Self-determined learning : heutagogy in action

225 Pages·2013·1.2 MB·English

by  Stewart Hase & Chris Kenyon

Self-Determined Learning
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Self-Determined Learning

Heutagogy in Action
Edited by
Stewart Hase and Chris Kenyon

LONDON • NEW DELHI • NEW YORK • SYDNEY
Bloomsbury Academic
An imprint of Bloomsbury Publishing Plc
50 Bedford Square 1385 Broadway
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WC1B 3DP NY 10018
UK USA
www.bloomsbury.com
Bloomsbury is a registered trademark of Bloomsbury Publishing Plc
First published 2013
© Stewart Hase, Chris Kenyon and Contributors, 2013
All rights reserved. No part of this publication may be reproduced or
transmitted in any form or by any means, electronic or mechanical,
including photocopying, recording, or any information storage or
retrieval system, without prior permission in writing from the publishers.
Stewart Hase, Chris Kenyon and Contributors have asserted their right under the
Copyright, Designs and Patents Act, 1988, to be identified as Author of this work.
No responsibility for loss caused to any individual or organization acting
on or refraining from action as a result of the material in this publication
can be accepted by Bloomsbury Academic or the author.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library.
eISBN: 978-1-4411-0891-3
Library of Congress Cataloging-in-Publication Data
Self-determined learning : heutagogy in action / edited by Stewart Hase, Chris Kenyon.
pages cm
Summary: “Explores how heutagogical approaches can be used in
a range of learning circumstances”– Provided by publisher.
Includes bibliographical references and index.
ISBN 978-1-4411-4277-1 (hardback) – ISBN 978-1-4411-0891-3 – ISBN 978-1-4411-9148-9
1. Learning, Psychology of. 2. Self-culture. I. Hase, Stewart, editor of compilation.
LB1060.S388 2013
370.15’23–dc23
2013015211
Design by Newgen Knowledge Works (P) Ltd., Chennai, India
Contents

List of Illustrations vi
Notes on Contributors vii
Part 1 The Fundamentals of Heutagogy
Introduction Chris Kenyon and Stewart Hase 3
1 Heutagogy Fundamentals Chris Kenyon and Stewart Hase 7
2 The Nature of Learning Stewart Hase and Chris Kenyon 19
Part 2 Applying Heutagogy in Formal Education
3 Crafting Learner-Centred Processes Using Action Research
and Action Learning Bob Dick 39
4 E-Learning and Self-Determined Learning Skills
Lisa Marie Blaschke 55
5 Applying the Principles of Heutagogy to a Postgraduate
Distance-Learning Programme Trevor Kerry 69
6 Workplace Learning for Nurses Mike Ramsay, John Hurley
and Gavin R. Neilson 85
7 The Learner’s Perspective Barbara A. Brandt 99
Part 3 Heutagogy in the Wider Education World
8 Developing Creativity Fred Garnett 117
9 Putting Heutagogy into Learning Fred Garnett and
Ronan O’Beirne 131
10 Lifelong Learning Jane H. Eberle 145
11 Learner Defined Learning Stewart Hase 159
12 P ractitioner Development in Early Years Education Natalie Canning 169
13 Transitioning from Pedagogy to Heutagogy Boon Hou Tay 181
14 Innovations in Community Education Roslyn Foskey 193
15 Where to Next? Stewart Hase and Chris Kenyon 207
Index 211
Illustrations

Figures
4.1 Web 2.0 affordances and heutagogy 58
10.1 Th e flow of double-loop learning (from Eberlee and
Childress, 2006) 146
10.2 Th e relationship among heutagogy, UDL, collaboration and
creative thinking and problem solving 152
12.1 Empowerment and heutagogy 174
13.1 Estimating the width of a river 182
13.2 A paper-cutting activity for Pythagoras Theorem lesson 185
13.3 Knowledge gained in the pedagogical stage 186
13.4 The known and the unknown 188
13.5 Knowledge gained in the andragogical stage 189
13.6 Knowledge gained in the heutagogical stage 191
Tables
4.1 Web 2.0 features 57
9.1 The PAH Continuum 139
10.1 C lark and Mayer’s (2011, p. 17) definitions of behavioural and
psychological engagement 147
10.2 Template for heutagogical teaching of the solar system 154
Boxes
5.1 Initial background information about heutagogy 72
5.2 A sample of part of the survey instrument 74
Contributors

