JOURNAL: Heutagogy: A Holistic Framework  

Title: ​Heutagogy: A Holistic Framework for Creating Twenty-First-Century Self-determined 

Learners  

Type: C
​ hapter of a Book: The Future of Ubiquitous Learning 

Author/Source:  
Cite:​ Blaschke, L. M., & Hase, S. (2016). Heutagogy: a holistic framework for creating 
twenty-first-century self-determined learners. The future of ubiquitous learning, 25-40. 

URL: 
http://www.instructionaldesign.institute/uploads/3/1/2/2/31221959/heutagogy-_a_holistic_fra
mework_for_creating_twenty-first-century_self-determined_learners.pdf 

Date published: 2
​ 016 first publication -​ F
​ irst Online: 29 July 2015 

Tags: ​#Heutagogy #selfdirectedlearning​ #

​ learningcenteredteaching #holistic 

Summary:  
Revolution in the way in people learn and has been a long time coming. Teaching and learning are in an age of knowledge and skill 
emancipation. There are no barriers to knowing and the skills required to be an effective learner in the 21st century have changed. Never 
before has it been easier to access and acquire skills. In the ever changing world CEOs and business want people who are capable and more 
likely to function effectively in changing environments. The current system is setup with emphasis on standardized performance but not on 
learning, creativity or innovation. Government and policy makers need to create a system that creates and develops capable lifelong learners 
with the skills that prepare them change and a desire to learn.  
 
Heutagogy was developed to encourage human agency with learning. Roles have changed from the teacher setting the lesson and criteria 
and teaching the lessons to learner and teacher working together to negotiate what they will learn and how they will learn. Both parties need to 
be flexible for learning to occur as the learner forms new paths in their learning. Research has been done on the brain around how people learn 
and there are strong links with learning when play is involved (the fun or intrest aspect). 
 
To develop self-determined learners they need to be in an environment that supports them. Heutagogy empowers learners and equips them 
with the skills and capabilities that will help them transition into the workforce. Heutagogy has strong links with 21st Century learning such as 
communication, collaboration, digital literacy and creativity. Heutagogy also supports the Cynefin Model and states that in the 21st Century we 
are faced with a lot of complex and chaotic environments. The education sector has been slow to recognise and respond to the change in 
workplace and learning.  
 
The Heutagogy design process fits into four steps: 
1. Define the learning contract 
a. What does the learner want to achieve/learn 
b. What is the intended outcome 
c. What are the specific learning that will happen 
2. Leaner & Teacher negotiate assessment  
a. How will learning be assessed 
b. How will we know learning has happened? 
c. Learner contract is developed/created and agreed upon 
3. Learning activity  
a. Challenge, autonomy and support 
4. Learning is assessed 
a. Any media platform is used to support learning and assessment 
Learning is reflected on at the end of it all and then the process begins again. 
 
The chapter has ways in which this can be implemented into context. Learning needs to cater for the needs of students, it does address that 
Learners are not accustomed to taking responsibility for their learning and being placed in that position can be intimidating and 
uncomfortable.  
There are design elements that help support Heutagogy: 
● Explore  
● Create 
● Collaborate 
● Connect 
● Share 
 ● Reflect 
An important shift in the perspective of 21st Century learning is recognising the needs of the learner and the skills of the teacher. Both need to 
be able to respond to knowledge or skill deficit by knowing where to fill the gaps and whether this is by networking or searching for other ways 
to solve a problem.  

Impact: Critically reflect on the impact that this might have on your practice. What would 
you change (or not)? 
● Developing students to have a growth mindset  
● Understanding that access to knowledge, skills and competencies is easier 
● Students are more capable 
● Learning naturally through play 
● Students should be more engaged with their learning, they set up and guide where and what they want to learn 
● Developing skills to work independently and in teams 
● Teachers need to more adaptable and show the same sort of thinking 
● Developing lifelong learning; exploring, create, collaborate, connect, share, reflect 
● Students are able to make decisions on information 
● More skills are developed 
○ Being agile and adaptable 
○ Having good oral and written communication skills 
○ Be able to collaborate across networks, be curious and be imaginative 
○ Be optimistic  

Limitations: Critically reflect on the strengths and weaknesses of this information. Is it 
transferable to your particular practice, NZ’s situation?  
● Class sizes - the idea the teachers need to create individual learning contracts with a class of 25+ students seems unrealistic. You will 
need to spend a long time setting up the first step for it to work, making sure that all students are at school for each part that is 
introduced.  
● Allocation of time - this goes a long side class sizes. If there is only one teacher for this class they will need to create time to 
conference and work with students in supporting them to create learning contracts and to negotiate the outcomes.  
● Coverage of content - with students choosing what they want to learn the teacher needs to be able to cater for all learning needs 
and wants.  
● Content of learning: Ministries or policy makers need to have a set of guidelines or ways in which this can be achieved or monitored 
across all schools. 
● Teacher buy-in - in order for this to work or have successful students we need teachers who will be passionate about this idea and 
wanting to improve our students 
● Teacher training - if schools are changing are the places that train our teachers changing as well? 

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