Advancing the Theory and Practice of Self-Determined Learning
In celebration of World Heutagogy Day (September 26, 2013) and to celebrate the publication of Self-Determined Learning edited by Stewart Hase and Chris Kenyon and published by Bloomsbury Academic, we have organised World Heutagogy Day. The chapter authors will collectively review each other’s chapters. Below is one such review
We will tweet using #wHday13 to promote heutagogy, heutagogic ideas and heutagogic projects. Join in if you want to promote heutagogy.
A First-Rate Introduction for Teachers on Practicing Heutagogy
Review by Lisa Blaschke
In her chapter “Lifelong Learning,” Jane Eberle provides teachers with guidance for understanding their role in a heutagogical learning environment, while giving helpful tips for practicing the art of heutagogy in the classroom. Eberle begins by discussing the changing role of teacher from presenter to facilitator and leader, new roles in which the teacher supports learners in becoming explorers and collaborators in learning. She emphasizes that the teacher’s role is not diminished in a heutagogical approach, but rather that it evolves into a different and often more enriching one as the teacher becomes intimately involved in each student’s individual learning process and works closely with students in helping them achieve their learning goals. By adopting a role of leader/facilitator, teachers empower learners to be more self-determined and active in their learning rather than passive consumers of knowledge. Eberle also argues that for learners to easily adjust to active, self-determined learning and to become lifelong learners, teachers need to begin applying heutagogical practice in early childhood education — before students are stymied by traditional rote-learning approaches and become too self-conscious in their responses.
A few ways identified by Eberle to achieve this:
– Create an environment of trust through empathy and by nurturing the development of partnerships and collaborative teamwork
– Encourage information-sharing and free-flowing, non-judgment of learner ideas
– Incorporate online learning tools to promote exploration and active learning
– Consider learner capabilities by assessing readiness for self-determined learning
– Promote inclusion by applying Universal Design for learning (UDL) principles
– Plan and design lessons to be flexible and to encourage learner creativity
To help envision how this could play out in an actual classroom, Eberle has included an example lesson design that includes learning objectives, activities, and plans for incorporating collaboration, UDL, and heutagogy. A grading rubric is also provided.
The chapter is a great starting point for teachers wanting to explore and plan for using heutagogy in the classroom!