Heutagogy Research Papers - Academia.edu (original) (raw)

The growth in online professional development opportunities for teachers, due to the COVID-19 pandemic, prompts us to question what the most effective practices of facilitating professional development online are and what design elements... more

The growth in online professional development opportunities for teachers, due to the COVID-19 pandemic, prompts us to question what the most effective practices of facilitating professional development online are and what design elements of online professional development (OPD) programs improve teachers' content and pedagogical content knowledge (PCK). These questions are critical to the successful design and delivery of OPD for teachers. To date, there is no systematic review that provides answers to these questions. Hence, this review presents a synthesis of 11 studies that systematically examine experimental and observational studies that tested or evaluated formal OPD programs for teachers. Eight studies were quantitative and three were mixed methods detailing evidence of teachers' OPD program effectiveness, including design elements , that lead to teachers' improved: content knowledge; PCK; beliefs about teaching; self-efficacy; and instructional practices. Design elements identified included a focus on learner supports, further acquisition or development of PCK, engagement, flexibility, individual difference in learners and learning styles, practical learning activities, reflection, relevance and application of knowledge and skills. The analysis uncovers a primary issue that few available publications of teachers' OPD are strong methodologically. This systematic review's findings report on design elements that lead to effective OPD learning experiences for teachers.

Heutagogy, a form of self-determined learning, is a holistic, learner-centered approach to learning and teaching, in formal and informal situations. The theory is grounded in humanistic and constructivist principles and brings together... more

Heutagogy, a form of self-determined learning, is a holistic, learner-centered approach to learning and teaching, in formal and informal situations. The theory is grounded in humanistic and constructivist principles and brings together numerous threads of early learning theories into a composite picture of learning that is suitable for and much needed in today’s educational systems. With its learner-centered approach, heutagogy shifts the focus from the teacher back to the learner and learning. This chapter discusses the principles, processes, and design of heutagogic learning environments with a specific emphasis on digital technologies.

How motivation drives learning through a self-directed process, especially in childhood, has become a much theorized, researched, and developed topic. Human learning, once recognized as self-driven, was explored with motivation inquiries,... more

Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning,... more

Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today’s workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology. With its learner-centered design, Web 2.0 offers an environment that supports a heutagogical approach, most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research, this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results, course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education.

Pre-Conference Workshop. 26th ICDE World Conference, October 14-16, 2015. Sun City, South Africa

A variety of economic, social, political, and technological factors have come together to create a perfect storm of change in higher education: skyrocketing educational costs, the demand for skill- and competencybased education, the rise... more

A variety of economic, social, political, and technological factors have come together to create a perfect storm of change in higher education: skyrocketing educational costs, the demand for skill- and competencybased education, the rise of the knowledge economy. People are now lifelong learners, learning their profession throughout life, in chunks and when they need it. Added to that, the explosive advancement of technology in the last decade has made learning readily accessible at any
time, everywhere, and in any form. The convergence of these factors has left higher education institutions scrambling and institutional, teacher, and learner roles in a state of flux. Heutagogy, also called self-determined learning, offers a teaching and learning framework for navigating the
oncoming storm. The theory draws on established learning theories – humanism, constructivism, andragogy, transformative learning, and complexity theory – and the latest neuroscience to create a composite map for institutional leaders, teachers, and learners alike to apply to professional and lifelong learning. This chapter explores the tenets of heutagogy and how a heutagogical learning approach can be supported using the latest technological developments and be implemented in pedagogically meaningful ways in order to develop learners who are able to excel in today’s complex, global workforce.

The epidemic of COVID-19 has disrupted education in over 150 nations and harmed 1.6 billion children. As a result, a number of nations have introduced some type of remote learning employing technology and students were encouraged to... more

The epidemic of COVID-19 has disrupted education in over 150 nations and harmed 1.6 billion children. As a result, a number of nations have introduced some type of remote learning employing technology and students were encouraged to engage in self-determined learning. Many Educational Institutions that previously resisted changing their traditional pedagogical method were forced to use online teaching and learning exclusively. Internet-educated kids who have never encountered this issue are unfamiliar with it. As a result, they are confronted with a number of psychological issues and are negatively impacting the health, social, and material well-being of children globally, with the poorest children, such as homeless children and children in detention, being the hardest hit. As a result, the editors came to the conclusion that it would be beneficial to issue a call for papers in order to discuss the difficulties and opportunities associated with the practise of heutagogy from the psychological and technological vantage points indicated in the title.

