blaschke final ride_2013_london

LISA MARIE BLASCHKE CENTER FOR LIFELONG LEARNING (C3L)

CARL VON OSSIETZKY UNIVERSITÄT OLDENBURG

LISA.BLASCHKE@UNI-OLDENBURG.DE

Using Social Media & Heutagogy to Support Development of

Lifelong Learning Skills

#CDERIDE2013

C O N NE C T A N D S H A R E

L I S T E N

C O L L A B O R AT E

R E F L E C T

TODAY’S TOPICS

#CDERIDE2013

INTRODUCE YOURSELF TO THE PERSON NEXT TO YOU.

TELL HIM/HER WHO YOU ARE AND WHY YOU ARE HERE (AT THE CONFERENCE, NOT HERE

ON THE PLANET) AND WHAT YOU WANT TOGET OUT OF THE CONFERENCE.

(3 MINUTES)

CONNECT & SHARE

#CDERIDE2013

THE INDUSTRY CHALLENGE

HEUTAGOGY (OR SELF-DETERMINED LEARNING)

SOCIAL MEDIA

(25 MINUTES)

LISTEN

#CDERIDE2013

DIVE OR THRIVE?

WHAT EMPLOYERS WANT

#CDERIDE2013(Prensky, 2010; Partnership for 21st Century Skills (P21), no date; Thomas & Brown, 2011; Trilling & Fadel, 2009)

WHAT STUDENTS WANT

“If you’re a student…it is no longer a question of choosing a degree course you want to do at a university…It’s a question of thinking…‘How will I keep learning through my life, how do I combine a range of educational experiences not just from one university but also from a range of universities - potentially around the world?’”Sir Michael Barber, Times Higher Education (in Parr, 2013)

“The increasing demand for education that is customized to each student’s unique needs is driving the development of new technologies that provide more learner choice and control and allow for differentiated instruction.”

HORIZON Report (2013)

DRIVEN BY TECHNOLOGICAL CHANGE

Badges (Mozilla

)

Massive open online courses (MOOCs)

Wikis

Blogs

Mobile Computing

Social Networks

WHICH PEDAGOGICAL FRAMEWORK?

http://www.flickr.com/photos/oudeschool/6257800770/in/pool-809956@N25/

Transactional Distance

POTENTIAL PEDAGOGIES

Complexity is the new reality.  One of the main challenges of implementing new pedagogies, learning models, and technologies in higher education is the realization of how inter-connected they all are. - Horizon Report (2013, p. 15)

Constructivism

Paragogy

Connectivism

Interaction Equivalency

Rhizomatic Learning

Learning Design

Community of Inquiry (CoI)

Complexity Theory

HEUTAGOGY DEFINED

Heutagogy is the study of self-determined learning and applies a holistic approach to developing learner capabilities with the learner serving as “the major agent in their own learning, which occurs, as a result of personal experience”Stewart Hase & Chris Kenyon (2007, p. 112)

LEARNERS AT THE CENTER

Active and self-determined in learning

Reflecting on what is learned and how

Developing competencies and capabilities

Assessing own development and progress

“For the teaching and learning experience, for the people who are actually paying tuition dollars, they have to be at the center of the experience. In the past, we needed the university to do a lot of the knowledge mediating for us...[now] students can go directly to the

source and they don't need the university to play that mediating role.” - George Siemens (YouTube interview, October 21, 2013)

NON-LINEAR DESIGNS AND CONNECTIONS

creative commons image from Daniel Tenerife,http://en.wikipedia.org/wiki/File:Social_Red.jpg

INSTRUCTORS AS GUIDES

INSTITUTIONS AS SUPPORT NETWORKS

CONTINUUM OF ANDRAGOGY?

Pedagogy

Andragogy

Heutagogy

Andragogy (Self-directed) ► Heutagogy (Self-determined)

Single-loop learning ► Double-loop learning

Competency development ► Capability development

Linear design and learning approach

► Non-linear design and learning approach

Instructor-learner directed ► Learner-directed

Getting students to learn (content)

► Getting students to understand how they learn (process)

(Blaschke, 2012; Garnett , 2013a, 2013b)

OR INHERENT TO YOUNG LEARNERS?

BENEFITS OF HEUTAGOGY

• Improves critical thinking and reflection• Increases and sustains learner engagement and

motivation• Gives learners more control over learning (learner-

centered)• Encourages growth and personal empowerment• Improves ability of learners to investigate and question

ideas – and apply knowledge in practical situations• Supports development of independent ideas and self-

confidence• Makes learners more capable and able to adapt to new

environments• Helps learners develop teamwork and project

management skills

(Canning, 2013; Canning & Callan , 2010; Ashton & Elliott, 2008; Ashton & Newman, 2006; Dick , 2013; Kerry, 2013)

WHAT EMPLOYERS WANT

#CDERIDE2013(Prensky, 2010; Partnership for 21st Century Skills (P21), no date; Thomas & Brown, 2011; Trilling & Fadel, 2009)

HEUTAGOGY & WEB 2.0 AFFORDANCES

(Blaschke, 2013)

SOCIAL MEDIA CATEGORIES

Collaborative projectsIndividual showcase projectsContent/information sharing communitiesSocial networkingVirtual game / social worlds

(Adapted from Kaplan & Hainlein , 2010 , in Blaschke & Brindley, in press).

