VOLUME 17
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THE TOOLBOX
A Teaching and Learning Resource for Instructors
A LOOK AT HEUTAGOGY: NEW OPPORTUNITIES FOR SELF-DIRECTED LEARNING F
or many years, the psychology of teaching and Brad Garner learning was encapsulated under the general Director of Faculty Enrichment, National & Global Campus rubric of pedagogy. The theory and practice Indiana Wesleyan University of pedagogy, which by definition focuses on teaching brad.garner@indwes.edu children, was guided by giants such as Benjamin Bloom, Jerome Bruner, John Dewey, Maria Montessori, Jean Piaget, and Lev Vygotsky. Their theories were expanded and refined over the years and generalized as best practices in instruction. When Malcolm Knowles and others began to suggest that adults learn differently from children, this singular perspective began to change, ultimately giving rise to andragogy as a means of responding to the learning needs and preferences of adults. This bifurcation of teaching and learning made intuitive sense and has persisted, as practitioners and researchers work to create instructional strategies effective with children and adults. With technology rapidly increasing the number and types of learning resources available (e.g., vast amounts of easily accessible digital information, open coursebased learning opportunities), some have called for tweaking these longstanding theoretical frameworks. Hase and Kenyon (2000) proposed a new perspective, heutagogy, that acknowledges the “issues about human adaptation as we enter the new millennium” (p. 5). While pedagogy and andragogy rely heavily on teachers as the primary facilitators of learning, heutagogy creates a space where learners assume greater responsibility and control over the content and skills chosen for mastery. Blaschke (2012) explained how heutagogy can engage with today’s learners: … In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well prepared for the complexities of today’s workplace. (p. 56)
Tell me and I forget. Show me and I remember. Involve me and I understand. — Chinese proverb
This observation adds another dimension to the conversation, as we think about how technology enhances the learning process while also preparing our students for the workplace. National Resource Center for The First-Year Experience® and Students in Transition, University of South Carolina
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Along the same lines, Gerstein (2013, 2014) connected the transitions in thinking about learning (i.e., pedagogy, andragogy, heutagogy) to the growing influence of digital technology in education. Gerstein coined these terms as 21st century digital corollaries: »» Education 1.0—a traditional educational approach characterized by reading, responding, and regurgitating. At this level, the teacher views the learner as a receptacle for learning that they will design and deliver.
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UPCOMING EVENTS
»» Education 2.0—a more constructivist approach to education exemplified by communicating, connecting, and collaborating. The teacher assumes the role of a facilitator. »» Education 3.0—a “connectivist” approach to education typified by collaboration, social networking, leveraging global expertise, inquirybased learning, and use of Internet-based collaborative and interactive tools. Here, the teacher serves as an orchestrator. Granted, there are occasions when Education 1.0 and 2.0 strategies are relevant and useful. At the same time, however, faculty can stretch the boundaries of learning with activities that require collaborative problem solving, exchanges of information, and deep levels of inquiry.
