Heutagogy - workshop with Dr. Steward Hase at Ara

Attended an afternoon workshop with Dr. Steward Hase, one of the theorist behind the concept of heutagogy. 

The session touched briefly on aspects of the science of learning and the principles of self-determined learning. Then moved on to introduce some ways to can apply the science and principles in designing exciting learning experiences thorugh leveraging off enhanced learner agency.

The princples of heutagogy was modelled through the workshop, with lots of interactive learning through group work and opportunities for low level inquiry learning.

He used group activity to go through definition of heutagogy, the relations between pedagogy and androgogy, and the PAH (pedagogy, andragogy and heutagogy) continuum.

The need to support learners was stressed. Learning through self-determination requires learners to be confident in working out what they need to learn and how they can go about it.

In turn, 'learning leaders' (aka teachers) also require a new skill set to 'let go' and be true 'guides on the side'.

NAtional Tertiary Learning and Teaching Conference 2013 - day 1 morning

After a frenetic week in China, a complete change of scenery and ambience with 3 days in Invercargill for the annual National tertiary learning and teaching conference hosted by Southern Institute of Technology.

A stirring powhiri is followed by opening address from Maree Howden, Deputy CE of SIT and a welcome from Invercargill mayor, Tim Shadbolt.

The first keynote address from Dr.Stewart Hase on the topic 'heutagogy' follows. Heutagogy is a word coined to extent andragogy. It refers to self-determined learning. Encouraged audience to suspend comfortable habits and look beyond the usual means of problem solving or coming up with new ideas. Check http://slideshare.re/GzuMKt. Also new book 'self-determined learning' edited by Stewart and Chris Kenyon. People learn different ways and ask different questions. Self-determined learning one way to match latest learnings from neuro-biology with curriculum and learning development. Humans learn through, focus develops specific regions of the human brain; brains sensitive to culture / environment; memory is fragile unless strengthened; attention span 8 minutes; system 1 (assumptions) vs system 2 (work at problem solving) thinking;  effort develops human brain; learning needs to be multi-sensory; humans are naturally curious and explore; emotion and learning are inextricably linked; humans motivated to resolve incongruity; brain plasticity; state dependent learning; the first 30 seconds; repetition required; takes years to develop reliable memory; when real learning occurs is unpredictable; humans learn best by immersion; ingredients are to puddings as knowledge and skills are to learning.

Renaissance elearning

Have been dipping in & out of the book by Samantha Chapnick & Jimm Meloy called Renaissance eLearning for a couple of weeks. Then put a weekend into reading it more intensively as it contained many interesting ideas that would make eLearning more energised, personalised and effective.

This book has a good overview of Csikzentmihalyi’s psychology of creativity from his book Flow and the Psychology of Discovery & Invention and then goes on to provide examples of how eLearning can be used to encourage more creativity in learners.

In particular, the use of ‘emotional eLearning’ via the use of narratives and drama in eLearning is a new concept for me. I am especially taken by Freytag’s triangle which plots the classical dramatic structure of rising action, climax and crisis and then falling action and unwinding. They then form the basis of plot and story to the structure of a whole course or part of a course which involves the setting up of the genre, setting and characters to the overall storyline. I suppose similar to how we set up a learning session with the introduction, learning in increments using scaffolding teachniques that leads on to reflection and application, but all done with much more soul and feeling.

The other thing that is promoted, the concept of heutagogy which is self-directed learning in it’s purest sense. Learners are owners of their own learning process and learn by “organic or informal” learning.

I enjoyed reading the book as it had arrived at a juncture in my learning about eLearning. I had been looking for some way to add more pizzazz into my eLearning courses as I was working through converting them from being hosted on Blackboard across to Moodle. I suppose the title ‘renaissance’ stuck out as I browsed the book shelves in the library.

At the moment, I am percolating all the new ideas in my head to try to find a good fit between the ideas of using story telling within the context of my content area plus make it engaging to the learner profile I have. I have always been interested in the use of games to encourage learning but finding the correct scenario / game type and the development dollars required to built a good interface have always been the challenge. I will use the structure of a ‘solving a bakery problem type scenario’ in some of the courses but will have to think through scenarios that will be engaging enough. Not sure if the students themselves will be able to find their own ‘problem’ to solve but might also give that a go. Will have to do more thinking on this!