OMDE601 - HOLISTIC DESIGN APPROACH

(Blaschke, 2012).

COLLABORATIVE PROJECTS

The world of work is increasingly collaborative, driving changes in the way student projects are structured.  As more and more employers are valuing collaboration as a critical skill, silos both in the workplace and at school are being abandoned in favour of collective intelligence. To facilitate more teamwork and group communication, projects rely on tools like wikis, Google Docs, Skype, and online forums. Projects are increasingly evaluated by educators not just on the overall outcome, but also on the success of the group dynamic. (NMC Horizon Report , 2012, p. 14)

OMDE601: GOOGLE DOCS

Skills: Collaborate; communicate (write, read, discuss, interact); construct knowledge (individual and group); socialize; navigate; negotiate; solve problems; think deeply, critically, and logically; reflect; evaluate

INDIVIDUAL SHOWCASE PROJECTS

PBWORKS

WordPress

OMDE601: E-PORTFOLIO

Skills: Design and create; think critically, deeply, and logically; share knowledge; share experience; give advice; express yourself

SOCIAL NETWORKING

Twitter

LinkedIn

Whatsapp

OMDE601: TWITTER

Skills: Communicate (read, write, discuss, interact); collaborate; search; explore; listen; connect; share; think critically; reflect; support others; build community; promote (self); exchange

CONTENT/INFO-SHARING COMMUNITIES

YouTube

Evernote

OMDE601: DIIGO

Skills: Communicate (read, write, discuss, interact); collaborate; search; inquire; compare; combine; think critically; reflect; observe; share; build community; promote (self); distribute

VIRTUAL GAME / SOCIAL WORLDS

Minecraft

SecondLife

MINECRAFT EXAMPLES

Skills: Connect; collaborate; navigate; play; communicate (read, write, discuss, interact); explore; analyze and solve problems; think critically; compete; program; model; innovate; plan; simulate; observe; experiment; discover; predict

WHY IS THIS IMPORTANT FOR DISTANCE EDUCATORS?

Aligns easily with distance education characteristics: autonomous learners “guide-on-the-side” instructors use of technology for teaching and learning purposes learning in non-linear environments

…and theories: behaviorism, constructivism, connectivism

“It [the university of the future] will be more like a distance-teaching university than a traditional university.”

(Hoyer, 1997, as cited in Peters, 2010)

…we need a vision of how learning in virtual spaces will have to differ from learning in real spaces. The problem is that

nobody can tell us, as the changes before us may be drastic and therefore unpredictable….

My vision tells me that in ten or twenty years parents and schoolteachers will be much more concerned with fostering

independent thinking in their children and students, that they will encourage their natural curiosity and their urge to

explore their environment independently. I envisage a time in which children will be no longer kept dependent, but be dealt

with in ways Carl Rogers, the humanistic psychologist and educator, has taught us. When children are educated in this

way, when they are motivated to “learn how to learn” by themselves, they will be prepared for autonomous and self-

regulated learning at colleges and universities, and also throughout their lives.

Otto Peters (Oldenburg, Germany, Third EDEN Research Workshop,

2004)

CHOOSE ONE OF THREE GROUPS:

• DESIGN FOR LEARNING• FUTURE TECHNOLOGIES• STUDENT ENGAGEMENT

PUT TOGETHER A LIST OF WHAT YOU WANT TO LEARN TODAY.

(15 MINUTES)

COLLABORATE

#CDERIDE2013

REFLECT ON HOW YOU WILL ACHIEVE THEIR LEARNING GOALS FOR THE DAY

(AUDIENCE PARTICIPATION) .

(5 MINUTES)

REFLECT

#CDERIDE2013

TAKE AWAYS

We need a pedagogical framework for helping our learners develop lifelong learning skills for the workplace.

Heutagogy, paired with social media, helps us to do that.

Distance education is poised to guide the path of innovation in digital learning environments.

#CDERIDE2013

MORE ON HEUTAGOGY… Hase, S., & Kenyon, C. (2013)

Self-determined learning: Heutagogy in action. Sydney, Australia: Bloomsbury Academic.