Keynote Speaker at Annual Research in Distance Education, London, England (November 2013)

The education systems worldwide are showing changes in teaching and learning. The Covid-19 pandemic that occurred since the end of 2019 is also a contributing factor to the change in our country's education system. Students and educators... more

The education systems worldwide are showing changes in teaching and learning. The Covid-19 pandemic that occurred since the end of 2019 is also a contributing factor to the change in our country's education system. Students and educators have to cope with the challenges of learning out of the classroom. Therefore, one of the learning approaches, which is Mobile Heutagogy (M-Heutagogy) has been chosen by educators as a teaching and learning framework. Numerous studies have identified the effectiveness of M-Heutagogy to promote learner autonomy and capability among higher education institutions students. However, past studies have shown students mostly having problem to learn online due to weak Internet access. Hence, the main purpose of this study is to discuss the factors that influence the acceptance of M-Heutagogy. This study proposed a conceptual framework of M-Heutagogy acceptance that predicts the behavioural intentions to use M-Heutagogy among students. This study will contribute to the body of knowledge, methodology and practice in providing insights of the acceptance factors of M-Heutagogy among students of Higher Education Institutions in Malaysia.

El presente trabajo, cuyo tema es el proceso de aprendizaje mediado por TIC en pequeñas y medianas empresas de desarrollo de software radicadas en la ciudad de Córdoba en el año 2019, da cuenta de la existencia del mismo. El objetivo... more

El presente trabajo, cuyo tema es el proceso de aprendizaje mediado por TIC en pequeñas y medianas empresas de desarrollo de software radicadas en la ciudad de Córdoba en el año 2019, da cuenta de la existencia del mismo. El objetivo principal es caracterizar dicho aprendizaje. Y se describe también, la existencia de un proceso de evaluación de este aprendizaje, identificando el impacto de este proceso de aprendizaje en la competitividad de las organizaciones. La teoría heutagógica expuesta por Stewart Hase en diversas investigaciones realizadas desde el año 1999 a la fecha, establece en gran medida las características de este proceso de aprendizaje. Dan soporte a estas investigaciones principalmente Blaschke, Kenyon y Tay. A su vez se realiza un cruce entre teorías referidas a la competitividad, efectuadas por Ubfal y Novick, ambos con visiones diferentes pero complementarias. En cuanto a la metodología, se hace un estudio exploratorio a través de encuestas dirigidas a empleados de este sector, como así también, entrevistas semiestructuradas. Como conclusión creemos que la intervención de los procesos de aprendizaje y evaluación puede maximizar la competitividad de las empresas de software, requiriendo tener capacitación continua para responder con eficiencia a las demandas del entorno y además se deja expuesta la necesidad de ampliar las investigaciones en el objeto de estudio.

In this chapter we outline five mobile social media projects in a variety of educational contexts to explore what works, and what doesn’t, providing examples of learning designs that utilise a maturing framework for creative pedagogies... more

In this chapter we outline five mobile social media projects in a variety of educational contexts to explore what works, and what doesn’t, providing examples of learning designs that utilise a maturing framework for creative pedagogies using mobile social media. The case studies are drawn from a variety of faculties and departments across one New Zealand University. The context of these mobile social media projects includes Journalism, Product Design, Graphics Design, Digital Media and Law. Our framework is informed by six critical success factors that we have identified and addresses the four levels of institutional stakeholders as defined by this book. In this chapter we attempt to answer two of the key questions addressed by this book: What do effective and sustainable mobile learning initiatives look like in different educational settings and sites across the Asia-Pacific Region? What are the key issues and key design principles that institutional leaders need to consider to support the implementation of sustainable mobile learning initiatives and innovations? The first question is addressed by our example case studies, while the second question is discussed in relation to implementing a framework for designing mobile learning across these case studies.

