Skip to main content
SpringerLink
Log in

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

  • Chapter
  • First Online:
The Future of Ubiquitous Learning

Part of the book series: Lecture Notes in Educational Technology ((LNET))

Abstract

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.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Ackoff, R. L., & Greenberg, D. (2008). Turning learning right side up: Putting education back on track. New Jersey: Wharton School.

    Google Scholar 

  • 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

  • Argyris, C., & Schön, D. (1978). Organizational learning: A theory of action perspective. Reading, Mass: Addison Wesley.

    Google Scholar 

  • Arum, R., & Roksa, J. (2011). Academically adrift: Limited learning on college campuses. Chicago/London: University of Chicago Press.

    Google Scholar 

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.

    Article  Google Scholar 

  • Bentley University. (2014). The PreparedU Project: An in-depth look at millennial preparedness for today’s workforce. [White Paper]. Retrieved from https://www.bentley.edu/files/prepared/1.29.2013_BentleyU_Whitepaper_Shareable.pdf

  • Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open and Distance Learning, 13(1), 56–71. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1076/2113

  • Blaschke, L. M. (2013). E-learning and self-determined learning skills. In S. Hase & C. Kenyon (Eds.), Self-determined learning: Heutagogy in action. Bloomsbury Academic: London, United Kingdom.

    Google Scholar 

  • Blaschke, L. M. (2014). Moving students forward in the PAH continuum: Maximizing the power of the social web. In L. M. Blaschke, C. Kenyon, & S. Hase (Eds.), Experiences in self-determined learning. United States: Amazon.com Publishing.

    Google Scholar 

  • Blaschke, L., & Brindley, J (2011). Establishing a foundation for reflective practice: A case study of learning journal use. European Journal of Open, Distance, and E-Learning. Available from http://www.eurodl.org/materials/special/2011/Blaschke_Brindley.pdf

  • Blaschke, L.M. & Brindley, J (in press, 2014). Using social media in the online classroom. In M. Ally & B. Khan, The international handbook of e-learning. Athabasca, Canada: Routledge.

    Google Scholar 

  • Blaschke, L. & Hase, S (in press, 2014). Heutagogy, technology and lifelong learning: curriculum geared for professional and part-time learners. In A. Dailey-Herbert (ed.), Transforming processes and perspectives to reframe higher education. New York: Springer.

    Google Scholar 

  • Brandt, B. (2013). The learner’s perspective. In S. Hase & C. Kenyon (Eds.), Self-determined learning: Heutagogy in action. Bloomsbury Academic: London, United Kingdom.

    Google Scholar 

  • Cairns, L. (1996). Capability: Going beyond competence. Capability, 2, 80.

    Google Scholar 

  • Cairns, L. (2000). The process/outcome approach to becoming a capable organization. In Australian Capability Network Conference, Sydney (pp. 1–14).

    Google Scholar 

  • Chattopadhyay, S. (2014). Heutagogy, self-directed learning and complex work. http://idreflections.blogspot.co.uk/2014/03/heutagogy-self-driven-learning-and.html

  • Cochrane, T., Antonczak, L., Gordon, A., Sissons, H. & Withell, A (2012). Heutagogy and mobile social media: Post Web 2.0 pedagogy. Retrieved from http://www.ascilite.org.au/conferences/wellington12/2012/images/custom/cochrane,_thomas_-_heutagogy_and_mobile.pdf

  • Conole, G (2012). Designing for learning in an open world: Explorations in the learning sciences, instructional systems and performance technologies. New York, Heidelberg: Springer

    Google Scholar 

  • Davis, L., & Hase, S. (2001). The river of learning in the workplace. In Proceedings of Research to Reality: Putting VET Research to Work. Australian Vocational Education and Training Research Association (AVETRA), Adelaid, SA, March 28–30, 2001, Crows Nest, NSW. Retrieved from http://epubs.scu.edu.au/cgi/viewcontent.cgi?article=1148&context=gcm_pubs

  • Deci, E. L., & Flaste, R. (1995). Why we do what we do: Understanding self-motivation. London: Penguin Books.

    Google Scholar 

  • Deci, E. L., & Ryan, R. M. (2002). The handbook of self-determination research. Rochester, NY: The University of Rochester Press.

