Yes, in Nancy, in the University of Lorraine, and more specifically, in a project lead by three engineering schools (Sciences, marketing and Arts), we have a project called CUBE where we experiment all these aspects - if you are interested I can give more details about this project. 

Hello. I would like to have some information on the project also if you wouldn't mind.

Dear Samuel, A little bit more information would be interesting. We are interested in improving our teaching and encouraging independent group work between our postgraduate students and also among the blended & online learners. 

Emre 

Dr. E 

Hello, the project is called CUBE. CUBE is both a place (we have an identified place where the students are during the project - this place can be seen as the monolith, in 2001, a space oddity) and new pedagogical approaches. Students are managing themselves their learning, their projects, schools and teachers are outside and answer when questions are submitted by the students (more courses in some specific domains, materials, meeting someone, ...) - students have to follow three rules :

Students, you who enter the Cube, you agree:

• to be free agents in your project from October 1, 2014 to June 30, 2015 
• develop a multidisciplinary project involving at least one student from each school 
• self-assess and to evaluate your work by your peers to offer the community a finished production

CUBE is leaving projects with some performances, master classes, ...

And CUBE has a virtual extension who is called HYPERCUBE. 

CUBE is reseted at the beginning of each new year, to give the possibility to students not to assume the heritage of the previous one

Here, the main guidelines of the project 

Looking forward reading from you 

best regards

Samuel

In the final analysis, all learning is self-determined riding on the learner's competencies and capabilities.  I see Heutagogy is defined as follows:

“Heutagogy is the study of self-determined learning … It is also an attempt to challenge some ideas about teaching and learning that still prevail in teacher centred learning and the need for, as Bill Ford (1997) eloquently puts it ‘knowledge sharing’ rather than ‘knowledge hoarding’. In this respect heutagogy looks to the future in which knowing how to learn will be a fundamental skill given the pace of innovation and the changing structure of communities and workplaces.” (Hase, S. and Kenyon, C.)

"Learner-centered learning" and "knowing how to learn" are skills we have been trying to develop throughout our education history.  These are not new concepts at all.  It's unfortunate that we tend to classify education/learning in terms of medium/method of delivery.  I don't see any significant difference between campus and distance learning except in the mode of interaction/socialization.  I don't see any significant difference among teacher, book, or electronic learning except in the type of the source of learning.

I suppose that I am guilty of heutagogy, although I never knew that ugly word or called it that. The closest word I could find was social constructionism. So I invented the word Pedaglue (Pedagogical glue) to describe what we did. See my paper.

My postgraduate course was composed purely of activities that required self determination, planning and was facilitated by the students themselves. I only provided the framework of topics to be covered (syllabus).

Each student selected their individual topic of interest, researched it and provided the course content, and then went on to provide exercises.

A chart by Lindy McKeown (2011, March 12), a.k.a. Decka Mah, compares pedagogy, andragogy and heutagogy. The source features a seminal work by Hase and Kenyon (2001) that Mtafu noted in an earlier comment.

I've woven heutagogy into our doctoral curriculum and dissertation research since 2004-5 when a fellow professor at Briarcliffe College introduced it in a faculty certification course. He was studying it as part of his dissertation research. I've applied it as a form of constructivism.

For those who are new to heutagogy, here's a site that pronounces words for you.

http://howjsay.com/

As a general semanticist, I salute your Pedaglue, Ian. The meaning in words comes from the people who use them. While I normally do not reference Wikipedia (2014), they offer an interesting comparison of constructionism and constructivism. 

References:

Hase, S. & Kenyon, C. (2001). From Andragogy to Heutagogy. Retrieved from http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html

Howjsay. (n.d.). Howjsay. Free online dictionary of English pronunciation - How to pronounce English words. Retrieved from http://howjsay.com/

McKeown, L. (2011, March 12). Pedagogy, Andragogy, Heutagogy compared. University of South Queensland, Australia. [Blog]. Retrieved from http://www.blog.lindymckeown.com/?p=52

Wikipedia. (2014). Constructivism. Retrieved from http://en.wikipedia.org/wiki/Constructivism_(philosophy_of_education)

Dear Emre, the attached post (focusing on heutagogy in mobile learning) proposes a continuum ranging from pedagogy to andragogy to heutagogy. It suggests that creating a heutagogical-based mobile learning environment  reflects the use of technology to extend learning beyond the classroom. It seems as this approach incorporates 'traditional' concepts such as self-directed learning, but also reflect additional concepts such as collaborative learning.

http://usergeneratededucation.wordpress.com/2013/05/13/education-3-0-and-the-pedagogy-andragogy-heutagogy-of-mobile-learning/