This dissertation used a critical pragmatic research paradigm, transformative mixed methods research methodology, and a paradigm shift framework to explore online graduate level students’ perceptions of what key government, institutional,... more

This dissertation used a critical pragmatic research paradigm, transformative mixed methods research methodology, and a paradigm shift framework to explore online graduate level students’ perceptions of what key government, institutional, curricular, instructional, and environmental factors and, ultimately, what educational paradigm most empowered them to integrate emergent technologies for learning on demand. Voluntary respondents came from two semester-long online graduate courses on educational technology that blended traditional and learner-centered policies, structures, and practices. The study employed in-depth interviews supplemented with online questionnaires to capture students’ perceptions before, during, and after their courses. One quarter of respondents expressed a consistent preference for one paradigm, while three quarters reported a paradigm shift from the beginning to the end of the term under study. Early term results indicated that nearly half of the respondents felt that a behavioural paradigm most empowered them to integrate emergent technologies for learning on demand. By the end of the term, over 90 percent perceived that a blended or learner-determined paradigm was most empowering. Furthermore, changes in respondents' pre- to post-term emergent technology integration level scores indicated that the most empowering paradigm was the perceptual paradigm. Throughout the term all respondents indicated that instructional, followed by environmental factors were most empowering. Nevertheless, those who preferred a learner-determined paradigm identified environmental factors more often; they also rated personal responsibility and self-motivation highly as well. Lastly, across all factor categories, three prevalent empowerment themes emerged: use of emergent technology was most cited, followed by relevancy, and then accessibility.

The MOOC phenomenon, which was an idea a short time ago, turned into practice and drew much attention as a disruptive innovation. On this ground, the purpose of this study is to explore and explain MOOCers’ attitudes and preferences as... more

The MOOC phenomenon, which was an idea a short time ago, turned into practice and drew much attention as a disruptive innovation. On this ground, the purpose of this study is to explore and explain MOOCers’ attitudes and preferences as well as the problems they face during a MOOC. In order to gather data, an online questionnaire was conducted in a Facebook group of a five week long hybrid MOOC, initiated in January 2013. The questionnaire was provided to Facebook group members (nearly 5000) and only of 161 out of all members voluntarily completed the questionnaire. This study revealed that MOOCers perceive these mega classes as a lifelong learning opportunity. Additionally, most of the MOOCers were satisfied with their MOOC experience and have had positive impressions about MOOCs. A great majority of MOOCers plan to join another MOOC in future and it proves that MOOC hype will go on for some time.

This file combines research instruments I used/use for investigating Self-Directed Learning (sdl) in MOOC (specifically FutureLearn courses). It consists of survey questions (pre-course), learning logs (during course) and interview... more

This file combines research instruments I used/use for investigating Self-Directed Learning (sdl) in MOOC (specifically FutureLearn courses). It consists of survey questions (pre-course), learning logs (during course) and interview questions (post-course). Goal of research look at how experienced online learners self-determine/direct (terms will need to be untangled, and still wondering which of the two I will use) their learning while being engaged in a FutureLearn (MOOC) course.

How can we use web 2.0 technologies to help students become more self-determined learners? This chapter will examine the role that web 2.0 technology can play in supporting a heutagogical approach to teaching and learning. It considers... more

How can we use web 2.0 technologies to help students become more self-determined learners? This chapter will examine the role that web 2.0 technology can play in supporting a heutagogical approach to teaching and learning. It considers the key features of the technology that support this approach, such as the freedom to discover and create one's own content, to collaborate and build communities of learning, to reflect on what is learned and

"The only man who is educated is the man who has learned how to learn; the man who has learned how to adapt and change; the man who has realized that no knowledge is secure, that only the process of seeking knowledge gives a basis for... more

"The only man who is educated is the man who has learned how to learn; the man who has learned how to adapt and change; the man who has realized that no knowledge is secure, that only the process of seeking knowledge gives a basis for security. Changingness, reliance on process rather than upon static knowledge, is the only thing that makes any sense as a goal for education in a modern world."(Roger Harrison,2002)

This paper investigates the impact of using summative peer assessment to develop enterprise skills within higher education. The study contributes to two important but under-explored areas of educational research: the development of... more