Moving Your Teaching to 3.0 The challenge becomes one of rethinking the common and current practices of higher education to help students become more autonomous and self-directed in reaching identified learning outcomes. Following are some ways to embed heutagogy into your courses: »» Ask students to find instructional resources on the web (e.g., step-by-step directions, tutorials) related to skill sets in their academic disciplines. Many websites provide free, open educational resources that promote learning and skill acquisition. For example, the Khan Academy, whose motto is “You can learn anything. For free. Forever,” has more than 4 million unique visitors each month. YouTube reports more than 120,000 daily views of “how-to” videos (Marshall, 2017). More amazing are the number of registered users for Massive Online Open Courses (MOOCs) including Coursera (30 million), edX (14 million), Udacity (8 million), and FutureLearn (7.1 million; Class Central, 2018). Finding resources to fill informational needs has become common practice among Internet users, including your students. »» Have students create instructional resources related to course topics. The Roman philosopher Seneca observed, “While we teach, we learn.” Engage your students by asking them to create step-by-step directions for demonstrating key course-related skills or brief videos that explain and provide examples of key concepts and principles. This way, they learn by doing and also create tutorial resources for their classmates. Faculty can also retain the best examples to share with future classes—and students who are asked for permission to do so typically consider it a great honor. »» Allow students to communicate their learning in a variety of venues. Requiring students to write lengthy research papers on pertinent topics is common, as these assignments teach valuable research and writing skills. As an extra step, students could also be National Resource Center for The First-Year Experience® and Students in Transition, University of South Carolina
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asked to translate their research findings to other formats (e.g., videos, infographics, websites). This process requires students to rethink their findings and communicate them in different ways, taking their thinking to a deeper level. »» Provide opportunities for students to connect course content and world events in real time. Many prevailing issues cut across academic disciplines in a variety of ways (e.g., human trafficking, poverty, discrimination, homelessness, child abuse, gender inequity). Connect these issues with your academic discipline, then ask your students to develop action plans or engage in social activism in their communities. Such activities (e.g., writing letters to policy makers, creating websites for nonprofit organizations, community development initiatives) strengthen the bonds between assigned readings, lectures, and the “real world.” »» Use online collaboration tools to help students build content based on their learning. Easy-to-access tools such as WhatsApp allow students to communicate with one another and faculty on a 24/7 basis. Such free tools (a Facebook group is another example) can create opportunities for course-related conversations and observations throughout the semester. »» Let students choose how to communicate what they learn. There will undoubtedly be assignments that faculty believe should be completed by everyone in the class. At the same time, it is possible to carve out a portion of course assignments to be directed by student choice. For example, students could choose from a virtual buffet of nontraditional assignment options (e.g., make a movie, volunteer in the community, interview or shadow a professional in the academic field, review popular films touching on the course topic) as a way to extend their learning in a modality that aligns with their learning preferences.
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»» Model self-directed learning. Faculty should become lifelong, self-directed learners. Model this behavior by sharing newly acquired insights and discoveries with your students. Even casual comments about something you are reading, a talk you heard at a recent conference, or your current research on a topic of interest communicate that you are still growing and learning.
Consider opportunities for your students to become self-directed learners!
REFERENCES Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and selfdetermined learning. The International Review of Research in Open and Distance Learning, 13(1), 56-71. Class Central. (2018, March 11). By the numbers: MOOCS in 2017. Retrieved from https://www. class-central.com/report/mooc-stats-2017/ Gerstein, J. (2013, May 13). Education 3.0 and the pedagogy (andragogy, heutagogy) of mobile learning [Web log post]. Retrieved from https://usergeneratededucation.wordpress. com/2013/05/13/education-3-0-and-the-pedagogy-andragogy-heutagogy-of-mobile-learning/
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Gerstein, J. (2014). Moving from Education 1.0 through Education 2.0 towards Education 3.0. In L. M. Blaschke, C. Kenyon, & S. Hase (Eds.), Experiences in self-directed learning (pp. 83-98). North Charleston, SC: Amazon Digital Services LLC. Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. UltiBase Articles, 5(3): 1-10. Retrieved from https://www.researchgate.net/publication/37357847_Moving_from_andragogy_to_heutagogy_implications_for_VET Marshall, C. (2015, February 2). How many views does a YouTube video get? Average views by category. Retrieved from http://tubularinsights.com/average-youtube-views/
TEACHING AND LEARNING
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ce college instructor or an experienced professor, teaching face-tot a community college or university, Paths to Learning is a handy ainting, or re-acquainting, readers with theoretical approaches ent understandings on the importance of engagement in the s.
wer Priest Center for Community College Education rth Texas
r Institute for Excellence in Undergraduate Education
F I R S T- Y E A R E X P E R I E N C E ® A N D S T U D E N T S I N T R A N S I T I O N UNIVERSITY OF SOUTH CAROLINA
Teaching for Engagement in College Barbara F. Tobolowsky Editor
asterful synthesis of the best contemporary thinking about what we agogical options to reach today’s students.
