Skip to main content
Disciplines
Automotive Business IT + Informatics Construction + Real Estate Electrical Engineering + Electronics Energy + Sustainability Insurance + Risk Finance + Banking Management + Leadership Marketing + Sales Mechanical Engineering + Materials
Events
DE
EN
Books
Journals
Topic Page
Marketing
Start single access now
Access for companies
EXTENDED SEARCH
Log in
Top
Published in:
Introduction: New Opportunities for Development? Read chapter Read first chapter

2015 | OriginalPaper | Chapter

5. Heutagogy, Technology, and Lifelong Learning for Professional and Part-Time Learners

Authors : Lisa Marie Blaschke, Stewart Hase

Published in: Transformative Perspectives and Processes in Higher Education

Publisher: Springer International Publishing

Log in

Activate our intelligent search to find suitable subject content or patents.

search-config
loading …

Abstract

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 competency-based 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.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

inform now
previous chapter From Envisioning to Managing Educational Development and Organizational Innovation
next chapter Making Students Responsible for Their Learning – Empowering Learners to Build Shared Mental Models
Literature
Ackoff, R. L., & Greenberg, D. (2008). Turning learning right side up: Putting education back on track. Upper Saddle River, New Jersey, USA: Wharton School.
Akyol, Z., & Cagiltay, K. (2007). The media-method debate revisited. In C. Montgomerie, & J. Seale (Eds.), Proceedings of world conference on educational multimedia, hypermedia, and telecommunications, Chesapeake, 2007 (pp. 4576–4583). Virginia: AACE. http://​www.​editlib.​org/​p/​26041. Accessed 1 June 2013.
Albon, R. (2006, July 17–19). Motivation, dialogue, and heutagogy: Driving collaborative assessment online. In Proceedings of the second IASTED international conference, education and technology (pp. 273–279). Calgary, AB, Canada.
Argyris, C., & Schön, D. (1996). Organisational learning II. Reading: Addison-Wesley.
Arum, R., & Roksa, J. (2011). Academically adrift: Limited learning on college campuses. Chicago/London: University of Chicago Press.
Ashton, J., & Elliott, R. (2007). Juggling the balls – Study, work, family and play: Student perspectives on flexible and blended heutagogy. European Early Childhood Education Research Journal, 15(2), 167–181.CrossRef
Benfenati, F. (2007). Synaptic plasticity and the neurobiology of learning and memory. Acta Bio-Medica, 78, 58–66.
Blaschke, L. M. (2013). E-learning and self-determined learning skills. In S. Hase & C. Kenyon (Eds.), Self-Determined learning: Heutagogy in action. London: Bloomsbury.
Cambridge, D. (2008). Universities as responsive learning organizations through competency-based assessment with electronic portfolios. JGE: The Journal of General Education, 57(1), 51–64.CrossRef
Canning, N., & Callan, S. (2010). Heutagogy: Spirals of reflection to empower learners in higher education. Reflective Practice, 11(1), 71–82.CrossRef
Carter, V. (1996). Do media influence learning? Revisiting the debate in the context of distance education. Open Learning, 11(1), 31–40.CrossRef
Chapnick, S., & Meloy, J. (2005). Renaissance elearning: Creating dramatic and unconventional learning experiences: Essential resources for training and HR professionals. San Francisco: Wiley.
Clark, R. E. (1983). Reconsidering research on learning from media. Journal of Educational Computing Research, 1(2), 137–148.CrossRef
Cochrane, T., Antonczak, L., Gordon, A., Sissons, H., & Withell, A. (2012, November 25–28). Heutagogy and mobile social media: Post Web 2.0 pedagogy. In Proceedings ascilite (pp. 204–214). Wellington, New Zealand.
Conole, G. (2012). Designing for learning in an open world: Explorations in the learning sciences, instructional systems and performance technologies. New York/Heidelberg: Springer.
Craik, F. I. M., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104, 268–294.CrossRef
Davidson, R. J., Jackson, D. C., & Kalin, N. H. (2000). Emotion, plasticity, context, and regulation: Perspectives from affective neuroscience. Psychological Bulletin, 126(6), 890–909.CrossRef
Doidge, N. (2007). The brain that changes itself: Stories of personal triumph from the frontiers of brain science. London: Penguin.
Dolcos, F., Labar, K. S., & Cabeza, R. (2004). Interaction between the amygdala and the medial temporal lobe memory system predicts better memory for emotional events. Neuron, 42, 855–863.CrossRef
Eberle, J. (2009). Heutagogy: What your mother didn’t tell you about pedagogy and the conceptual age. In Proceedings from the 8th annual European conference on e-learning (pp. 181–188). Bari, Italy.
Eberle, J. H. (2013). Lifelong learning. In S. Hase & C. Kenyon (Eds.), Self-determined learning: Heutagogy in action. London: Bloomsbury.
Emery, F. (1974). Educational paradigms. Unpublished Paper.
Foskey, R. (2013). Innovations in community education. In S. Hase & C. Kenyon (Eds.), Self-determined learning: Heutagogy in action (pp. 193–206). London: Continuum Press.
Gabrielli, J. D. E., Desmond, J. E., Demb, J. B., Wagner, A. D., Stone, M. V., Vaidya, C. J., & Glover, G. (1996). Functional magnetic resonance imaging of semantic memory processes in the frontal lobes. Psychological Science, 7, 278–283.CrossRef
Garnett, F., & O’ Beirne, R. (2013). Putting heutagogy into learning. In S. Hase & C. Kenyon (Eds.), Self-determined learning: Heutagogy in action. London: Bloomsbury.