Lisa Marie Blaschke is program director of the Master of Distance Education
and E-Learning (MDE) graduate program at Carl von Ossietzky Universität
Oldenburg, Germany. She is also an associate professor (adjunct faculty) within
the MDE partner graduate program at University of Maryland University College
(UMUC) in Maryland, USA. Her research interests are in the areas of online
collaborative learning and pedagogical application of Web 2.0 technologies. Lisa
is also head of a communications consulting firm, which offers a wide range of
distance education services, from e-learning design and development to project
management.
Barbara A. Brandt is an educator, mathematician and mathematics consultant.
As a mathematics consultant, she instructs teachers on the use of manipulative
materials in mathematics education using a Piaget approach and emphasizing
concept development from the concrete to the abstract. She is a proponent of
‘play’ as an instrument of learning. She is engaged in obtaining both a Master of
Education and a Master of Science in Applied and Computational Mathematics
at the University of Minnesota Duluth, USA.
Natalie Canning is a lecturer in education (early years) at the Open University,
UK. Her background is in playwork and social work, supporting children to
explore personal, social and emotional issues through play. She has published
within the field of professional development in the early years, children’s play
and creative spaces. Her main research interest is children’s empowerment
in play. She has taught across a variety of early childhood undergraduate and
postgraduate programmes and has edited Play and Practice in the Early Years
Foundation Stage (2011), Reflective Practice in the Early Years (2010) and
Implementing Quality Improvement and Change in the Early Years (2012).
Bob Dick is an independent scholar, an occasional academic and a freelance
consultant in the fields of community and organizational change. In much of his
current consulting he helps set up action learning programmes for leadership
development, cultural change or the development of organizational resilience. In
this work, and in his earlier work as a full time academic, his strong preference is
to use highly participative and engaging processes. He lives in the leafy Western
suburbs of Brisbane with the love of his life, Camilla.
viii Contributors
Jane H. Eberle is an associate professor in Instructional Design and Technology
in the Teachers College at Emporia State University (ESU), USA. She earned her
PhD from Kansas State University, USA, and was an elementary school teacher
in Manhattan, Kansas, USA, prior to joining the ESU faculty in 2003. She teaches
Instructional Technology for Educators to preservice teachers and graduate
courses in visual literacy, creativity in the classroom and integrating technology
into the classroom. Her research interests include heutagogy, universal design
for learning, technology integration and classroom teacher practices.
Roslyn Foskey is an adjunct lecturer in Education at the University of New
England (UNE), Armidale, Australia. She has a particular interest in older adult
learning and a background in applied rural social research. She was employed
for many years with the multidisciplinary Institute for Rural Futures at UNE
where she worked on projects examining farm succession, rural ageing, farming
and retirement and older people and technology. She has often incorporated
innovative and creative approaches to community engagement within her work,
and is currently exploring an international collaboration with the 50+ ACT 11
STUDIO at Ryerson University, Canada.
Fred Garnett has worked with learning technologies since 1997 when he helped
create the Lewisham TaLENT Community Grid for Learning. As Head of
Community Programmes at Becta he lead on the UK’s Community Access to
Lifelong Learning programme, a £250 m digitally inclusive e-learning initiative,
subsequently working on national policy development and on Participative
Media Literacy with OFCOM. Since leaving Becta he has been a Visiting
Research Fellow at the University of Sussex, UK, and the London Knowledge
Lab, UK, advising on Digital Literacy. He is part of the Learner-Generated
Contexts research group applying heutagogy to ambient learning in Manchester,
UK, and self-accreditation in WikiQuals.
Stewart Hase is a psychologist who has been, variously, an academic, a therapist
and an organizational consultant. He is now semi-retired and lives in a small
fishing village on the north coast of New Souh Wales, Australia. Stewart spends
his time writing, undertaking occasional organizational development projects,
fishing, playing golf and travelling. He also talks about new approaches to
learning whenever he can both nationally and internationally, and develops
them concepts in his organizational consulting.
John Hurley is a mental health nurse, researcher, therapist and associate
professor at Southern Cross University, Australia. John has a range of research
Contributors ix
projects and published work focusing on workforce development within health
contexts. He has also previously published on heutagogy and adult learning
approaches within the context of health education.
Chris Kenyon has worked as an adviser and consultant since 1980. Although
much of his work has been in Australia, he has also worked in Saudi Arabia,
USA, Malaysia, Thailand, Zambia and New Zealand. His clients have generally
been government departments, though commercial clients have included
several banks, grain exporters and power producers. His belief is that life is
about learning, and he has at various times been a film producer, pilot, medical
technician, academic, author (four books published) and ice cream vendor. He
lives in a country house he designed and largely built himself about 30 km from
Canberra, Australia.
Trevor Kerry taught in all phases of education before becoming a senior adviser
with a UK local authority. He was formerly Professor of Education, Dean and
Senior Vice-President at the College of Teachers, UK. He is the first Emeritus
Professor of the University of Lincoln, UK, and Visiting Professor at Bishop
Grosseteste University, Lincoln, UK. He has written and edited 30 education texts
as well as hundreds of academic articles and journalistic pieces; and published a
book of eco-history about a parson-naturalist. A keen photographer, he won the
titles Honorary Master of Colour (International Colour Awards 2006, 2010) and
Spider Fellow in Photography (2006, 2011).
Gavin R. Neilson is a lecturer in the School of Nursing and Midwifery,
University of Dundee, UK. Gavin received his Doctor of Education from the
University of Stirling, UK, and his thesis examined fifth- and sixth-year school
pupils’ perceptions of nursing as a career choice. He has published in the area
of recruitment and perceptions of nursing as a career. Gavin’s research interests
include school pupils’ reasons for choosing/not choosing nursing as a career;
recruitment and retention; career socialization; images of nursing; career choice
theory; and teaching and learning methodologies.
Ronan O’Beirne has spent 20 years working in public libraries and has been
involved in many community-based learning projects. He was an early advocate
of open learning resource use and worked on developments of metadata
standards for learning opportunity information. His recent book From Lending
to Learning; the Development and Extension of Public Libraries, which calls
for public libraries to support informal lifelong learning, was published with
excellent reviews. He is Director of Learning Development and Research at