Curated conversation of my keynote session at the AISACT Conference, July, Canberra 2015.

1. Dr Stewart Hase
Self Determined Learning
(Heutagogy): The Next Evolution

2. Collection of articles, presentations:
http://bibblio.org/u/The%20Heutagogy%20
Collection/collections
Website and blogs:
https://heutagogycop.wordpress.com
Book-case studies: Self-determined
learning: heutagogy in action
Book-case studies: Experiences in self-
determined learning

3. Humans are inherently conservative
We are remarkably irrational
Mental models get in the way of change
Human agency-we are self-determining
Our unconscious minds control most of
what we do

6. The ‘yes but’ and suspending mental
models for enlightenment

8. Exploration
Experience and previous experience
Hypothesis generating and testing
Attention and motivation
Collaboration
Vicarious learning
Pattern seeking
Reinforcing what we have learned
Internal rewards

9.  differentiate between knowledge and skill
acquisition, and deep learning;
 recognize that learning is non-linear and
occurs in an apparently random fashion;
 involve the learner in designing their own
learning content and process as a partner;
 provide lots of resources and let the learner
explore;

10.  enable the curriculum to be flexible so that new
questions and understanding can be explored as
new neuronal pathways are developed;
 individualize learning experiences;
 provide flexible, negotiated assessment;
 enable the learner to contextualize concepts,
knowledge and new understanding;

11. use experiential learning techniques such
as project based learning;
engage emotions in learning experiences;
facilitate collaborative learning;
facilitate reflection, and double loop and
triple loop learning (metacognition);

12.  develop research skills including how to be
discerning about ideas and content;
 differentiate between knowledge and skill
acquisition (competencies) and deep
learning;
 recognize the importance of informal learning
and that we only need to enable it rather
than control it;

13.  have confidence in the learner;
recognize that teaching and teacher
control can become a block to learning;
and
get out of the way.