sustaining lifelong learning: a review of heutagogical practice
DESCRIPTION
EDEN presentation 2011, Dublin, IrelandTRANSCRIPT
SUSTAINING LIFELONG LEARNING: A REVIEW OF HEUTAGOGICAL PRACTICE
Lisa Marie BlaschkeCarl von Ossietzky Universität Oldenburg
WHAT IS HEUTAGOGY?
Pronounciation• Howjsay.com• Forvo.com/word/heutagogy• “Heute-gogy”
DefinitionHeutagogy 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)
HEUTAGOGY: 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)
DOUBLE-LOOP LEARNING
Beliefs and Actions Problem Action Outcomes
Single-loop learning
Double-loop learning
Eberle & Childress, 2005, as shown in Eberle, 2009, p. 183)
HEUTAGOGY IN RELATION TO OTHER -GOGIES
(based on Canning, 2010, p. 63)
FROM COMPETENCY TO CAPABILITY
Traits of Capable Learners• Self-efficacy (feeling
capable)• Communication and
teamwork• Creativity in complexity• Flexibility• Positive values
(Hase & Kenyon, 2000; Kenyon & Hase, 2010; Gardner et al., 2007)
WEB 2.0: ENABLER OF HEUTAGOGY
Self-determin
ed learning
Wikis
Blogs
Mind maps
Open Educational Resources
(OER)
Connectivity with others
Discovery and sharing of information
Personal collection and adaptation of information
(McLoughlin & Lee, 2007)
EXAMPLES OF HEUTAGOGICAL PRACTICE
Virtual Philosopher:http://web.uncg.edu/dcl/courses/viceCrime/vp/vp.html
Reflective Learning Journals Google Maps Mind Maps Grey’s Anatomy: Twitter Madness
http://www.youtube.com/watch?v=HW02uNa38l8
REFLECTIVE LEARNING JOURNAL EXAMPLE 1
REFLECTIVE LEARNING JOURNAL EXAMPLE 2
REFLECTIVE LEARNING JOURNAL EXAMPLE 3
GOOGLE MAPS EXAMPLE
MINDMAP EXAMPLE
HEUTAGOGY IN HIGHER EDUCATION
• Institutional resistance• Instructor resistance• Student resistance • Formal assessment issues
Why it won’t work
HEUTAGOGY IN HIGHER EDUCATION
• Improves critical thinking and reflection• Increases learner engagement and motivation• Gives learners 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
Why it should
HEUTAGOGY IN HIGHER EDUCATION
• Consider students’ level of learner autonomy and adjust accordingly >> learner questionnaires / learner contracts
• Build learner skills while allowing them to determine and reflect on their learning path >> scaffolding of learning activities, learner-directed questions, action research
• Incorporate activities for self-reflection, self- and information-discovery, and collaborative information creation >> learning journals, collaborative group work, communities of practice
• Assess learner achievement by negotiating the assessment process >> formative and summative assessment
How It Could
FUTURE DIRECTIONS
How can social media support development of learner competencies and capabilities?
Does heutagogical practice better prepare our learners for lifelong learning and the complexities of today’s workforce?