"Heutagogy (based on the Greek for 'self') was defined by Hase and Kenyon in 2000 as the study ofself-determined learning. Heutagogy applies a holistic approach to developing learner capabilities, with learning as an active and proactive process, and learners serving as “the major agent in their own learning, which occurs as a result of personal experiences” (Hase & Kenyon, 2007, p. 112). As in an andragogical approach, in heutagogy the instructor also facilitates the learning process by providing guidance and resources, but fully relinquishes ownership of the learning path and process to the learner, who negotiates learning and determines what will be learned and how it will be learned (Hase & Kenyon, 2000; Eberle, 2009).
A key concept in heutagogy is that of double-loop learning and self-reflection (Argyris & Schön, 1996, as cited in Hase & Kenyon, 2000). In double-loop learning, learners consider the problem and the resulting action and outcomes, in addition to reflecting upon the problem-solving process and how it influences the learner’s own beliefs and actions (see Figure 1). Double-loop learning occurs when learners “question and test one’s personal values and assumptions as being central to enhancing learning how to learn” (Argyris & Schön, 1978, as cited in Hase, 2009, pp. 45-46)."
Dennis Richards's insight:
You are familiar with pedagogy - "the method and practice of teaching, esp. as an academic subject or theoretical concept" - but are you familiar with "andragogy" and "heutagogy"? If you are an educator or someone interested in education, I recommend you seek an understanding of this vocabulary for insights into the proposed, actual, or potential practice of education today and in the future.
"One of the big topics Pink tackles in his current book is the idea of moving from transactions to transcendence — to making something personal. That’s the best way to 'sell' students on what they’re learning, Pink maintains. This has been a recurring theme in education: connecting what’s taught in classrooms to students’ personal lives. But, as evidenced by current school dynamics, that’s not the way the tide is moving.
'Most of our education is heavily, heavily, heavily standardized,' Pink said. 'So, 11-year-olds are all together in one room. No 10-year-olds, and certainly no 13-year-olds. And [assuming that] all of those 11-year-olds are the same, we’re going to put them all together in a 35-kid classroom. Every educator knows that doesn’t work well. Every educator knows about differentiated instruction. The idea that you treat everybody the same way is foolish, and yet the headwinds in education are very much toward routines, right answer, standardization.'"
"This space will act as an information hub for #etmooc, an open, online experience that is designed to facilitate & nurture conversations around the thoughtful integration of educational technology & media in teaching and learning.
Think of #etmooc as an experience situated somewhere between a course and a community. While there will be scheduled webinars and information shared each week, we know that there is a lot more that we will collectively need to do if we want to create a truly collaborative and passionate community.
We’re aiming to carry on those important conversations in many different spaces – through the use of social networks, collaborative tools, shared hashtags, and in personalized spaces. What #etmooc eventually becomes, and what it will mean to you, will depend upon the ways in which you participate and the participation and activities of all of its members. Let’s see if we can create something that is not just another hashtag – and, not just another course.
Some exciting topics will be explored during the #etmooc experience. We’ll be leading conversations around many of the recently popularized technologies, media and literacies including social/participatory media, blended/online learning environments, digital literacies, open education, digital citizenship/identity, copyright/copyleft, and multimedia in education. We hope that this list of topics will grow as we expand our membership and tap into the expertise of our participants. However it is not the topics that we cover, but it is what we discover, create and share together that will be critical to the success of the etmooc experience."
"Topics & Tentative Schedule (Revised as of January 9, 2013)
The 2013 tentative schedule of topics is found below. More detailed information will be provided soon, including exact dates and connection information. Each topic is 2 weeks long so that there is adequate attention and depth.
Welcome (Jan 13-19): Welcome Event & Orientation to #etmooc
"I [Jason Flom] just attended a brief webinar with the Carsey Institute on their recent brief that identifies patterns in childhood poverty using data from the U.S. Census American Community Survey.
The brief is sobering to say the least. In short, despite the recession being “over,” poverty rates among children continue to rise, most dramatically in urban areas, among the unemployed (those actively looking for work), and in families of color.
That this information is not front and center in our current presidential campaign is shocking, horrifying, and saddening. When nearly 1/4 of our children are living below the poverty line, we have a moral obligation to act, even if they are, by definition a part of the 47%. The closest we come to talking about it, and I mean REALLY talking about it, is to insist teachers improve all students’ “achievement.”"
"By 2050, nearly two-thirds of Texas public school students will be Hispanic and probably poor. But in the Laredo Independent School District, for one, that is already the case."
"But geography aside, Texas public schools may increasingly find more in common with the South Texas district. In 2011, the state reached two landmarks. For the first time, Hispanics became the majority of public school students. And to cope with a historic budget deficit, the Legislature did not finance enrollment growth in the state’s schools — something that had not happened since the modernization of the Texas public school system in 1949. Though the first turning point passed quietly and the second with much political strife, they both underscore the challenges ahead as a dramatic demographic shift occurs in public school classrooms statewide.
By 2050, the number of Texas public school students is expected to swell to nine million from roughly five million now, and nearly two-thirds will be Hispanic, according to Steve Murdock, a demographer and director of Rice University’s Hobby Center for the Study of Texas. The overall percentage of white students will drop by half to about 15 percent. Without an accompanying change in Hispanics’ current socioeconomic status, that also means Texas students will continue to grow poorer — and their education more expensive — in the next four decades, Dr. Murdock added. (Rice University is a corporate sponsor of The Texas Tribune.)