This paper investigates the impact of using summative peer assessment to develop enterprise skills within higher education. The study contributes to two important but under-explored areas of educational research: the development of enterprise skills outside the business school and the use of peer assessment within enterprise education. It provides a case study for non-traditional assessment and identifies a key challenge associated with the emergent pedagogical approach of heutagogy. Through an empirical investigation analysing students own perceptions of the peer assessment process it is shown that peer assessment aids the achievement of an enterprise learning outcome relating to persuading and influencing. Students also report developing skills that will be useful for the workplace, and identify additional learning benefits. Qualitative feedback suggests some discomfort with the inherent non-traditional instructor-learner relationship. Acknowledging the limitations of using students’ own perceptions, the narrow focus on one course and the singular experience of summative peer assessment this investigation highlights the need for additional research into the impact of pedagogies where “teachers” deliver more of a facilitation role. The study reinforces the need for educators to invest time and effort in explaining the processes and issues involved with peer assessment. It highlights the contribution that creative industries’ educators might be able to make to the wider development of enterprise skills across higher education disciplines.

We often encounter words within higher education that contain the Greek root "-gogy" such as "pedagogy" or "pedagogical," but what do these terms mean and why are they important? Let's begin with some short definitions. The suffixes "gog"... more

We often encounter words within higher education that contain the Greek root "-gogy" such as "pedagogy" or "pedagogical," but what do these terms mean and why are they important? Let's begin with some short definitions. The suffixes "gog" "gogy" and "agogy" come from the Greek root "agogue" meaning "to lead." When coupled with a prefix, we can describe a range of activities occurring in higher educational settings.

Islamic Education among Orang Asli in Malaysia is currently experiencing various challenges due to the current development of technology and rapidly changing learning patterns. Furthermore, the Covid-19 pandemic disrupted daily learning... more

Islamic Education among Orang Asli in Malaysia is currently experiencing various challenges due to the current development of technology and rapidly changing learning patterns. Furthermore, the Covid-19 pandemic disrupted daily learning sessions for both children and adults. Orang Asli is frequently associated with dropouts, and researchers have spent the last decade debating the issue. Various efforts are provided by all parties involved to assist them with multiple learning methods. However, the learning percentage remains low. The Orang Asli community can benefit from learning with the concept of heutagogy by using selflearning methods that the facilitator monitors via distance learning. This research is a conceptual study that examines the needs of Orang Asli to heutagogical learning methods for lifelong learning from library sources, journal articles, models and theories and related documents involved. This research integrates Heutagogy principles with LLL skills elements to be implemented in Orang Asli Islamic Education in Malaysia. In this study, the Learning Theory aids in improving skills in self-determined learning and meeting the obstacles of today's learning.

Heutagogy, a form of self-determined learning, is a holistic, learner-centered approach to learning and teaching, in formal and informal situations. The theory is grounded in humanistic and constructivist principles and brings together... more

Heutagogy, a form of self-determined learning, is a holistic, learner-centered approach to learning and teaching, in formal and informal situations. The theory is grounded in humanistic and constructivist principles and brings together numerous threads of early learning theories into a composite picture of learning that is suitable for and much needed in today’s educational systems. With its learner-centered approach, heutagogy shifts the focus from the teacher back to the learner and learning. This chapter discusses the principles, processes, and design of heutagogic learning environments with a specific emphasis on digital technologies.

Dunia pendidikan sepertinya tidak bisa terlepas dari pengaruh perkembangan teknologi, jika kita tidak ingin menyebut revolusi industri. Perkembangan informasi dan komunikasi teknologi yang semakin masif dan cepat dewasa ini harus diakui... more

