Journal Entry - The Gogies

Heutagogy: A Holistic Framework for Creating Twenty-First-Century

Self-determined Learners

Summary 2000​ (Current characters for this section - 1786)

Heutagogy is a form of self-determined learning and is a holistic learner centred approach to

learning and teaching. It is a theory that has been adopted mainly in e-learning environments
and has developing capability, self-reflection and metacognition at its core. In the heutagogial
model, self-determined students lead themselves through transformational experiences,
becoming good communicators and problem-solvers of real-life scenarios. It was developed as
an extension of andragogy and taps into the recent advances in neuroscience. A number of
ideas, such as reflective practice; double loop learning; self-efficacy; self-determination and
capability have supported the advent of heutagogy. Although some earlier experiments in this
area (Steiner and Montessori) have been generally ignored, globalization and complexity are
changing the way individuals and institutions interact and obtain information. In this complex
environment, curation is more important than access, shifting the power from “those who know”
to those to those with competence and capability (the ability to use one’s skills in new and
unfamiliar circumstances).This need to develop capability links heutagogy to the Cynefin model,
since people in complex and chaotic environments need to know how to learn and how to
harness emerging knowledge. This chapter (of a larger book titled Learning Designs for
Emerging Pedagogoies) discusses the principles, processes and design of heutagogical
learning environments with a specific emphasis on digital technologies.

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Our education system is based on a model developed to meet the needs of the industrial
revolution, which is not relevant for today’s twenty-first-century world. Despite a reluctance to
fully understand the implications of heutagogy, the revolution of the way people learn continues
to affect education systems, training systems, workplaces and social systems. There are no
barriers to knowing, and the skills required to be an effective learner in the twenty-first century
have changed dramatically, as the learner evolves from passive recipient to analyst and
synthesizer. These are considered vital skills for survival in a complex environment where
knowledge management is more important than access. As a result education systems are
recognising the need to develop lifelong capable learners who have the skills that prepare them
for life in a technologically evolving future. Whilst traditional education is based around
standardisation and performance (a vestige of its industrial revolution origins) 21st century
education requires lifelong learning, creativity and innovation; and heutagogy has the potential
to support that. Blasche and Hase suggest that, with the increased access we now have to
knowledge, skills and competencies, the vision of lifelong learning is potentially achievable. New
technologies and Web 3.0 tools support learner-centered design and activities, as well as
learner exploration, creativity, reflection, collaboration and networking. There is also a shift from
competence to capability as our rapidly changing world becomes more complex, requiring
people who are capable of using their competencies in ambiguous, changing environments or
turbulence.

Heutagogy can equip learners with the skills and capabilities that help them manage these
environments and transition to the workforce. Employers are increasingly looking for employees
who are innovators, complex problem-solvers and effective communicators. They need people
skilled in collaboration, digital literacy and curation; people who can adapt easily to disruptive
innovations, acquire new skills and can work both independently or in teams. A heutogogical
approach helps to meet the demands of employers by preparing learners for employment
through developing these skills.

Furthermore, at classroom level ​heutagogy offers the benefit of a learner centered environment
that supports them to develop their own path for learning. Learners negotiate and define their
own learning outcomes and assessment processes while taking into consideration their learning
needs and the program learning outcomes (or curriculum objectives). The curriculum is adapted
to support the learning process and the role of the teacher is to create challenging, achievable
and worthwhile tasks that allow for autonomy and collaboration while offering ongoing and
constructive feedback, opportunities for learners to self reflect and access to any media or tools
that might support the learning. Assessment is also learner centered and is defined at the start
of the process through a negotiated learning contract.

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Another challenge facing the spread of heutagogical practices in classrooms is the cognitive
schema or mental models that politicians, policy makers and practitioners hold. We all come
with cognitive schemes about educational practice based on our previous experiences. An
important shift of perspective is needed in recognising the needs of the learner and the role of
the teacher (or learning leader). Heutagogical learners need to be able to identify a skill or
knowledge deficit and employ strategies to fill it. They need good sound research skills and
appropriate digital literacies. Given the huge amount of content available on the world wide web,
students need the skills to check data against reputable sources and to analyse and synthesise
information. They need to be agile and adaptable, collaborative, creative and optimistic.
Furthermore they need to demonstrate initiative, be entrepreneurial, resilient, empathetic and
have a sense of global stewardship and vision. Learning leaders need to be willing to foster
these skills and adapt to the changing needs of the learner. They need to shift their cognitive
scheme and relinquish their need for control in favour of student autonomy and self-determined
learning. In primary schools where more student agency is afforded, teachers also need to be
aware that students in a heutagogic classroom can experience inner conflict as they are not
accustomed to taking responsibility for their own learning. They can find it intimidating and
uncomfortable but according to Brant, 2013 as cited by Blascke and Hase, and once they have
had a taste of it, they are less willing to return to the restrictions of a tightly structured
curriculum.