College Degree Operating Group Conference June 3, 2013

Andragogy 2.0? Introducing emerging frameworks for teaching and learning

Dr. Marilyn Herie PhD RSW

Chair, Community Services School of Community and Health Studies

Dr. Marilyn Herie is Chair, Community Services at Centennial College, and Assistant Professor (Status Only) in the University of Toronto Factor-Inwentash Faculty of Social Work. Her most profound immersion in social media and emerging technology is the result of parenting a teen-ager. She blogs about education and teaching-related topics at educateria.com

At the end of this session you will be able to:

1. Describe essential concepts in paragogy and heutagogy as emerging theoretical frameworks for teaching and learning

2. Differentiate these emerging frameworks from traditional conceptions of adult education and learning (andragogy)

3. Experience and reflect on what these frameworks look like in practice

4. Identify possible applications and implications for your own programs

3 http://educateria.com/2012/07/10/andragogy2_0/

4

You are here

…and also here…

Meta Reflection: Content and Process

What made you decide to come?

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2 minutes 1 must-get

Learning Goals

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One-minute activity plus four minute email check!

“I am just curious, what’s your theoretical framework for teaching?”

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Text/Tweet/Email two colleagues:

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Please Stay Tuned

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“I am just curious, what’s your theoretical framework in teaching?”

Small Group

Discussion: 10 minutes

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“I am just curious, what’s your theoretical framework in teaching?”

?

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1. Positivism and Post-positivism

•“Chalk and Talk” •Instructor-led curriculum •Installation versus evocation

12 Herie (2005) in McFadden, Moore, Herie & Schoech http://tinyurl.com/cxdx5lc

2. Critical Pedagogy

• Oppressive power structures in society are replicated in educational institutions/classrooms

• Interrogation of power dynamics in classrooms

• Alternative epistemologies/ways of knowing

13 Herie (2005) in McFadden, Moore, Herie & Schoech http://tinyurl.com/cxdx5lc

3. Constructivist Paradigm

• Learning is socially constructed versus acquired

• Scaffolded learning through discovery and application

• Focus on authenticity /relevance/ collaboration

14 Herie (2005) in McFadden, Moore, Herie & Schoech http://tinyurl.com/cxdx5lc

4. Andragogy/Adult Learning

• Shift from looking at teaching to looking at the whole nature of learning

• Learners are inherently self-directed • Instructor and learners collaborate in constructing curricula

15 Herie (2005) in McFadden, Moore, Herie & Schoech http://tinyurl.com/cxdx5lc

Positivism and Post-positivism Critical Pedagogy

Constructivist Paradigm Andragogy/Adult Learning

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What else is on the menu?

How are teaching and learning theories evolving to take into account the opportunities and advances in social media and “Web 2.0″?

17 http://educateria.com/2012/10/24/personal-learning-networks-plns/

Heutagogy

18 http://www.irrodl.org/index.php/irrodl/article/view/1076

Heutagogy (based on the Greek for “self”)

• Defined by Hase and Kenyon (2000) as the study of self-determined learning

• Competencies + capabilities • Double-loop learning

19 http://www.irrodl.org/index.php/irrodl/article/view/1076

Heutagogy: Self-directed, self-determined, process vs content

20 http://www.irrodl.org/index.php/irrodl/article/view/1076/2113

Paragogy (“para-” alongside, “-gogy” leading)

21 http://paragogy.net/Main_Page

Paragogy: The critical study and practice of peer learning

Just as more and more employees are expected to have basic multi-media skills – the ability to blog, for example, or to shoot images or videos on their smartphones – so will they be expected to have the basic ability to share knowledge with their peers. Thus, peer learning can of course take place between non-students, and it can concern productive, as well as educational, goals.

22 http://paragogy.net/ParagogyPaper2

Paragogy: Five Principles

1. Changing context as a decentred centre (Co-creating the learning environment)

2. Meta-learning as a font of knowledge: (Learning how to learn)

3. Peers provide feedback that wouldn’t be there otherwise

4. Learning is distributed and nonlinear 5. Realize the dream if you can, then wake up! (Critical

thinking about goals)

23 http://paragogy.net/ParagogyPaper2

24 http://educateria.com/2012/07/10/andragogy2_0/

Peer-to-Peer Learning

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Hypertext and “Hypertextual Learning”

26 http://webdoc.gwdg.de/edoc/ia/eese/schreiber/Chapter2.html

Networked Learning

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An adaptation from the group therapy literature…

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GROUP THERAPY

Easier More Difficult

Format Support Psychoeducational Psychotherapeutic

Structure Structured Semistructured Unstructured

Composition Homogenous Heterogeneous

Size 5 15

Session Length

60 minutes 120 minutes

Admission Staggered Closed Open

Wagner & Ingersoll (2013) p.103 In Herie (2013) “The Most Challenging Class Ever” http://educateria.com/2013/03/16/the-most-challenging-class-ever/

What kinds of groups are easier or harder to facilitate?

TEACHING Easier More Difficult

Format Elective Required

Structure Instructor-led Collaborative Student-led

Composition Homogenous Heterogeneous

Size 25 50 100 or more

Class Length 2-3 hours Full day Multi-day

Admission Highly competitive

Unrestricted

Wagner & Ingersoll (2013) p.103 In Herie (2013) “The Most Challenging Class Ever” http://educateria.com/2013/03/16/the-most-challenging-class-ever/

What kinds of classes are easier or harder to teach?

Where are we heading

Monstrous Open Online Courses?

32 http://www.hybridpedagogy.com/Journal/files/MOOC_MOOC.html

33 http://www.moocmooc.com/

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Now back to your

program

Five-minute email check!

“I am just curious, what’s your theoretical framework for teaching?”

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Did anyone respond to your email? What did they say?

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“I am just curious, what’s your theoretical framework in teaching?”

Small Group

Discussion: 10 minutes

37

“I am just curious, what’s your theoretical framework in teaching?”

?

Meta Reflection: What was it like to be in this session?

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You are here

…and also here…

In summary, we…

1. Described essential concepts in paragogy and heutagogy as emerging theoretical frameworks for teaching and learning

2. Differentiated these emerging frameworks from traditional conceptions of adult education and learning (andragogy)

3. Experienced and reflected on what these frameworks look like in practice

4. Identified possible applications and implications for your own programs

39 http://educateria.com/2012/07/10/andragogy2_0/

40

mherie@centennialcollege.ca educateria.com @MarilynHerie