    Google Scholar 

  • Dick, B. (2013). Crafting learner-centred processes using action research and action learning. In S. Hase & C. Kenyon (Eds.), Self-determined learning: Heutagogy in action. Bloomsbury Academic: London, United Kingdom.

    Google Scholar 

  • Doll, W. E. (1989). A post-modern perspective on curriculum. New York: New York Teachers College.

    Google Scholar 

  • Doolittle, P. E. (2000). Complex constructivism: A theoretical model of complexity and cognition. Retrieved from: www.tandl.vt.edu/doolittle/research/complex1.html

  • Eberle, J. (2013). Lifelong learning. In S. Hase & C. Kenyon (Eds.), Self-determined learning: Heutagogy in action. Bloomsbury Academic: London, United Kingdom.

    Google Scholar 

  • Eberle, J., & Childress, M. (2009). Using heutagogy to address the needs of online learners. In P. Rogers, G. A. Berg, J. V. Boettecher, & L. Justice (Eds.), Encyclopedia of distance learning (2nd ed.). New York: Idea Group Inc.

    Google Scholar 

  • Emery, F. (1974). Educational paradigms. Unpublished Paper.

    Google Scholar 

  • Emery, F. E., & Trist, E. L. (1965). The causal texture of organizational environments. Human Relations, 18(21), 21–32.

    Article  Google Scholar 

  • Gardner, A., Hase, S., Gardner, G., Dunn, S. V., & Carryer, J. (2008). From competence to capability: A study of nurse practitioners in clinical practice. Journal of Clinical Nursing, 17(2), 250–258.

    Google Scholar 

  • Gerstein, J. (2013). Education 3.0 and the pedagogy (andragogy, heutagogy) of mobile learning. [Blog post.] User generated education. http://usergeneratededucation.wordpress.com/2013/05/13/education-3-0-and-the-pedagogy-andragogy-heutagogy-of-mobile-learning/

  • Gerstein, J. (2014). The other 21st century skills. [Blog post.] http://usergeneratededucation.wordpress.com/2013/05/22/the-other-21st-century-skills/

  • Hart Research Associates. (2013). It takes more than a major: Employer priorities for college learning and student success. Association of American Colleges and Universities (AACU) 99:2. Retrieved from http://www.aacu.org/liberaleducation/le-sp13/hartresearchassociates.cfm

  • Hase, S. (2009). Heutagogy and e-learning in the workplace: Some challenges and opportu-nities. Impact: Journal of Applied Research in Workplace E-learning, 1(1), 43–52. doi:10.5043/impact.13.

    Google Scholar 

  • Hase, S. (2013). Learner defined learning. In S. Hase & C. Kenyon (Eds.), Self-determined learning: Heutagogy in action. Bloomsbury Academic: London, UK.

    Google Scholar 

  • Hase, S. (2014). Skills for the learning leader in the 21st century. In L. M. Blaschke, F. Garnett, C. Kenyon. & S. Hase (Eds.), A practical guide to heutagogy. Amazon.

    Google Scholar 

  • Hase, S., & Davis, L. (1999). From competence to capability: The implications for human resource development and management. In Proceedings of Millennial challenges in management, education, cybertechnology, and leadership: Association of International Management, 17th Annual Conference, San Diego, 6–8 August 1999.

    Google Scholar 

  • Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. UltiBase. Retrieved from http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm

  • Hase, S. & Kenyon, K. (2003). Heutagogy and developing capable people and capable workplaces: strategies for dealing with complexity. In Proceedings of the Changing Face of Work and Learning Conference. Edmonton, AB: University of Alberta. Retrieved June 23, 2014, from www.wln.ualberta.ca/papers/pdf/17.pdf

  • Hase, S. & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity: An International Journal of Complexity and Education, 4(1), 111–119.

    Google Scholar 

  • Hase, S., & Kenyon, C. (2013a). Self-determined learning: Heutagogy in action. London, UK: Bloomsbury Academic.

    Google Scholar 

  • Hase, S., & Kenyon, C. (2013b). The nature of learning. In S. Hase & C. Kenyon (Eds.), Self-determined learning: Heutagogy in action. London, UK: Bloomsbury Academic.

    Google Scholar 

  • Helmer, J. (2014). Heutagogy: Designing for self-directed learners. Inside Learning Technologies and Skills, 131–135. Retrieved from http://viewer.zmags.com/publication/658352e7?utm_content=buffer4e1d6&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer#/658352e7/132

  • Kenyon, C., & Hase, S. (2013). Heutagogy fundamentals. In S. Hase & C. Kenyon (Eds.), Self determined learning: Heutagogy in action. London: Bloomsbury.

