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

Twitter

LinkedIn

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?

QUESTIONS?

For more information:(www.slideshare.net)

Lisa Marie Blaschkelisa@kreative-komm.de lblaschke@faculty.umuc.edu