Dunia pendidikan sepertinya tidak bisa terlepas dari pengaruh perkembangan teknologi, jika kita tidak ingin menyebut revolusi industri. Perkembangan informasi dan komunikasi teknologi yang semakin masif dan cepat dewasa ini harus diakui telah memberikan pengaruh yang sangat signifikan terhadap dunia pendidikan. Revolusi industri keempat (4.0) atau bisa disebut sebagai revolusi digital memberikan tawaran yang sangat menarik bagi dunia pendidikan, utamanya berkaitan dengan akses terhadap beragam informasi dan kemudahan untuk membagikan beragam informasi tersebut secara cepat hampir dimanapun, kemanapun dan kapanpun. Kemudahan untuk mengakses dan membagikan beragam informasi tersebut secara tidak langsung memberikan tawaran segar bagi kemudahan penerapan heutagogy learning (self-determined learning) yang sebenarnya sudah ditawarkan sejak lebih dari satu dekade silam. Heutagogi menawarkan kebebasan kepada pebelajar (learner) untuk menetukan (determine) sendiri belajarnya, meliputi konten yang akan dipelajari, strategi belajar yang akan digunakan dan jenis asesmen yang akan digunakan, seperti dijelaskan Stewart Hase & Chris Kenyon (2013) bahwa " … the essence of heutagogy is that in some learning situations, the focus should be on what and how the learner wants to learn, not on what is to be taught… ". Dengan kata lain, heutagogi memberikan kesempatan kepada pebelajar untuk menentukan pilihan secara bebas tentang apa yang akan dipelajari dan bagaimana mempelajarinya atau seperti dianalogikan Waras Kamdi (Kompas, 2018) heutagogi bisa dianalogikan sebagai suatu cara menghidangkan makanan dengan bentuk prasmanan, dimana orang yang akan menikmati hidangan memiliki kebebasan untuk memilih apa yang akan disantap, media apa saja yang pas untuk digunakan dan bagaimana cara menyantapnya. Heutagogi menawarkan kolaborasi aktif (double hands) untuk menentukan pembelajaran, meliputi konten apa yang tepat untuk dipelajari, bagaimana cara mempelajarinya dan bagaimana bentuk penilaian yang akan digunakan untuk membuktikan bahwa suatu kompetensi sudah berhasil dikuasai dengan baik. Pebelajar (learner) dan pembelajar (teacher) saling bertukar pikir tentang apa yang pas untuk dipelajari oleh pebelajar dan bagaimana cara membelajarkannya atau langkah-langkah pembelajaran dan sumber-sumber belajar apa yang digunakan untuk mencapai tujuan belajar yang sudah ditentukan tersebut. Dengan kata lain posisi pembelajar lebih sebagai fasilitator atau konsultan pembelajaran. Heutagogi menjadi sangat menarik untuk diimplementasikan, mengingat cara pandang yang diajukannya tentang pebelajar sebagai agen pembelajar aktif (active agent) yang memiliki kebebasan untuk menetukan sendiri belajarnya. Hal ini agak sedikit berbeda dengan konsep yang ditawarkan pembelajaran konstruktif (Constructive Learning), meskipun sama-sama memandang bahwa pebelajar adalah individu yang aktif yang mampu merekonstruksi sendiri pengetahuannya 1 Tulisan telah diterbitkan di Geotimes https://geotimes.co.id/opini/ heutagogi-dan-arah-pendidikan-4-0-kita/ pada tanggal 16 Maret 2018

This paper outlines the first two stages of a design-based research project that aims to develop more authentic critical care educational simulation experiences and learner-centred pedagogies in paramedicine education. The first two... more

This paper outlines the first two stages of a design-based research project that aims to develop more authentic critical care educational simulation experiences and learner-centred pedagogies in paramedicine education. The first two stages involve the exploration of mobile virtual reality (VR) to enhance the learning environment, and the design of prototype solutions for designing immersive scenarios and 360-degree video enhanced critical care simulations. Thus far we have identified a set of design principles that will guide the implementation of the project. These design principles will be modified in light of the subsequent project evaluation stages.

This systematic review investigated the contexts, critiques, and challenges of using heutagogy (Hase & Kenyon, 2000), an emerging instructional approach that emphasizes the self-determination of learners, to develop lifelong learners. A... more

This systematic review investigated the contexts, critiques, and challenges of using heutagogy (Hase & Kenyon, 2000), an emerging instructional approach that emphasizes the self-determination of learners, to develop lifelong learners. A total of 33 peer-reviewed publications published between 2000 and 2019 were aggregated and synthesized, and findings explored the role that technology played in supporting the heutagogical approach and learning environments and contexts that have used heutagogy. The review concludes with the critiques and challenges of the heutagogical approach.

