Lisa Marie Blaschke, Program Director, Master of Distance Education and E-Learning
Carl von Ossietzky University of Oldenburg, Germany
What is heutagogy? And how can we use it
to help develop self-determined learners?
1 What is heutagogy?
2 Why is heutagogy important today?
3 An example of heutagogic design: OMDE601
4 Questions and answers
Topics
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What is heutagogy (self-
determined learning)?
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.
Heutagogy defined
Stewart Hase & Chris Kenyon (2007, p. 112)
“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)
Learner-centered and learner-
determined
CCBY US Department of Education
Capability development and self-
efficacy
Https://jisc.ac.uk/news/free-wifi-available-to-thousands-of-medical-students-in-hospitals-across-west-Yorkshire-06-jul
“Teaching students how to
learn is as important as
teaching them content,
because acquiring both the
right learning strategies and
background knowledge is
important—if not essential—for
promoting lifelong learning.”
John Dunlosky, Kent State University,
2013 (American Educator)
“Reflective thinking … involves
willingness to endure a condition
of mental unrest and disturbance.
Reflective thinking, in short,
means judgment suspended
during further inquiry; and
suspense is likely to be
somewhat painful.”
John Dewey, How We Think, 1910, p. 13
Self-reflection/meta-cognition and double-loop learning
Https://upload.wikimedia.org/Wikipedia /commons/a/a2/circle_reflect_wikipedia_sky.jpg
Non-linear teaching and learning
Internet splat map (2004) https://www.flickr.com/photos/jurvetson/916142
Instructors as guides
“The learning leader ... needs to have the skill of being able to ... ensure that essential concepts are covered within the learner’s framework... the learner is engaged with their own learning rather than what the ‘teacher’ believes they should be learning. The effect of this process is an emotional ‘buy in’, reflection, exploration, hypothesis generating and application.”
Stewart Hase, 2016
https://heutagogycop.wordpress.com/2016/08/03/making-learning-a-change-experience/
"In the case of personal
learning, the role of the
educational system is not to
provide learning, it is to
support learning.
Meanwhile, the decisions
about what to learn, how to
learn, and where to learn
are made outside the
educational system, and
principally, by the individual
learners themselves.“
Stephen Downes, Keynote,
SpringVertCon, Washington,
D.C., 2016
Institutions as support networks
11
Builds on earlier theories and
concepts
Heutagogy
AndragogyCapability
Transformative
Learning
Self-Efficacy
HumanismDouble-Loop
Learning
Reflective
PracticeConstructivism
Pedagogy-Andragogy-Heutagogy (PAH) Continuum
Blaschke (2012)
Pedagogy
AndragogyHeutagogy
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)
A continuation of andragogy?
…or inherent to young learners?
“The objective of education is learning, not teaching.”
Ackhoff & Greenberg, 2008, p. 5
Why is heutagogy important
today?
Dive or thrive?
(Prensky, 2010; Partnership for 21st Century Skills (P21), no date; Thomas & Brown, 2011; Trilling & Fadel, 2009)
What employers 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)
What students want
“We should be waking them (kids) up to what is inside of themselves…we need divergent thinkers, but education doesn’t develop these.”Sir Ken Robinson, RSA Conference, 2010
Changing educational paradigms
Driven by technological change
Badges
(Mozilla)
Massive open online
courses (MOOCs)
Wikis
Blogs
Mobile
Computing
Social Networks
An example of heutagogic design: OMDE601
Which pedagogical framework?