Here is a professional development session that I ran for geographically-dispersed staff on the 'pedagogy-andragogy-heutagogy continuum' captured via videoconference (please excuse the audio - we have now moved to webinar technology) -

http://edtechinservice.blogspot.com.au/2014/03/teacher-directed-self-directed-learning.html

Great answers so far. Among those who embrace this philosophy of education, the continuum concept (pedagogy, andragogy, heutagogy) seems to be widely accepted. Recently, I have also come across a "Heutagogy Community of Practice" online. They offer quite a bit of information. Naturally, online collaboration makes heutagogy more feasible, especially for distance learners and remote coworkers. Please see the links below. 

http://heutagogycop.wordpress.com/2013/03/04/the-pah-continuum-pedagogy-andragogy-heutagogy/

http://heutagogycop.wordpress.com/annotated-bibliography/

http://heutagogycop.wordpress.com/conversations/

Hi Emre,

The Heutología as suggested by Hase and Chris Kenyon Steward is an attitude of learning to learn from an independent manner, where each student has an internal motor that leads him to seek to know.

But for this to happen there must be a learning design that look that this happens and one of the recent concepts related flipped classroom is applied to an adult context.

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Hi Emre,

La Heutología como lo plantea Steward Hase y Chris Kenyon es una actitud de aprender a aprender de una manera autonóma, donde cada estudiante tiene un motor interno que lo lleva a buscar conocer.

Pero para que esto ocurra debe haber un diseño de aprendizaje que busque que esta situación suceda y uno de los conceptos recientes relacionado es la "clase invertida" aplicado a un contexto de adultos.

Thanks Alfredo,

The flipped classroom is a very relevant concept here, especially because "flipped teaching" is frequently used in blended learning (part online and part face-to-face). The online or distance learning part is where we would expect the students to take initiative, and make their own decisions (for example, what they want to learn, what resources they personally find useful and suitable, and how they want to learn. I also thought that your including the Spanish explanation was a great idea! I usually do not completely trust electronic translators, but I copied and pasted your Spanish version into Google Translator, and the result was pretty good. Wouldn't it be great if research gate and other similar sites had built-in translators or language selection options :) They could reach much bigger audiences around the world... Anyhow, perhaps each of us can try to come up with specific flipped teaching methods and activities that do not restrict learners but (heutagogically) gives them greater flexibility in their learning... 

Emre agree with you that there are strategies or instructional designs that are created from the experience and the objective function and group of students. This actually learn or teach self-motivated to learn for the sake of knowing, for the enjoyment of knowing itself, incorporates pedagogical strategies in hand, as andragogic to reach heutológicos own aspects.

That Leona mentions in his post on the collaboration in the learning process, you mention yourself when referencing strategies in Blended courses, so says Fred Garnett when he mentions his method PAH Continuum.

Achieving a dynamic heutológica think it strengthens through the online experience on Blended or Hybrid.

best regards

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Concuerdo contigo Emre en que hay estrategias o diseños instruccionales que se van creando a partir de la experiencia y en función al objetivo y grupo de estudiantes. En realidad esto de enseñar a aprender o a automotivarse para aprender por el propio hecho de conocer, por el propio disfrute de saber, incorpora estrategias en parte pedagógicas, como andragógicas hasta llegar a los aspectos heutológicos.

Eso lo menciona Leona en su post sobre la colaboración en el proceso de aprender, lo mencionas tú mismo al hacer referencia a las estrategias en los cursos Blended, también lo comenta Fred Garnett cuando menciona su método PAH Continuum.

El logro de una dinámica heutológica creo que se fortalece a través de la propia experiencia en linea, en Blended o en Híbrido.

saludos cordiales

http://heutagogycop.wordpress.com/2013/03/04/the-pah-continuum-pedagogy-andragogy-heutagogy/

Good morning Emre,

We have used Heutagogy at PhD level while using Personal Learning through Web 2.0 technologies.  Students liked the idea of using web-based technologies to change the direction of the curriculum, while using different tools to record their learning.  I have included a paper, which gives more details on how we did it.   Hope it helps.

Rob.

Thanks Robert. I have started reading it. It is an interesting paper. It mentions many of the social media and web technologies that I am aware of and enjoy using with others (including students). I am not so familiar yet with SlideShare.net (which the paper also mentions) but I may look into it in the future... 

Hi Emre,

Stewart and I have been busily populating the Bibblio.org site as a repository for "All Things Heutagogy": http://bibblio.org/u/The%20Heutagogy%20Collection/collections. It contains articles, videos, presentations, and websites around the topic. We will be publicizing and adding to the site this coming Friday, coinciding with World Heutagogy Day (September 26).  Stewart, Chris, and I are also editing a new book on heutagogical practice, which will be published through amazon in November. There is also a few chapters that Stewart and I have authored that will coming out over the next year (through Springer).  Hope this helps!