Heutagogy Community of Practice: Website:

http://heutagogycop.wordpress.com/ LinkedIn:

http://www.linkedin.com/groups/Heutagogy-Community-Practice-4776262

What is heutagogy? A curated conversationhttp://www.slideshare.net/fredgarnett/selfdetermined-learning-the-craft-of-heutagogy

REFERENCES

Anderson, T. (2009). The dance of technology and pedagogy in self-paced distance education. AU Space. Retrieved from: http://auspace.athabascau.ca/handle/2149/2210

Anderson, T. (2010). Theories for learning with emerging technologies. In G. Veletsianos (Ed.),Emerging technologies in distance education. Edmonton: Athabasca University Press. Retrieved from http://www.aupress.ca/books/120177/ebook/02_Veletsianos_2010-Emerging_Technologies_in_Distance_Education.pdf

Ashton & Elliott, 2008; Ashton & Newman, 2006; Blaschke, L. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review Of Research In Open And Distance Learning, 13(1), 56-71. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1076/2087

Blaschke, L.M. (2012). Using social media to engage and develop online learners. In Proceedings of the Seventh European Distance and E-learning Network (EDEN) Research Workshop, October 22-23, 2012. Leuven, Belgium. Available from:  http://lisamarieblaschke.pbworks.com/w/file/59193861/Blaschke_EDEN_2012_Leuven_FINAL.pdf

Blaschke, L. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review Of Research In Open And Distance Learning, 13(1), 56-71. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1076/2087

Blaschke, L.M., & Brindley, J. (in press). Using social media in the online classroom. In M. Ally & B. Khan, The international handbook of e-learning. Athabasca, Canada: Athabasca University Press.

Canning, N. (2013). Practitioner development in early years education. In S. Hase & C. Kenyon, Self-determined learning: Heutagogy in action. Sydney, Australia: Bloomsbury Academic.

REFERENCES

Canning, N. (2010). Playing with heutagogy: Exploring strategies to empower mature learners in higher education. Journal of Further and Higher Education, 34(1), 59-71.

Dick , B. (2013). Crafting learner-centered processes using action research and action learning. In S. Hase & C. Kenyon, Self-determined learning: Heutagogy in action. Sydney, Australia: Bloomsbury Academic.

Garnett, F. (2013a). Developing creativity. In S. Hase & C. Kenyon, Self-determined learning: Heutagogy in action. Sydney, Australia: Bloomsbury Academic.

Garnett, F. (2013b). The PAH Continuum. Retrieved from: http://heutagogycop.wordpress.com/2013/03/04/the-pah-continuum-pedagogy-andragogy-heutagogy/

Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Ludgate, H. (2013). NMC Horizon Report: 2013 Higher Education Edition. Austin, Texas: The New Media Consortium. Retrieved from: http://www.nmc.org/system/files/pubs/1360189731/2013-horizon-report-HE.pdf

Kaplan, A.M., & Haenlein, M.  (2010). Users of the world unite! The challenges and opportunities of social media. Business Horizons, 53, 59-68. doi: 10.1016/j.bushor.2009.09.003.

Keegan, H. (2013). Open Lecture: Helen Keegan on Transformation in Practice. [YouTube video]. Retrieved from: http://www.youtube.com/watch?v=aOtqMwBE6-g

REFERENCES

Kerry, T. (2013). Applying the principles of heutagogy to ap ostgraduate distance-learning programme. In S. Hase & C. Kenyon, Self-determined learning: Heutagogy in action. Sydney, Australia: Bloomsbury Academic.

Murphy Paul, A. (2013). Ready to learn? The key is listening with intention. MindShift. Retrieved from: http://blogs.kqed.org/mindshift/

P21. (no date). 21t Century Student Outcomes and Support Systems Framework. Retrieved from: http://www.p21.org/overview/skills-framework

Parr, C. (2013). Fund ‘pick-and-mix’ Mooc generation, ex-wonk advises. Times Higher Education. Retrieved from: http://www.timeshighereducation.co.uk/news/fund-pick-and-mix-mooc-generation-ex-wonk-advises/2002535.article

Peters, O. (2010). Distance education in transition: New trends and challenges, 4th ed. Oldenburg, Germany: BIS-Verlag der Car von Ossietzky Universität Oldenburg

Prensky, M. (2010).  Teaching digital natives: Partnering for real learning.  Thousand Oaks, CA: Corwin Press. http://oetmanhattan.wikispaces.com/file/view/Prensky--Teaching+Digital+Natives-in+press6.pdf

Siemens, G. (2013). Changing schools, changing knowledge. Retrieved from: http://www.youtube.com/watch?v=JR_ziHA_8LY#t=190

Thomas, D., & Brown, J.S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change.

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Franciso, CA: Jossey-Bass.

Wordle: http://www.wordle.net/show/wrdl/7222113/21st_Century_Skills_for_the_Workforce

http://www.p21.org/overview/skills-framework