    Google Scholar 

  • Kozol, J. (1975). The night is dark and I am far from home. Boston: Houghton Miflin.

    Google Scholar 

  • Long, D. (1990). Learner managed Learning: The key to life long learning and development. New York: Kogan Page.

    Google Scholar 

  • Lillard, A. S. (2005). Montessori: the science behind the genius. New York: Oxford University Press.

    Google Scholar 

  • Lillard, A., & Else-Quest, N. (2006). Evaluating Montessori education. Science, 313, 1893–1894.

    Article  Google Scholar 

  • McLoughlin, C. & Lee, M. J. W. (2007). Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era. In Proceedings from ascilite, December 2–5, 2007, Singapore. Retrieved from http://www.ascilite.org.au/conferences/singapore07/procs/mcloughlin.pdf

  • Mezirow, J., & Associates. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco, CA: Jossey-Bass Publishers.

    Google Scholar 

  • P21. (no date). 21st Century student outcomes and support systems framework. Retrieved from: http://www.p21.org/overview/skills-framework

  • Peters, O. (2002). Distance education in transition: New trends and challenges (4th ed). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Retrieved from http://www.uni-oldenburg.de/fileadmin/user_upload/c3l/master/mde/download/asfvolume5_4_ebook.pdf

  • Pink, D. H. (2009). Drive: The surprising truth about what motivates us. Great Britain: Cannongate Books Ltd.

    Google Scholar 

  • Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Robinson, K. (2010). Sir Ken Robinson: Bringing on the learning revolution! TED Talk. http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html. Accessed 30 May 2014.

  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. United States: Basic Books Inc.

    Google Scholar 

  • Schön, D. A. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Sharpe, R., Beetham, H., & De Freitas, S. (2010). Rethinking learning for a digital age: How learners are shaping their own experiences. New York, NY: Routledge.

    Google Scholar 

  • Stephenson, J. (1996). Beyond competence to capability and the learning society. Capability, 2(1), 60–62.

    Google Scholar 

  • Stephenson, J., & Weil, S. (1992). Quality in learning: A capability approach in higher education. London: Kogan Page.

    Google Scholar 

  • Snowden, D. (2000). Cynefin: a sense of time and space, the social ecology of knowledge management. In C. Despres & D. Chauvel, (eds.) Knowledge Horizons: The present and the promise of knowledge management. London: Butterworth Heinemann.

    Google Scholar 

  • Sumara, D. J., & Davis, B. (1997). Enactivist theory and community learning: Toward a complexified understanding of action research. Educational Action Research, 5(3), 403–422.

    Article  Google Scholar 

  • Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. United States: CreateSpace Independent Publishing Platform.

    Google Scholar 

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

    Google Scholar 

  • Woods, P., & Woods, G. (2005). Steiner schools in England. Bristol: University of West England.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Carl von Ossietzky Universität Oldenburg, C3L—Center für lebenslanges Lernen, Ammerländer Heerstraße 136, 26111, Oldenburg, Germany

    Lisa Marie Blaschke

  2. Stewart Hase and Associates, 28 Conrad Close, Iluka, NSW, 2466, Australia

    Stewart Hase

Authors
  1. Lisa Marie Blaschke
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Stewart Hase
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Lisa Marie Blaschke .

Editor information

Editors and Affiliations

  1. Facultat de Pedagogia, University of Barcelona, Barcelona, Spain

    Begoña Gros

  2. Athabasca University, Edmonton, Alberta, Canada

    Kinshuk

  3. Department of Psychology and Education, Universitat Oberta de Catalunya, Barcelona, Spain

    Marcelo Maina

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer-Verlag Berlin Heidelberg

About this chapter

Cite this chapter

Blaschke, L.M., Hase, S. (2016). Heutagogy: A Holistic Framework for Creating Twenty-First-Century Self-determined Learners. In: Gros, B., Kinshuk, ., Maina, M. (eds) The Future of Ubiquitous Learning. Lecture Notes in Educational Technology. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-47724-3_2

Download citation

  • DOI: https://doi.org/10.1007/978-3-662-47724-3_2

  • Published:

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-662-47723-6

  • Online ISBN: 978-3-662-47724-3

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation