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Sumber Dan Objek Pembelajaran Digital

Shareable Content Object Reference Model
SCORM, which stands for Shareable Content Object Reference Model, is a set of
technical standards for eLearning software products. ...
Specifically, SCORM governs how online learning content and Learning
Management Systems (LMSs) communicate with each other.
 Heutagogy Explained: Self-Determined Learning in Education

Posted in Pro Tips | April 20, 2018

Heutagogy, otherwise known as self-determined learning,  is a student-centered

instructional strategy that emphasizes the development of autonomy, capacity, and
capability. The goal of heutagogy is to teach lifelong learning and, as Lisa Marie
Blaschke wrote in the The International Review of Research in Open and Distance
Learning put it, to produce “learners who are well-prepared for the complexities of
today’s workplace.”

Want to learn how to implement choice-based learning into your classroom?

Click here for a free guide.
 
By nature, heutagogical learning is not necessarily linear or planned, but much more
informal and parallel with how people learn best outside of a school setting. The
teacher serves more as a coach—a valuable resource to be tapped if necessary, but
not the primary source of knowledge.

Heutagogy is an interesting concept that can have a huge impact on your students,
so let's dive in.

The Etymology and Pronunciation of "Heutagogy"

Normally in these explainers, we don't go as far as how to say the word, but in this
case it seems necessary. If you're going to talk about it, let alone study it, it's
important to know how to say it.

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Heutagogy (pronounced hyoo-tuh-goh-jee) is a term derived from the Greek

word heuriskein. According to Graham R. Parslow, "Heureskein is the Greek verb to
discover and underlies the etymology of the word heuristicthat is defined as a
method of teaching by allowing students to discover for themselves. Deriving from
the same Greek root, the term heutagogy was coined in 2000 by Hase and
Kenyon to describe self learning independent of formal teaching."
 The Differences Between Pedagogy, Andragogy, and Heutagogy

Whereas pedagogy is teacher-led learning and andragogy is self-directed learning,

heutagogy takes an approach that’s different from both. In pedagogical
environments, teachers determine what students will learn and how they will learn it.
Students rely on their teacher and learn topics in the order in which they are
presented. In contrast, students in andragogical environments use the teacher as a
mentor or guide, but aim to find their own solutions to the tasks the teacher sets.

Meanwhile, the heutagogical approach encourages students to find their own

problems and questions to answer. Instead of simply completing the tasks teachers
assign, these students seek out areas of uncertainty and complexity in the subjects
they study. Teachers help by providing context to students' learning and creating
opportunities for them to explore subjects fully.

As the image below illustrates, heutagogy requires the most student maturity and the
least instructor control. Pedagogy, on the other hand, is on the opposite end of the
spectrum.

Image based on images by Lisa Marie Blaschke and N. Canning.

 Heutagogy in Education

Consider this: the overall purpose of pedagogical oriented teaching is scaffolding—or

teaching basic skills as a foundation for future experiences. For andragogical
oriented teaching, the goal is to establish some structure so learners can be self-
directed. But, for heutagogical oriented teaching, the purpose is to establish an
environment where learners can determine their own goals, learning paths,
processes, and products. The learner is at the center of the learning process, rather
than the teacher or the curriculum.

In our current state of education, there are no barriers to knowing, and the skills
required to be an effective learner today have changed dramatically, so with the
heutagogical approach, the learner evolves from passive recipient to analyst and
synthesizer. These are some of the most valuable skills for students as they interact
with a world in which knowledge management—or curation—is more valuable than
access.

An important concept in heutagogy is that of double-loop learning. In this style of

learning, students not only think deeply about a problem and the actions they have
taken to solve it, but also reflect upon the problem-solving process itself. The idea is
that students will begin to question their assumptions and gain insight into not only
what they are learning, but also how they learn.

With its emphasis on providing a learner-centered environment that supports

students in defining their own learning path, heutagogy also equips students with
skills that will help them transition into the workforce. Employers need employees to
have have a wide range of cognitive and meta-cognitive skills, like innovativeness,
creativity, self-directedness, and and an understanding of how they learn—all
foundations of the heutagogical approach.

Self-Determined Learning in Action: 4 Tips for Applying the Heutagogical

Approach

One important note is that you don’t need to go all in and make your entire course
heutagogical. Students can benefit from a few lessons or units designed this way.

So if you or your institution is considering practicing heutagogy, here are four

essential elements required to facilitate the method:
#1 Learner-Defined Learning Contracts
Designing a learner-defined learning contract is the first step to implementing a
heutagogical approach. During this phase, the learner and teacher work together to
identify learning needs and intended outcomes.

You’ll answer questions like:

 What does the learner want to learn or achieve?

 What results should we expect from the learning experience?

 What specific curriculum objectives are required?

Learning contracts help students decide what they want to learn and shape their own
individual learning paths. Each student signs an individualized contract that defines
what they will learn, what learning methods and activities they will use, and how their
learning will be assessed.

#2 Flexible Curriculum
A heutagogical approach is only possible when the curriculum is flexible and takes
into consideration the learners’ questions, motivations, and how thinking shifts as a
result of what they’ve learned. Students must be able to create a curriculum for
themselves that can adapt to their individual needs.

Student may be required to build their plans based on a set of defined learning
objectives, but they have the freedom to identify what and how to they learn. This
personalization can help students feel empowered and encourage greater
engagement.

#3 Flexible and Negotiated Assessment

Assessment is an important part of all instructional approaches, including heutagogy.
However, in this style of learning, students design their own assessments rather than
undergoing standard tests. This creates a less threatening environment for students
and can encourage deeper learning.

It is important that the assessments students design include ways of measuring the
understanding of content and skills they have acquired, because at the end of the
process students will be assessed to determine if the agreed upon outcomes have
been achieved.

#4 Collaborative Learning
Due to its independent nature, learning in a heutagogical classroom can cause inner
conflict for the learner, especially if they are not accustomed to taking responsibility
for their learning. However, once students have a taste for self-determined learning,
few want to revert to the confines of a rigidly structured curriculum.

One way to ease the transition into heutagogy is to encourage collaboration in the
classroom. By design, the heutagogical approach facilitates students working
together to share knowledge and reflect on their progress.

Since learners are encouraged to work together—in person and digitally—to achieve
a common goal, they can solve problems and reinforce their knowledge by sharing
information and experiences, practice concepts, and experimenting. These
collaborative sessions are an opportunity for students to learn from each other, as
well as think about how they can apply their new skills in practice.

Exploring Heutagogy with Your Students

Heutagogy is a powerful learning strategy—one that gives students the tools to learn
and grow throughout their lives. While this strategy tends to be reserved for
professional settings and graduate courses, heutagogy isn’t an all or nothing strategy
and can be woven into settings where longer term student autonomy might not be
warranted.

Guiding your students, regardless of their grade-level, through heutagogical lessons

and projects introduces them to the power of self-determined learning. It gives them
the opportunity to practice with tools they will be expected to use after they graduate.

Regardless of your preferred instructional approach, the goal is to prepare students

for success in life. And the skills and experience students gain from self-determined
learning are among the most important.