er
Paths to Learning: Teaching for Engagement in College
Foundations for Critical Thinking
Writing in the Senior Capstone: Theory & Practice
Barbara F. Tobolowsky, Editor
Trudy Bers, Marc Chun, William T. Daly, Christine Harrington, Barbara F. Tobolowsky & Associates
Lea Masiello and Tracy L. Skipper
COLLEGE STUDENT EXPERIENCE
ing Blue-Collar Scholars Into the Ivory Tower should be required for everyone working with college students. Contextualizing f first-generation students within the complexities of social class all do better work by identifying issues that are personal and at are part of the campus system. —Will Barratt, Lotus Delta n Distinguished Professor, Indiana State University
esents educators with an overdue challenge to acknowledge lore the ways higher education systems exclude working-class s. This volume compels educators to turn the magnifying glass own practices, to explore our complicity in keeping social class , and to create pathways for moving working-class students from gins to the center. — Georgianna L. Martin, Assistant Professor, onal Studies and Research, The University of Southern Mississippi
uable and exhaustive resource on supporting working-class, lowand first-generation students on college campuses. Soria’s book be required reading for all college administrators and faculty. e Warnock, Assistant Professor, Sociology, University of Louisville
Welcoming Blue Collar Scholars Into the Ivory Tower: Developing Class-Conscious Strategies for Student Success
oping Class-Conscious Strategies dent Success
EXPERIENCE® AND STUDENTS IN TRANSITION UNIVERSITY OF SOUTH CAROLINA
NOVEMBER 2018
Submission Guidelines for The Toolbox For complete guidelines and issue dates, see www.sc.edu/fye/toolbox/ Audience: Toolbox readers include full-time and adjunct faculty; academic advisors; and administrators focused on faculty development, teaching and learning, academic success, and the first college year.
Length: Original articles should be no longer than 1,500 words. The editor reserves the right to edit submissions for length.
2015
F I R S T- Y E A R E X P E R I E N C E ® A N D S T U D E N T S I N T R A N S I T I O N
WELCOMING BLUE-COLLAR SCHOLARS INTO THE IVORY TOWER
NEW
Developing Class-Conscious Strategies for Student Success
Krista M. Soria
UNIVERSITY OF SOUTH CAROLINA
Welcoming Blue-Collar Scholars Into the Ivory Tower: Developing Class-Conscious Strategies for Student Success
Krista M. Soria
Please address all questions and submissions to: Brad Garner, Toolbox Editor Indiana Wesleyan University 1900 West 50th Street Marion, IN 46953 Email: brad.garner@indwes.edu Phone: 765-677-3341
About The Toolbox
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You can also submit your article online by using our submission form.
Paths to Learning: Teaching for Engagement in College
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Style: Articles, tables, figures, and references should adhere to APA (American Psychological Association) style.
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ul mixture of theory and practical approaches, the authors take ggles for faculty and promote innovative pedagogy grounded in
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What’s Next for Student Veterans? Moving from Transition to Academic Success
David DiRamio, Editor
Building Transfer Student Pathways for College and Career Success
Mark Allen Poisel and Sonya Joseph, Editors
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The Toolbox is an online professional development newsletter offering innovative, learner-centered strategies for empowering college students to achieve greater success. The newsletter is published six times a year by the National Resource Center for The First-Year Experience and Students in Transition at the University of South Carolina. The online subscription is free. To register for newsletter alerts and access back issues, please visit www.sc.edu/fye/toolbox.
Publication Staff Founding Editor: Brad Garner Editor: Todd Money Graphic Designer: Stephanie L. McFerrin Assistant Director for Publications: Tracy L. Skipper
National Resource Center for The First-Year Experience® and Students in Transition, University of South Carolina
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