- Pedagogical methods aren't effective in preparing learners for thriving in the workplace. Peters (2001, 2004) and Kamenetz (2010) note how we need more self directed approaches where learners reflect upon what is learnt, how it is learned and learn to teach themselves. - Heutagogical environments facilitates development of the learner's capability and capacity to learn (Ashton & Newman 2006). - As of now heutagogy has grown because it works very well with the internet. It is largely used in conjunction with technology. - So far heutagogy literature seems to talk about such approaches largely for mature adult learners. Perhaps at our centres we're still in an andragogical realm. - Knowles (1978) defines andragogy specifically to adult education. It's characterised by learner control where learners define learning objectives, take a problem solving approach to learning and define how to learn. Learners identify their needs and plan how they will be met. - Self directed learning is also thought to promote "emancipatory learning and social action" (Merriam 2001) and seems to be in line with Freire's ideas as well. - In andragogy instructors show learners how to find information, relate it to the real world, establish objectives and guide the learner along the path but the responsibility for learning itself lies with the learner. - Hase and Kenyon (2000) define heutagogy as the study of self determined learning. Heutagogy is similar to andragogy but the instructor here fully relinquishes ownership of the learning path to the learner. - Heutagogy relies on double loop learning - Belief and actions -> Problem -> Action -> Outcomes -> Beliefs and Actions In double loop learning learners question and test one's personal values and assumptions. - In self determined learning both competencies and capabilities are important (Hase and Kenyon 2000) - Competency - proven ability in acquiring a skill or knowledge - Capability - confidence in competency so as to apply knowledge - Double loop learning and heutagogy also help learners adapt to new situations and help them learn how to learn. - Heutagogy is seen as an extension of andragogy and is defined as needing high amounts of learner maturity and autonomy. - Andragogy - getting students to learn. Heutagogy - getting students to understand how they learn. - The internet and the web has played a huge role in enabling heutagogy. It allows learners to take a more active role, connect with others and discover information. Some aspects of the internet encourages reflection, collaboration and promotes autonomy as well. (McLoughlin & Lee 2007) - Cochrane and Bateman (2010) found that mobile learning increases learner interactions as well as their reflective practices through learning journals. - Heutagogy is largely thought to be impractical in higher education (McAuliffe et.al. 2008). Particularly the heutagogical trademark learner driven assessment is thought to be challenging to implement. - Some universities and particularly nursing schools have employed heutagogical approaches. University of Western Sydney has a teacher education program that takes this approach throughout apart from the assessment piece. Almost all these experiments have shown improvement. - In heutagogy learners are involved in designing their own assessment. It helps keep the learners less threatened and more involved. Learning contracts (Hase 2009) is a way to effectively set up heutagogical environments. - For heutagogical practices to work well - reflection is critical. Learners can only become lifelong learners when they reflect on their own learning practice. (Schön 1983) - Learning journals can be used for learners to document their journey and reflect upon it (Blaschke and Brindley) - Action Research can be done experimenting with real world scenarios. - Formative and summative assessments can also be used to aid the learner in a reflective process. ---- Blaschke, Lisa Marie. "Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning." _The International Review of Research in Open and Distributed Learning_ 13.1 (2012): 56-71. - [Link](https://www.irrodl.org/index.php/irrodl/article/view/1076/2113)