"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.
"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."
"This is my [Ben Wilkoff] introduction for #etmooc in which I use a whole bunch of public domain videos in order to illustrate what I am talking about (sometimes with better results than others).
I'm excited about this course and the people that I will meet and collaborate with as a result. I also wanted to make sure that I emphasize just how much I believe we owe the past for our understanding of teaching and learning. In our rush to create a connected MOOC community, I am interested in figuring out the human and timeless elements of education. The good, and not merely the new.
"With fewer than 10 days before the launch of #etmooc, we currently have about 680 registrants representing about 37 countries. To provide a sense of what that looks like, I created a rough, mapped visualization using a tool called MapAList. Take a look below at the interactive, zoomable map based on early registration data."
"The following is a list of archived Blackboard Collaborate sessions. Click on the title of the session to view the recording.
Welcome & Orientation (Jan 14, 7pm ET)Welcome & Orientation REPEAT (Jan 15, 1pm ET) – fast-forward this session to 46:21 as it looks like someone hit the record button early.Introduction to Twitter (Jan 16, 1pm ET)Introduction to Social Curation (Jan 17, 12pm ET)"
"Curation, reflection, and contribution are all equal components within this model. Curation requires learners to evaluate information and organize it. Reflection encourages learners to unpack their learning in public spaces, such as blogs. Contribution demands that learners “give back” to both digital and face-to-face communities either through discussion or production. By engaging in all three parts of this model, educators can ensure that they adequately synthesize and consider important artifacts. This process is a far cry from simply storing and organizing “cool stuff.”
After engaging in the User Generated Learning process for almost a year, I [Kristen Swanson] can attest that it results in rich, social learning. I only save that which is aligned to my goals and the goals of others with whom I connect. I have fewer links, videos, and interactive sites, but I have more conversations and perspectives to consider. I’ve joined this course as a way to increase my focus on community, not content."
"GroupTweet enables 2 to 100,000+ contributors to tweet from the same account. No longer is the burden of content creation on one person's shoulders. Contributors' names can be hidden or displayed at the beginning or end of each Tweet. Whether you have a small group powering a company account or thousands of people powering a group account, you can leverage the power of the crowd with GroupTweet!"
Dennis Richards's insight:
How do you build community when the number of participants is 1000+ from across the planet?
#etmooc will be using this digital tool as one way to facilitate community for the people participating in this 2013 course.
"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