Gopnik, A. (1996). The scientist as child. Philosophy of Science, 63, 485–514.CrossRef
Gopnik, A., Meltzoff, A. N., & Kuhl, P. K. (2000). The scientist in the crib. New York: William Morrow.
Grant, H. M., Bredahl, L. C., Clay, J., Ferrie, J., Groves, J. E., McDorman, T. A., & Dark, V. J. (1998). Context-dependent memory of meaningful material: Information for students. Applied Cognitive Psychology, 12, 617–623.CrossRef
Greene, R. L. (2008). Repetition and spacing effects. In H. L. Roediger III (Ed.), Learning and memory: A comprehensive reference (Vol. 2, pp. 65–78). Oxford: Elsevier.
Hase, S. (2009). Heutagogy and e-learning in the workplace: Some challenges and opportunities. Impact: Journal of Applied Research in Workplace E-learning, 1(1), 43–52.
Hase, S. (2013). Learner defined learning. In S. Hase & C. Kenyon (Eds.), Self-determined learning: Heutagogy in action. London: Bloomsbury.
Hase, S., & Kenyon, C. (2013). Self-determined learning: Heutagogy in action. London: Bloomsbury.
Hasher, L., & Zacks, R. T. (1984). Automatic and effortful processes in memory. Journal of Experimental Psychology: General, 198, 356–388.
Hastings, N. B., & Tracey, M. W. (2005). Does media affect learning: Where are we now? TechTrends Linking Research and Practice to Improve Learning, 49(2), 28–30.
Hintzman, D. L. (2010). How does repetition affect memory? Evidence from judgements of recency. Memory and Cognition, 301, 102–115.CrossRef
Johnstone, A. H., & Percival, F. (1976). Attention breaks in lectures. Education in Chemistry, 13, 49–50.
Kahneman, D. (2011). Thinking fast and slow. New York: Allen Lane.
Kamenetz, A. (2010). Edupunks, edupreneurs, and the coming transformation of higher education. White River Junction, Vermont, USA: Chelsea Green Publishing Company.
Kenyon, C., & Hase, S. (2010). Andragogy and heutagogy in postgraduate work. In T. Kerry (Ed.), Meeting the challenges of change in postgraduate higher education. London: Continuum Press.
Kim, K., Collins Hagedorn, M., Williamson, J., & Chapman, C. (2004). Participation in adult education and lifelong learning. Washington, DC: U.S. Department of Education National Center for Education Statistics.
Kozma, R. (1994). Will media influence learning: Reframing the debate. Educational Technology Research and Development, 42(2), 7–19.CrossRef
Kozol, J. (1975). The night is dark and I am far from home. Boston: Houghton Miflin.
LeDoux, J. (2002). Synaptic self: How our brains become who we are (pp. 108–109). New York: Viking.
LeGrow, M. R., Sheckley, B. G., & Kehrhahn, M. (2002). Comparison of problem-solving performance between adults receiving credit via assessment of prior learning and adults completing classroom courses. The Journal of Continuing Higher Education, 50(3), 2–13. doi:10.​1080/​07377366.​2002.​10401200.CrossRef
Long, D. (1990). Learner managed learning: The key to life long learning and development. New York: Kogan Page.
McGaugh, J. L. (2004). The amygdala modulates the consolidation of memories of emotionally arousing experiences. Annual Review of Neuroscience, 27, 1–28.CrossRef
Medina, J. (2008a). Brain rules. Seattle: Pear Press.
Medina, J. (2008b). Why emotional memories are unforgettable. Psychiatric Times, 25(6), 14–17.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.
Mezirow, J., & Associates. (1990). A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass.
Middendorf, J., & Kalish, A. (1996). The changeup in lectures. The National Teaching and Learning Forum, 5(2), 1–5.CrossRef
Palmere, M., Benton, S. L., Glover, J. A., & Ronning, R. R. (1983). Elaboration and recall of main ideas in prose. Journal of Education Psychology, 75, 898–907.CrossRef
Ramsay, M., Hurley, J., & Neilson, G. (2013). Workplace learning for nurses. In S. Hase & C. Kenyon (Eds.), Self-determined learning: Heutagogy in action (pp. 85–98). London: Continuum Press.
Revans, R. (2011). The ABC of action learning. Surray: Gower Publishing.
Richardson, W., & Mancabelli, R. (2011). Personal learning networks: Using the power of connections to transform education. Bloomington, IN, USA: Solution Tree Press.
Schulz, D. E., Sosnik, R., Ego, V., Haidarliu, S., & Ahissar, E. (2000). A neuronal analogue of state-dependent learning. Nature, 403, 549–553.CrossRef
Stephenson, J., & Weil, S. (1992). Quality in learning: A capability approach in higher education. London: Kogan Page.
Tay, B. H., & Hase, S. (2004). The role of action research in workplace PhDs. Research in Action Learning and Action Research Journal (ALAR), 9(1), 81–92.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco: Wiley.
Whitworth, A. (2008, September 25–28). Learner generated contexts: Critical theory and ICT education. Paper presented at the 6th panhellenic conference on information and communication technologies in education, Limassol, Cyprus.
Woods, P., Ashley, M., & Woods, G. (2005). Steiner schools in England. Bristol: Centre for Research in Education and Democracy, University of Western England.
Metadata
Title
Heutagogy, Technology, and Lifelong Learning for Professional and Part-Time Learners
Authors
Lisa Marie Blaschke
Stewart Hase
Copyright Year
2015
Book
Transformative Perspectives and Processes in Higher Education

Print ISBN: 978-3-319-09246-1

Electronic ISBN: 978-3-319-09247-8

Copyright Year: 2015

DOI
https://doi.org/10.1007/978-3-319-09247-8_5

Premium Partner

    Image Credits