , 2010; Ashton & Elliott, 2008; Ashton & Newman, 2006; Dick , 2013; Kerry, 2013)
  14. 14. An example of heutagogical design
  15. 15. Which pedagogical framework? http://www.flickr.com/photos/oudeschool/6257800770/in/pool-809956@N25/
  16. 16. (Blaschke, 2013) Knowledge and information aggregation Connectivity, networking, and social rapport Content discovery, sharing, and creation (individual and group) Reflection and creativity (individual and group)
  17. 17. OMDE601 - Holistic design approach (Blaschke, 2012)
  18. 18. OMDE601: GoogleDocs Skills: Collaborate; communicate (write, read, discuss, interact); construct knowledge (individual and group); socialize; navigate; negotiate; solve problems; think deeply, critically, and logically; reflect; evaluate
  19. 19. OMDE601: E-portfolio Skills: Design and create; think critically, deeply, and logically; share knowledge; share experience; give advice; express yourself
  20. 20. OMDE601: Twitter Skills: Communicate (read, write, discuss, interact); collaborate; search; explore; listen; connect; share; think critically; reflect; support others; build community; promote (self); exchange
  21. 21. OMDE601: DiiGo Skills: Communicate (read, write, discuss, interact); collaborate; search; inquire; compare; combine; think critically; reflect; observe; share; build community; promote (self); distribute
  22. 22. More on heutagogy… _Hase, S., & Kenyon, C. (2013) Self-determined learning: Heutagogy in action. Sydney, Australia: Bloomsbury Academic. _Blaschke, L.M., Kenyon, C., & Hase, S. (2014). Experiences in Self-determined Learning. Amazon. _Heutagogy Community of Practice: _ Website: http://heutagogycop.wordpress.com/ _ LinkedIn: http://www.linkedin.com/groups/Heutagogy-Community-Practice-4776262 _ Twitter: https://twitter.com/heutagogycop _Bibblio: http://bibblio.org/u/The%20Heutagogy%20Collection/content
  23. 23. Why is heutagogy set to change the playing field?
  24. 24. Dive or thrive?
  25. 25. (Prensky, 2010; Partnership for 21st Century Skills (P21), no date; Thomas & Brown, 2011; Trilling & Fadel, 2009) What employers want
  26. 26. What students want “If you’re a student…it is no longer a question of choosing a degree course you want to do at a university…It’s a question of thinking…‘How will I keep learning through my life, how do I combine a range of educational experiences not just from one university but also from a range of universities - potentially around the world?’” Sir Michael Barber, Times Higher Education (in Parr, 2013) “The increasing demand for education that is customized to each student’s unique needs is driving the development of new technologies that provide more learner choice and control and allow for differentiated instruction.” HORIZON Report (2013)
  27. 27. Driven by technological change Badges (Mozilla) Massive open online courses (MOOCs) Wikis Blogs Mobile Computing Social Networks
  28. 28. What do we want to do next?
  29. 29. References Anderson, T. (2009). The dance of technology and pedagogy in self-paced distance education. AU Space. Retrieved from: http://auspace.athabascau.ca/handle/2149/2210 Anderson, T. (2010). Theories for learning with emerging technologies. In G. Veletsianos (Ed.),Emerging technologies in distance education. Edmonton: Athabasca University Press. Retrieved from http://www.aupress.ca/books/120177/ebook/02_Veletsianos_2010-Emerging_Technologies_in_Distance_Education.pdf Ashton & Elliott, 2008; Ashton & Newman, 2006; 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. (2012). Using social media to engage and develop online learners. In Proceedings of the Seventh European Distance and E-learning Network (EDEN) Research Workshop, October 22-23, 2012. Leuven, Belgium. Available from: http://lisamarieblaschke.pbworks.com/w/file/59193861/Blaschke_EDEN_2012_Leuven_FINAL.pdf 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., & Brindley, J. (in press). Using social media in the online classroom. In M. Ally & B. Khan, The international handbook of e-learning. Athabasca, Canada: Athabasca University Press. Canning, N. (2013). Practitioner development in early years education. In S. Hase & C. Kenyon, Self-determined learning: Heutagogy in action. Sydney, Australia: Bloomsbury Academic.

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