Presentation to the Heutagogy Conference in Prague March 27 2013

1. Heutagogy:
Reconceptualising Learning
for the 21st Century
Dr Stewart Hase

2. Doing heutagogy
http://heutagogycop.wordpress.com
Search heutagogy
Twitter
LinkedIn

3. Say ‘Hello’, to the person next to you
and discuss what is the most burning
question you have about learning.
Please write it down

4. Holy cows and
hamburgers

5. What is heutagogy?
Self-determined learning
Learner defined learning

6. Influences
Mr Cook, my primary school teacher
Humanism
Constructivism
Neuroscience
Psychological experience
Complexity Theory
Capability

7. Think of something you
learned that really changed
you or your life

8. Educational systems
Many of our educational systems and
practices are based on models of learning
that were developed for mass education to
fuel the needs of the industrial revolution

9. School pokes your eyes out, university teaches you braille and
postgraduate education is speed reading in braille
Fred Emery, 1974
The function of education is…..’12 years of mandatory self-
dehumanisation, self-debilitation, blood loss”
Kozol, 1975

10. The evidence
Focus develops specific
regions of the brain
Brains are sensitive to the
culture/environment
Gender differences
Memory is fragile unless
strengthened
The 8 minute rule
System 1 vs System 2 thinking

11. The evidence
Effort develops our brains
Learning needs to be multi-
sensory
We are naturally curious and
explore
Emotions and learning are
inextricably linked
We are motivated to resolve
incongruity
Brain plasticity

12. The evidence
State dependent learning
The first 30 seconds
Repetition
Small chunks
Huge variability in people’s
brains and what they focus
on
Can take years to develop
reliable memories

13. Educational systems
Pedagogy Heutagogy

14. A learning dilemma

15. Definitions of learning
1. knowledge gained by study; instruction or
scholarship
2. the act of gaining knowledge
3. (Psychology) Psychol any relatively permanent
change in behaviour that occurs as a direct result of
experience

16. Levels of learning
Knowledge and Skills
Deep Learning

18. Learning

19. Learning Grid
Specific Tasks
NW NE
Teacher Controlled
Learner Managed
SW SE
Open Ended

20. Think of the best teacher you
ever had or have seen.
Someone who made a
significant difference to you
What was it that made them a
really brilliant teacher ?

21. They wanted to know about your experiences
They built on those experiences and
incorporated them
They let you explore and experiment
They let you find out
They were a learner too
They had respect for you

22. Consequences
The learning experience is dynamic
Expectancy
There is a difference between knowledge and skills
(competencies) and real learning
The learner will become distracted by new questions
Teaching can become a block to learning
The teacher doesn’t know what is going on in the brain
of the learner unless she/he checks

23. Doing self-determined
learning (heutagogy)
Deep engagement
Expectations and agenda setting
Where is the learner now?
Involvement of the learner in design
Framing questions
Flexible curricula
Resource availability
Learner-generated contexts

24. Doing self-determined
learning (heutagogy)
Negotiated assessment
Spontaneity in process and experience
Coaching models
Early engagement with content
The Pedagogy, Andragogy, Heutagogy (PAH)
continuum

25. And Yes! This all applies
to online learning.

26. The learner experience
I learned how to ‘do’ school at a young age. Find out
what the teacher wants, do it, and reap the reward of
good grades. The same formula worked in college. I
spent time discovering how the instructor wants
things completed, did it, and then earned the good
grades

27. The learner experience
For a while, I wished I had never had the
chance to use heutagogy in an online
university environment at all, then I wouldn’t
be missing it as much as I was. Upon
reflection, the opportunity to self-direct my
learning that summer, (in school, as I also
usually do in life) was an incredible
experience: one I wanted to repeat.

28. Innovations
Negotiated assessment
Learner generated contexts
Lifelong learning
Workplace learning
Reflective practice
Vocational education and training