• Author Biographies
  • Chapter Keywords
  • Chapter 1. The Pedagogy of Learner Agency
  • Chapter 2. So, You Want to Do Heutagogy: Principles and Practice
  • Chapter 3. Yeah, Sure! Developing My Own Learning Agency (A Craft of Learning?)
  • Chapter 4. Learner Agency and the Learner-Centred Theories for Online Networked Learning and Learning Ecologies
  • Chapter 5. Fostering Learner Agency in a Digital Literacies Course in Egypt: Reflections on Several Iterations
  • Chapter 6. Conceptualising and Designing Self-Mapped Learning Pathways Courses to Encourage Learner Agency and Equity
  • Chapter 7. Supporting Learner Agency Using the Pedagogy of Choice
  • Chapter 8. Help Me Put on This Jetpack: Propelling Learner Agency at Learnlife Barcelona
  • Chapter 9. Learner Agency in Distance Education Settings: Understanding Language MOOC Learners’ Heutagogical attributes
  • Chapter 10. Heutagogy and Work
  • Chapter 11. Promoting Agentic Engagement and Heutagogy in Tomer Elementary School in Beer Sheva, Israel
  • Chapter 12. Learner Agency and Architectures of Participation
  • Chapter 13. Techniques for Self-Determined Learning in a Heterogenous ‘Classroom’
  • Chapter 14. Heutagogy in Action: An Action Research Project in Art Education
  • Chapter 15. Heutagogy and researcher education: Unleashing the power of the novice researcher’s agency
  • Chapter 16. Transformative Teaching and Heutagogy
  • Chapter 17. How Can We Green Our Learning?
  • Chapter 18. Reflections of Heutagogy and Learner Agency
  • Abstracts
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    • Publication Information
    Pages195
    LicenseCC BY
    Year2021
    LanguageEnglish
    Instructional DesignOnline LearningLearning DesignLearner Agency

    Unleashing the Power of Learner Agency

    &

    Abstract

    This is the third book about heutagogy or self-determined learning since its inception in 2000. Authors from thirteen different countries describe their experiences of using the approach in a variety of contexts such as art, school education, higher education, digital learning, work, green education, personal learning, online learning, elementary learning, and research education. The book is designed for the practitioner by focussing on how to apply heutagogy within their own area of interest. The context of the book is learner agency, which we think should be the guiding principle underpinning education and preparing citizens to cope with the twenty-first century. Included is a chapter providing an in-depth and updated description of the theories and practice of self-determined learning for those wanting a more thorough background.

    Table of Contents

    Begin Reading
    This is the third book about heutagogy or self-determined learning since its inception in 2000. Authors from thirteen different countries describe their experiences of using the approach in a variety of contexts such as art, school education, higher education, digital learning, work, green education, personal learning, online learning, elementary learning, and research education. The book is designed for the practitioner by focussing on how to apply heutagogy within their own area of interest. The context of the book is learner agency, which we think should be the guiding principle underpinning education and preparing citizens to cope with the twenty-first century. Included is a chapter providing an in-depth and updated description of the theories and practice of self-determined learning for those wanting a more thorough background.
    Author Biographies1
    Chapter Keywords9
    Chapter 1. The Pedagogy of Learner Agency & 23
    Chapter 2. So, You Want to Do Heutagogy: Principles and Practice & 31
    Chapter 3. Yeah, Sure! Developing My Own Learning Agency (A Craft of Learning?)51
    Chapter 4. Learner Agency and the Learner-Centred Theories for Online Networked Learning and Learning Ecologies, , & 57
    Chapter 5. Fostering Learner Agency in a Digital Literacies Course in Egypt: Reflections on Several Iterations, , , , & 67
    Chapter 6. Conceptualising and Designing Self-Mapped Learning Pathways Courses to Encourage Learner Agency and Equity77
    Chapter 7. Supporting Learner Agency Using the Pedagogy of Choice & 87
    Chapter 8. Help Me Put on This Jetpack: Propelling Learner Agency at Learnlife Barcelona 97
    Chapter 9. Learner Agency in Distance Education Settings: Understanding Language MOOC Learners’ Heutagogical attributes & 107
    Chapter 10. Heutagogy and Work & 117
    Chapter 11. Promoting Agentic Engagement and Heutagogy in Tomer Elementary School in Beer Sheva, Israel, , , & 125
    Chapter 12. Learner Agency and Architectures of Participation, , & 137
    Chapter 13. Techniques for Self-Determined Learning in a Heterogenous ‘Classroom’145
    Chapter 14. Heutagogy in Action: An Action Research Project in Art Education155
    Chapter 15. Heutagogy and researcher education: Unleashing the power of the novice researcher’s agency161
    Chapter 16. Transformative Teaching and Heutagogy171
    Chapter 17. How Can We Green Our Learning?181
    Chapter 18. Reflections of Heutagogy and Learner Agency189
    EdTech Books

    EdTech Books

    CC BY: This work is released under a CC BY license, which means that you are free to do with it as you please as long as you properly attribute it.

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    URL: https://edtechbooks.org/up

    & (2021). Unleashing the Power of Learner Agency. EdTech Books. https://edtechbooks.org/up
    Stewart Hase
    Dr Stewart Hase has always been a believer in human agency, and he first realised that people have agency over their own learning while watching nurses learn at work in the 1970s. As an educator, he started experimenting with learner agency by providing nurses with the opportunity to negotiate their own learning within a very structured curriculum. The experiments continued on into higher education in both face-to-face and distance education, and in professional development programs in workplaces as a consultant for many years. Finally in 2000, Stewart and Chris Kenyon put a name to a set of principles and practices that put the learner at the centre of the learning process and called it heutagogy, or self-determined learning. Now an independent scholar, consultant and psychologist in clinical practice, Stewart is semi-retired and lives in a small fishing village in the north coast of NSW, Australia. In between traveling, painting, writing, fishing, golfing, and grandchildren, Stewart still seeks to better understand how people learn. www.stewarthase.com.
    Lisa Marie Blaschke
    Lisa Marie Blaschke is program lead of the online Home Hub at Learnlife in Barcelona, Spain. Previously, she was program director of and instructor in the Master in Management of Technology Enhanced Learning at the University of Oldenburg, Germany, as well as a senior researcher at DHBW in Heilbronn. She is a former executive committee member of the European Distance Education and E-Learning Network (EDEN) and is a Senior EDEN Fellow. Lisa has a BS in Technical Communication, and two master’s degrees (MDE, MBA), and a PhD in Education. Prior to academia, Lisa worked for SAP in Walldorf, Germany, leading and implementing enterprise-wide knowledge management and training processes and solutions. Lisa’s research interests are in the areas of self-determined learning (heutagogy), online collaborative learning, and the pedagogical application of web 2.0 technology and social media.
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