http://www.flickr.com/photos/oudeschool/6257800770/in/pool-809956@N25/
(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)
OMDE601 - Holistic design
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
OMDE601: E-portfolio
Skills: Design and create; think critically, deeply, and logically; share knowledge; share experience; give advice; express yourself
OMDE601: Twitter
Skills: Communicate (read, write, discuss, interact); collaborate; search; explore; listen; connect; share; think critically; reflect; support others; build community; promote (self); exchange
https://youtu.be/dceWmR3Me8g
OMDE601: DiiGo
Skills: Communicate (read, write, discuss, interact); collaborate; search; inquire; compare; combine; think critically; reflect; observe; share; build community; promote (self); distribute
Key elements of heutagogic
design
Explor
e
Collab-
orate
Connec
t
Reflect
Learner
Share
Create
(Blaschke & Hase, 2015b)
_Improves critical thinking and reflection
_Increases learner engagement and motivation
_Gives learners more control over learning (learner-centered)
_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
_Promotes democracy of learning and social justice
_Better prepares them for the complexities of the workforce
_Encourages growth and personal empowerment
Benefits of heutagogy
(Canning, 2013; Canning & Callan , 2010; Ashton & Elliott, 2008; Ashton & Newman, 2006; Dick , 2013; Kerry, 2013)
Challenges
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http://www.old-print.com/mas_assets/full/F174852/F1748521286.jpghttp://www.4freephotos.com/Teacher_writing_on_blackboard-limage-bd71ec51d2b8f7ab1f32542e288e601e.html
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Where do you see the
http://www.picserver.org/c/challenge.html
1 Hase, S., & Kenyon, C. (2013) Self-determinedlearning: Heutagogy in action. Sydney, Australia: Bloomsbury Academic.
2 Blaschke, L.M., Kenyon, C., & Hase, S. (2014). Experiences in Self-determined Learning. Amazon.
3 Heutagogy Community of Practice:Website: http://heutagogycop.wordpress.com/
LinkedIn: http://www.linkedin.com/groups/Heutagogy-Community-Practice-4776262
Twitter: https://twitter.com/heutagogycop
4 Bibblio: http://bibblio.org/u/The%20Heutagogy%20Collection/content
Heutagogy resources
1 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
2 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
3 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.
4 Ashton, J., & Newman, L. (2006). An unfinished symphony: 21st century teacher education using knowledge
creating heutagogies. British Journal of Educational Technology, 37(6) 825-840. DOI: 10.1111/j.1467-
8535.2006.00662.x.
5 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
6 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.
7 Blaschke, L.M. (2014). Using social media to engage and develop online learners in self-determined
learning. Research in Learning Technology. Retrieved
from: http://www.researchinlearningtechnology.net/index.php/rlt/article/view/21635/html
8 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.
References (1)
1 Blaschke, L.M., & Hase, S. (2015a). Heutagogy, technology, and lifelong learning for professional and part-time
learners. In A. Dailey-Hebert & K.S. Dennis,Transformative perspectives and processes in higher education.
Heidelberg, Germany: Springer Verlag.
2 Blaschke, L.M, & Hase, S. (2015b). Heutagogy: A holistic framework for creating 21st century self-determined
learners. In M.M. Kinshuk & B.Gros, The future of ubiquitous learning: Learning designs for emerging pedagogies.
Heidelberg, Germany: Springer Verlag. Available from: http://www.springer.com/us/book/9783662477236
3 Canning, N. (2013). Practitioner development in early years education. In S. Hase & C. Kenyon, Self-determined
learning: Heutagogy in action. Sydney, Australia: Bloomsbury Academic.
4 Canning, N. & Callan, S. (2010). Heutagogy: Spirals of reflection to empower learners in higher education.
Reflective Practice, 11(1), 71-82.
5 Conole, G. (2012). Designing for learning in an open world: Explorations in the learning sciences, instructional
systems and performance technologies. New York, Heidelberg: Springer.
6 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.
7 Gerstein, J. (2013). Education 3.0 and the pedagogy (andragogy, heutagogy) of mobile learning. User Generated
Education. Retrieved from: https://usergeneratededucation.wordpress.com/2013/05/13/education-3-0-and-the-
pedagogy-andragogy-heutagogy-of-mobile-learning/
8 Hase, S. & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity: An International Journal of
Complexity and Education, 4(1), 111-119.
9 Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. In UltiBase Articles. Retrieved from
http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm
References (2)
1 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.
2 Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA: Corwin Press.
3 P21. (no date). 21st Century Student Outcomes and Support Systems Framework. Retrieved from:
http://www.p21.org/overview/skills-framework
4 0). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA: Corwin Press.
5 Thomas, D., & Brown, J.S. (2011). A new culture of learning: Cultivating the imagination for a world of constant
change. United States: CreateSpace Independent Publishing Platform.
6 Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Franciso, CA: Jossey-Bass.
References (3)