Education for sustainability continues to be driven by a small community of practice at the Northern Sydney Institute of TAFE NSW. This community has drawn together a number of strands of thinking in sustainability vocational education... more

Education for sustainability continues to be driven by a small community of practice at the Northern Sydney Institute of TAFE NSW. This community has drawn together a number of strands of thinking in sustainability vocational education and training: the principles of education for sustainability; the emergence of learner directed adult learning; and the development of the idea of the campus as a living laboratory for sustainability. Analysis of interviews and surveys of participants in the community of practice identified three clear themes. These were: (1) a heutagogical approach to the living lab is a powerful way to learn for sustainability because it is real, but this relies on good facilitation; (2) a heutagogical approach to the living lab is valued by executive management and facilities staff and management although some faculty staff have reservations and; (3) a strong community of students, management, faculty and campus can drive a sustainable institutional culture. Introduction In the two years following the end of the international decade of education for sustainable development, education for sustainability practices have continued to evolve, despite major changes to the national VET agenda and operating environment. One place this evolution is taking place is 'at the chalk face', driven by a small community of practice specialising in environmental and sustainability management qualifications. This group is experimenting with learner-directed projects within nationally recognised VET qualifications, that are also increasingly directly contributing to the sustainable operation of campus facilities, within the structure of an ISO 14001 certified environmental management system.

Recent research suggests that a growing proportion of formal learning occurs outside formal educational settings, where information and learning opportunities are mediated by technology. The rise of massive open online courses (MOOCs) in... more

Recent research suggests that a growing proportion of formal learning occurs outside formal educational settings, where information and learning opportunities are mediated by technology. The rise of massive open online courses (MOOCs) in the last few years bears witness to this phenomenon. This contribution considers whether MOOCs afford a collaborative environment in which participants can develop the necessary literacy skills to become successful self-directed learners and members of online communities. It also discusses the extent to which self-determination and participatory literacy might be relevant for success in different types of MOOCs. The paper draws on data from OT12, an 8-week MOOC on open translation tools and practices run in 2012 by the Department of Languages of The Open University in the United Kingdom. The data consist of pre- and post-course surveys covering learners' backgrounds and prior experience of translation, expectations and challenges envisaged, and evaluation of outcomes. The authors conclude that to conceive of MOOCs as environments where individuals coalesce around a common endeavor is to raise a series of under-explored challenges. For organizers, the challenge lies in learning design and facilitation, and the extent to which their assumptions about the participants match the learners' capabilities. For learners, the challenge rests in self-determination and participatory literacy skills.

It can be seen that the internet can extend the potential of the creative conversation more broad and more various. Also, the internet is much more available of everyone. Actually, it can be seen that the basic knowledge (such as how to,... more

It can be seen that the internet can extend the potential of the creative conversation more broad and more various. Also, the internet is much more available of everyone. Actually, it can be seen that the basic knowledge (such as how to, tutorials, e‐learning programmes and so on) is around us on the internet. This represents the technology can change the paradigm of education by allowing users (learners) to freely decide individual areas of learning following true individual interests and create specific learning models. Moreover, this possibly encourages the learners to boost up individual interests and create own role, which doesn’t have to stick with the traditional definition of each job. This could be the creativity in learning and living.

No longer the exclusive domain of national governing bodies (NGBs), an increasing number of coaches now engage in professional development through higher education (HE) routes. One educational approach that has gained a recent foothold in... more

No longer the exclusive domain of national governing bodies (NGBs), an increasing number of coaches now engage in professional development through higher education (HE) routes. One educational approach that has gained a recent foothold in the HE sector is heutagogy, or the focus on self-determined learning by the learner. The aim of the present study, which was underpinned by a realist inspired research philosophy, was to explore one particular student-coach’s success (Ellie) on a sports coaching Bachelor degree module that was underpinned by a heutagogical approach to learning. Asynchronous email interviews provided insight into the development and understanding of Ellie’s personal circumstances, resources and goals. This insight was then used to shape and conduct a realist interview. Data were analysed using an adaptive theory approach, resulting in three causal arguments that attempt to explain what worked for Ellie, how and why: (a) self-regulation (b), self-driven and (c) characteristics of the module tutor. The findings offer both philosophical and
practical implications for coach education programme designers, deliverers and
researchers.