Kind regards,

Lisa

I am very interested in, and impressed by, the concept of the Pedagogy, Andragogy, Heutagogy Continuum and I see at least one distinguished authority on this forum.

I am shortly presenting a paper at iCERi with a case study where I used the same collaborative approach to group work with; a) Distance Learning Masters students and b) Level 5 (second year) students on a traditional face to face course.  

The approach worked fine with the DL students, they were able to collaborate very effectively despite being in separate countries.  The face to face students were unable to collaborate effectively even though they were in class with each other every day.  

We concluded that the students were at different points on PAH Continuum, hence the very different results.

Kind regards

Chris

Thank you Lisa. I have shared your biblio and twitter links with other colleagues at my current institution in New Zealand! Thanks Chris for sharing your experience. As you have said, some of the resources suggest that the more mature and experienced the students or researchers are, the more likely they may benefit from this teaching and learning approach. With the second or third year students, perhaps some scaffolding and preparation can be done before they practice some degree of heutagogy. So they can be given a chance to try it and become a bit more familiar. Then in the future, as graduates / post-graduates, they may be more prepared for this approach in advance... 

Heutagogy is the study of self-determined learning … It is also an attempt to challenge some ideas about teaching and learning that still prevail in teacher centred learning and the need for, as Bill Ford (1997) eloquently puts it 'knowledge sharing' rather than 'knowledge hoarding'.

Teaching is moving away from teacher centred to learner centred at all levels these days of varying technology.So heutagogical teaching materials are being developed in e-learning which with time might even defeat formal  school .Knowledge can be created and tranfered from anybody -teacher,learner,observer. Once the modalities for sellf-controlled learning is set,learner takes the centre stage in teaching learning process.

Hi Emre (and others), (I'm one of the founders of heutagogy-Hase, of Hase and Kenyon)

I just visited a school in Brisbane, Australia that is using heutagogy as the basis for its learning design. Great experience. If you go to the Heutagogy Community of Practice Website at http://heutagogycop.wordpress.com you can see a lot of resources and blogs etc on heutagogy. We have curated a lot of heutagogy articles, presentations etc at:http://bibblio.org/u/The%20Heutagogy%20Collection/collections.

Or you can contact me at [email protected].

Regards

Stewart

Hi everybody

This last moths I have been reading several paper and exploring other resources such as Lisa videoconferences, to familiarise myself with, what I call perspective about teaching and learning. I assembled various papers asking them for instance to Lisa Blaschke (thanks Lisa, you have been very helpful). If you are looking for reports of experiences based on heutagogy the book that she edited with Hase and Kenyon is available at: https://uol.de/fileadmin/user_upload/coer/Experiences-in-self-determined-learning.pdf. You can also find more materials exploring the work of other colleagues that cites those authors.

I’m doing this research because I’m involved in an Erasmus+ strategic partnership project – Technological Innovation in Blended Learning (TIBL). The TIBL project aims the development of high level C-VET courses for training both in formal and informal blended learning contexts and using multiple devices, such as smartphones or tablets.

The innovative approach in the TIBL project embraces the implementation of a trainee-focused pedagogical framework based on heutagogy (Blaschke & Hase, 2016; Hase & Kenyon, 2000), the development of an all-encompassing quality enhancement framework for blended learning, and the exploitation of various technical equipment (the multiple devices). Two of the output of the project (that will be available as OER) are a MOOC about how to design the above mentioned C-VET and a Toolbox for trainers.

I must thank everybody involved in that discussion because it facilitates the search we are doing concerning resources that could be reused in the TIBL project. From the discussion I infer that the presentation of heutagogy in a continuum ranging from pedagogy to andragogy to heutagogy is not discussed. Even though, the term pedagogy is tied to “children learning “ and teachers centre approaches to teaching and learning, it is also an academic discipline that deals with the theory and practice of teaching and how these influence student learning. The learning theories that are at the base the teaching and learning approaches have evolved from behaviourism, to social constructivism and connectivism (although this last is not always recognised by educators). In Science Education those theories informed different pedagogical approaches to the teaching and learning processes, from knowledge transmission to inquiry-based learning.

The use of different meanings for the sale term is confusing for practiser (teachers, trainers…), that more often relates the term to an academic discipline of Educational Sciences (a search on the disciplines offered by teachers education courses prove that this is the case). This said, in my opinion and as a teachers and a researchers of an Education Department, I propose to explain heutagogy as an evolution of andrology and to use the term pedagogy only to refer the academic discipline. I’ll like to have our opinions and look forward to read them.

Regards

Maria João

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