State population figures over the last decade show the shift is well under way in the public school system. Economically disadvantaged children in Texas classrooms make up 60 percent of all public school students, up from less than half in 2000. Students with limited English skills now make up 16 percent of them. Of about 979,000 children added to the state’s under-18 population from 2000 to 2010, 931,000 were Hispanic.
'When you look at children, there is no doubt. The future of Texas — the future of the United States — is tied to the minority population,' said Dr. Murdock, a former state demographer and director of the United States Census Bureau. 'It’s just mathematically true.'l
Think you need to wait for kids to settle down and learn the basics before you let them do projects and hands-on work? Not according to this expert teacher.
What tech vision will you share?
What message does your Acceptable Use Policy send when it goes home with students for them and their parents to sign? This year, change overly complex, negative language to language that celebrates the potential of technology – and students.
Games for collaboration and teamwork
Want to create a more collaborative, constructivist classroom? Instead of traditional icebreakers, try these games that encourage collaboration and teamwork.
The Resource for Education Technology Leaders focusing on K-12 educators. "Kids love having the opportunity to learn online but it’s not merely the medium or the technology that students enjoy. At the recent iNacol Virtual Schools Symposium I listened to high school students who have experience learning this way as well as teachers who have experience with these students, share some advice for making this type of learning even better.
"2013 Children/Youth Inaugural Response, featuring real voices of real young people ages 5 to 25 talking about what they want Congress and President Obama to accomplish in the next four years. This video is a project of the Children's Leadership Council and powered by SparkAction. Add your voice at bit.ly/kidsinaug."
"My [Sue Waters] session was meant to be an Introduction to blogging.
I’ve spent the week interacting with #ETMOOC participants through their blogs, Google+ community and through the ETMOOC Twitter hashtag to identify what they really needed to know.
All participants have been ask to participate through their own blogs. Quite a few participants are new to blogging and it’s really hard to appreciate how you might learn through blogging as part of a connectivist MOOC if you’ve never blogged before.
So I’ve decided to focus my session on what they really need to know to get the most out of their blogging as part of #ETMOOC; as opposed to a more traditional introduction to blogging session.
More of an intro to the pedagogical aspects of blogging as opposed to the technical."
An article from Educational Leadership on "how to engage students whom seem unreachable, who resist learning activities, or who disrupt them for others." Larry Ferlazzo reflects on his yers of teaching and shares ways he engages students by developing "their intrinsic motivation."
The post provides eight detailed recommendations. The infographic above shares the short hand version!
"Ian Bates is photographing a group of Appalachian teenagers coping with a tough economy. The project, “Growing Up Lost in Appalachia,” is now the first installment of an exploration of his generation’s experiences growing up amid high unemployment and breathtaking technological change.
But it didn’t start out that way.
It began with a blast — from a carrot cannon.
In October 2011, Mr. Bates, a 20-year-old sophomore at Ohio University, was driving around looking for something interesting to shoot. He was passing through New Straitsville, a former coal mining town in southeastern Ohio, when he came across a scene that made him stop.
'I saw this house that had tons of old stuff in the yard and a big old oil rig truck, and these two young men were making a carrot cannon in the front yard,” he said.'"
For this generation of entering college students, born in 1994, Kurt Cobain, Jacqueline Kennedy Onassis, Richard Nixon and John Wayne Gacy have always been dead.
• They should keep their eyes open for Justin Bieber or Dakota Fanning at freshman orientation. • They have always lived in cyberspace, addicted to a new generation of “electronic narcotics.” • The Biblical sources of terms such as “Forbidden Fruit,” “The writing on the wall,” “Good Samaritan,” and “The Promised Land” are unknown to most of them. • Michael Jackson’s family, not the Kennedys, constitutes “American Royalty.” • If they miss The Daily Show, they can always get their news on YouTube. • Their lives have been measured in the fundamental particles of life: bits, bytes, and bauds. ....."
"What science tells us about the incredible shrinking childhood."
"Family stress can disrupt puberty timing as well. Girls who from an early age grow up in homes without their biological fathers are twice as likely to go into puberty younger as girls who grow up with both parents. Some studies show that the presence of a stepfather in the house also correlates with early puberty. Evidence links maternal depression with developing early. Children adopted from poorer countries who have experienced significant early-childhood stress are also at greater risk for early puberty once they’re ensconced in Western families.
Bruce Ellis, a professor of Family Studies and Human Development at the University of Arizona, discovered along with his colleagues a pattern of early puberty in girls whose parents divorced when those girls were between 3 and 8 years old and whose fathers were considered socially deviant (meaning they abused drugs or alcohol, were violent, attempted suicide or did prison time). In another study, published in 2011, Ellis and his colleagues showed that first graders who are most reactive to stress — kids whose pulse, respiratory rate and cortisol levels fluctuate most in response to environmental challenges — entered puberty earliest when raised in difficult homes. Evolutionary psychology offers a theory: A stressful childhood inclines a body toward early reproduction; if life is hard, best to mature young. But such theories are tough to prove.
Social problems don’t just increase the risk for early puberty; early puberty increases the risk for social problems as well. We know that girls who develop ahead of their peers tend to have lower self-esteem, more depression and more eating disorders. They start drinking and lose their virginity sooner. They have more sexual partners and more sexually transmitted diseases. “You can almost predict it” — that early maturing teenagers will take part in more high-risk behaviors, says Tonya Chaffee, associate clinical professor of pediatrics at University of California, San Francisco, who oversees the Teen and Young Adult Health Center at San Francisco General Hospital. Half of the patients in her clinic are or have been in the foster system. She sees in the outlines of their early-developing bodies the stresses of their lives — single parent or no parent, little or no money, too much exposure to violence."