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Blaschke, L.M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open and Distance Learning, 13(1), 56-71. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/1076/2113

Education Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning. Retrived from www.thirteen.org

Hase, S., & Kenyon, C. (2007). Heutagogy Fundamentals. Self-Determined Learning : Heutagogy in Action, 45-46. doi:10.5040/9781472553232.ch-002

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance. Learning.Retrieved from http://www.itdl.org/journal/jan_05/article01.htm

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Connectivism is a learning theory that is expanding traditional learning theories (behaviorism,cognitivism, constructivism) in the world that deeply impacted by

internet and technology. This theory address to role that technology plays in the

learning process. It is also called a learning theory for a digital age, it seeks to explain complex learning in a rapidly changing social digital world. Connectivism can also be described as actionable knowledge, where

an understanding of where to find knowledge may be more important than answering how or what that knowledge encompasses and it cab be

part of existing learning theories, where various technologies only affect methods of instruction

in numerous ways (Siemens, 2005).

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Connectivism was founded in 2004 by theorist Stephen Downes and George Siemens.

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Overview of connectivism - Dr George Siemens

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1.) Students can seek out sources on different media and they can also submit their work

in different formats because of technology used in connectivism approach.
2.) One implication of the connectivist approach is that we expect to find resources

that are open and available to use, often with Creative Commons Licenses that let us

share, create and remix media legally.
3.)Experiment (within your comfort zone) with web services and tools that might

enrich teaching and learning in your practice.
4.)Encourage students to use the web for scholarly resources-

being critical and

selective, and attributing sources.(Siemens,2005)
5.)Another implication of students becoming connected learners is that learning will neither be confined to the physical classroom nor to the

virtual classroom, within the

institutional Virtual Learning Environment. Students will be consuming and producing social media ‘in the wild’, whether we like it or not. Rather than seeing

this as a problem,we can engage with students as they

acquire the 2st Century

Learning Skills

that are needed to make effective use of technologies that emerging

for use within classrooms and the workplace.(Educause, 2008).

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Heutagogy (based on the Greek for “self”) was defined by Hase and Kenyon in 2000 as

the study of self-determined learning. (Blaschke,2012). Heutagogy applies a holistic approach to developing

learner capabilities, with learning as an active and proactive process, and learners serving as “the major agent in their own learning, which occurs as a result of personal experiences”

(Hase & Kenyon, 2007, p. 112).This adds yet another learning theory to the established fields of pedagogy (child learning), andragogy (adult learning), and

arguably mystagogy (tertiary student learning).

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Heutagogy was coined in 2000 by Hase and Kenyon.

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1.)Teachers and facilitators needs to let go of a great deal of power and control.
2.) Learners acquire both competencies

and capabilities for learning. Competency can be understood as proven ability in acquiring knowledge

and skills, while capability is characterized by learner confidence in his or her competency.
3.)More mature learners require less instructor control and course structure

and can be more self-directed in their learning, while less mature learners require more in-

structor guidance and course scaffolding.
4.)Web 2.0 design supports a heutagogical approach by

allowing learners to direct and determine their learning path and by enabling them to take

an active rather than passive role in their individual learning experiences. (Hase & Kenyon, 2007, pp. 45-46).