How motivation drives learning through a self-directed process, especially in childhood, has become a much theorized, researched, and developed topic. Human learning, once recognized as self-driven, was explored with motivation inquiries,... more

How motivation drives learning through a self-directed process, especially in childhood, has become a much theorized, researched, and developed topic. Human learning, once recognized as self-driven, was explored with motivation inquiries, defined with self-determined effort studies, and found depth through perseverance findings. Questions that emerged from a review of literature defined my examination into this dynamic: the first recognized experience with inspiration, the self-directed method, and the collaborative engagement. This research investigated the inspiration that sparks initiative, the self-directedness for developing a plan, and the collaborative mind-set to enlist others in achieving a learning goal. Six fifth- and sixth-grade teachers recommended eight motivated students, of which four student-parent interviews chronicled first recognized experiences with inspiration. Qualitative analysis examined the multiple perspectives around the synergistic themes of ambitious and collaborative learning, analytical intellect and introspective awareness, and supportive circumstances.

This paper summarises the findings from a literature review in mobile learning, developed as part of a 2-year six-institution project in New Zealand. Through the development of a key themes codebook, we address selected key themes with... more

This paper summarises the findings from a literature review in mobile learning, developed as part of a 2-year six-institution project in New Zealand. Through the development of a key themes codebook, we address selected key themes with respect to their relevance to learner-generated learning through emerging technologies, with attention to mobile augmented reality and mobile virtual reality. We see that these two current mobile learning affordances, complemented though relevant approaches to research and practice in mobile learning such as design-based research and connected social learning, are critical to reconceptualise learning through mobile devices. We conclude that mobile learning still requires the theories, methodologies, and practices of its own as a field. We also see a need for mobile learning to be conceptualised around ever-changing learning affordances and educational settings, rather than focusing on static structures such as content-delivery approaches, while embedding it within the scholarship of technology enhanced learning.

Future work skills required in the Fourth Industrial Revolution (4IR) are creativity, critical thinking, communication and collaboration (4C’s). This article explores responses to the heutagogy approach, focusing on two aspects: a)... more

Future work skills required in the Fourth Industrial Revolution (4IR) are creativity, critical thinking, communication and collaboration (4C’s). This article explores responses to the heutagogy approach, focusing on two aspects: a) self-determination, and b) knowledge-sharing through technology. These aspects were explored through a project aimed at developing an appreciation for the living heritages of a semi-urban town in Malaysia through the performing arts. The participants were twenty voluntary public secondary school students who had no formal training in this area. The research used a/r/thography, an arts and education practiced-based methodology that emphasized continuous inquiries on the planning, action, reflection and revision processes. Findings showed that performing arts productions which require 4C’s are underdeveloped among participants. It also showed that access to personal mobile technology is limited by the school’s regulation and parents’ financial status. The findings raise concerns on the implementation status of 4C’s in the national education system.

Existing entrepreneurship education delivery within Higher Education Institutions (HEIs) is not meeting the needs of employ- ers. It appears that a focus on learning about entrepreneurship via simulation methods builds knowledge and... more

Existing entrepreneurship education delivery within Higher Education Institutions (HEIs) is not meeting the needs of employ- ers. It appears that a focus on learning about entrepreneurship via simulation methods builds knowledge and skills, but does not in fact support the development of autonomous and self-directed learners. In contrast, this conceptual chapter explores an innovative Finnish methodology of entrepreneurship education based on autonomous and self-determined learning. In Team Academy (TA) students learn about entrepreneurship through entrepreneurship. To do this, stu- dents create their own team business supported by coaches. Key to the approach is that the businesses trade in the open market and responsibility; ownership and control for the business and for learn- ing rest with the students. The contribution of the TA approach to entrepreneurship education in UK HEIs, with particular reference to theories of learning and entrepreneurship – heutagogy and effectua- tion respectively – is considered. In addition, implications for practice in the HEI context, such as the use of learning contracts and the coaching method of teaching facilitation, are explored.

Social media technology provides educators with an opportunity to engage learners in the online classroom, as well as to support development of learner skills and competencies. This case study explores the role of social media in... more

Social media technology provides educators with an opportunity to engage learners in the online classroom, as well as to support development of learner skills and competencies. This case study explores the role of social media in promoting cognitive and meta-cognitive learner development while using a heutagogical teaching and learning approach. Research was conducted using questionnaires and interviews and incorporated the perspectives of both students and instructors on the use of social media in the online classroom and how media influenced interaction and learner development. Results indicate that students perceived specific social media (Google Docs, mind mapping and e-portfolio software) in conjunction with a unique learning activity as influencing specific cognitive and meta-cognitive skills (constructing new knowledge, reflecting on course content, understanding individual learning process). Research also indicated an increase in student familiarity with using social media and student research skills. This paper presents the findings from the case study, as well as general guidance to instructors for incorporating social media in the online classroom.

