Heutagogy: A Holistic Framework for Creating Twenty-First-Century Self-determined Learners

Blaschke, Lisa Marie; Hase, Stewart

doi:10.1007/978-3-662-47724-3_2

Cited by 147 publications

(230 citation statements)

References 14 publications

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“…According to Calvani et al (2010), there has been a consensus today on the need for digital competence to pay attention to a more complex and conceptual aspect than to purely focus on the technical dimension of technology. In this context, as 21st century learners are heutagogic learners who are high-skilled learners (Blaschke & Hase, 2015), they need to be flexible and responsive to new ideas and situations (Halsall et al, 2016). This should include the ability to comprehend the fundamental nature of technological phenomena, and also to know the implications of the utilization of web technologies, ethically and socially.…”

Section: Discussionmentioning

confidence: 99%

Exploring the Roles, Functions and Competencies of Library and Media Teachers in Managing School Resource Centers and Supporting 21st Century Learning in Malaysian Schools

Hashim¹,

Shuhidan²

2020

IJLD

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21st century skills are embedded in the Malaysian school curriculum to prepare and produce knowledgeable and responsible young citizens in coping with the challenges of the global knowledge economy. The trend has an impact on the roles of school resource centers (SRC), which are currently managed by the so-called library and media teachers (LMT). As the LMTs are appointed among school teachers who need to allocate and divide their responsibilities into academic teaching and SRC management, several issues are found from literature pertaining to their overburdened teaching tasks, lack of time and inadequate library management competencies. This has caused further shortcomings in service provision including poor implementation of information literacy and reading programs for school students. A qualitative research approach is adapted to investigate the roles, functions and competencies of LMTs in managing SRCs and supporting 21st century teaching and learning in the school setting. This study uses semi-structured interviews for data collection involving five (5) LMTs who provided insightful feedback towards understanding the aforementioned issues. The findings reveal essential information with respect to the roles, functions and competencies of LMTs and also identify relevant challenges that can disrupt the provision and delivery of SRC services, 177 facilities and programs. This requires the attention of the government and school administration to enforce a better platform that enables the LMTs to uphold their roles and functions accordingly towards enhancing the 21st teaching and learning environment in Malaysian schools.

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Section: Discussionmentioning

confidence: 99%

Exploring the Roles, Functions and Competencies of Library and Media Teachers in Managing School Resource Centers and Supporting 21st Century Learning in Malaysian Schools

Hashim¹,

Shuhidan²

2020

IJLD

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“…An important learning outcome in heutagogic learning is that the learner develops capability (Blaschke & Hase, 2016). This design principle played an important role in helping the learner build capability, as it provided them with mobility and the opportunity to apply their knowledge and skills in new and unfamiliar contexts.…”

Section: Dp3: Learning In Learner-determined Contextsmentioning

confidence: 99%

Design principles for heutagogical learning: Implementing student-determined learning with mobile and social media tools

Narayan

Herrington

Cochrane

2019

AJET

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Mobile and social media over the last decade has created significant shifts in society: how we communicate and collaborate, and in learning and teaching. This paper discusses a study that investigated how mobile social media tools and affordances could be harnessed to facilitate a student-determined learning experience (heutagogy). A design-based research (DBR) approach was utilised to analyse and investigate a set of draft design principles that was established in collaboration with a group of teachers and literature. The draft design principles guided the design of a first year course that was iteratively implemented and evaluated over 2 years with two different cohorts of students. As a key outcome of the DBR, a set of refined design principles is presented. These principles are capable of guiding other practitioners in designing and facilitating student-determined learning in authentic contexts using mobile devices, and social media affordances.

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“…The conceptual framework of heutagogy (Hase & Kenyon, 2000;Blaschke, 2012;Blaschke & Hase, 2016) considers the affordances and implications of using ICTs for 21st Century learning. This framework succinctly captures a form of self-directed learning orientations that highlight the processes of learning independently but includes learning with technology; we speculate that this qualifier promotes increased 'learner agency' and a more autonomous, self-directed way of learning (Blaschke, 2012;Blaschke & Hase, 2016). Heutagogy, then, is a learner-centered approach where the learner has total control over the learning process and utilization of ICT-based tools and resources to do so.…”

Section: Informal Learning: Theoretical Perspectivesmentioning

confidence: 99%

Older Adults’ Use of Online Personal Learning Networks to Construct Communities of Learning

Morrison¹

2019

JSE

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This study investigated how retired older adults (age 55+) use the Internet and social media tools to facilitate their informal, self-directed learning by creating and maintaining online personal learning networks (oPLNs). The research examined what information and communication technologies (ICT) participants included in their oPLNs and how they used these oPLNs to activate and self-direct their informal learning. Employing the web-conferencing tool WebEx, four online focus groups and four one-to-one audio interviews were conducted allowing for a total of 15 voluntary, geographically-dispersed participants from across Canada to synchronously interact and exchange their experiences and insights regarding their oPLNs. Using a thematic analysis method, the discussion transcripts generated were analyzed to examine learning contexts, strategies to manage learning, motivation to learn and achievement of learning goals, as well as to discover emergent themes. It was clear from our findings that oPLNs provided a virtual "learning community" that supported informal, self-directed learning via learner participation and interaction opportunities fostered by ICT-based tools and processes.

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Heutagogy: A Holistic Framework for Creating Twenty-First-Century Self-determined Learners

Cited by 147 publications

References 14 publications

Exploring the Roles, Functions and Competencies of Library and Media Teachers in Managing School Resource Centers and Supporting 21st Century Learning in Malaysian Schools

Exploring the Roles, Functions and Competencies of Library and Media Teachers in Managing School Resource Centers and Supporting 21st Century Learning in Malaysian Schools

Design principles for heutagogical learning: Implementing student-determined learning with mobile and social media tools

Older Adults’ Use of Online Personal Learning Networks to Construct Communities of Learning

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