"It can be seen that the internet can extend the potential of the creative conversation more broad and more various. Also, the internet is much more available of everyone. Actually, it can be seen that the basic knowledge (such as how to,... more

"It can be seen that the internet can extend the potential of the creative conversation more broad and more various. Also, the internet is much more available of everyone. Actually, it can be seen that the basic knowledge (such as how to, tutorials, e‐learning programmes and so on) is around us on the internet. This represents the technology can change the paradigm of education by allowing users (learners) to freely decide individual areas of
learning following true individual interests and create specific learning models. Moreover, this possibly encourages the learners to boost up individual interests and create own role, which doesn’t have to stick with the traditional definition of each job. This could be the creativity in learning and living."

This paper explores the results obtained in the media laboratory of the School of Communication at Universidad Panamericana during the Covid19 pandemic, regarding the development of skills and competencies, as well as the... more

This paper explores the results obtained in the media laboratory of the School of Communication at Universidad Panamericana during the Covid19 pandemic, regarding the development of skills and competencies, as well as the self-determination of technical learning in students following a heutagogical curricular design Moreover, it delves into the opportunities offered by this design, as well as possible improvements in order to guarantee the achievement of the learning objectives.

How motivation drives learning through a self-directed process, especially in childhood, has become a much theorized, researched, and developed topic. Human learning, once recognized as self-driven, was explored with motivation inquiries,... more

How motivation drives learning through a self-directed process, especially in childhood, has become a much theorized, researched, and developed topic. Human learning, once recognized as self-driven, was explored with motivation inquiries, defined with self-determined effort studies, and found depth through perseverance findings. Questions that emerged from a review of literature defined my examination into this dynamic: the first recognized experience with inspiration, the self-directed method, and the collaborative engagement. This research investigated the inspiration that sparks initiative, the self-directedness for developing a plan, and the collaborative mind-set to enlist others in achieving a learning goal. Six fifth- and sixth-grade teachers recommended eight motivated students, of which four student-parent interviews chronicled first recognized experiences with inspiration. Qualitative analysis examined the multiple perspectives around the synergistic themes of ambitious and collaborative learning, analytical intellect and introspective awareness, and supportive circumstances.

Metalearning - Bring personal creativity and motivation to curiosity-led learning systems (ecology of wisdom) "Today's fact becomes tomorrow's misinformation" stated Alvin Toffler, futurologist, in 1970. Now changes are... more

Metalearning - Bring personal creativity and motivation to curiosity-led learning systems (ecology of wisdom) "Today's fact becomes tomorrow's misinformation" stated Alvin Toffler, futurologist, in 1970. Now changes are accelerating due to the development of technology and connectivity. New learning methods are being developed and learners should not be passive because the knowledge cannot be relied upon for long. This project introduces the idea of "Game of Knowing" the platform to support active learners to improve their interest through self-learning and collaborating. the concept of Metal

This study aims to establish a Heutagogy approach for teacher professional education in Indonesia as an attempt to improve teacher competencies. This study will identify key elements of a Heutagogy approach derived from previous Heutagogy... more

This study aims to establish a Heutagogy approach for teacher professional education in Indonesia as an attempt to improve teacher competencies. This study will identify key elements of a Heutagogy approach derived from previous Heutagogy practices. The methods to collect data for developing the Heutagogy approach in this study employs a literature review of previous research and findings related to Heutagogy practice. In this regard, this study's established elements are Learnerdetermined learning, Metacognitive reflection, Collaboration, and Capability development. These elements are analysed and then incorporated into the TPE model with support from online learning tools. Capability development is the goal of experiencing each of the elements of Heutagogy in this approach. Each of these key elements will contribute to developing participants capability as professional teachers. The Heutagogy approach in this study is expected to be significant for improving teacher competencies in Indonesia.