Many writers have described and explored heutagogy in terms of discrete problematics such as the adoption of Web 2.0 technologies in lifelong learning, distance education (e.g. Blaschke, 2012) or from within higher education frameworks (Cochrane, 2020). This chapter explores the work of two teachers and their early years’ learners who engage in the practices of heutagogy or self-determined learning, as described by Hase and Kenyon (2013) and explored in Blaschke, Kenyon and Hase (2014). The accounts of these two teachers demonstrate that self-determined learning should not be assumed to be the province of higher education (Ecclesfield & Garnett, 2020), nor can it be absorbed in practices such as instructional technologies. Rather, Vijaya Bhanu Kote and Philip Ecclesfield work in primary and early years settings with a focus on learning and learner agency. A short afterword looks at the issues surrounding their work and heutagogy in practice across all forms of educational provision.

Many people refer to MITx courses as MOOCs—massive, open, online courses. The learning experience features multimedia and video content, embedded quizzes with immediate feedback, online laboratories, and peer-to-peer communications. Course materials are organized and presented in ways that enable students to learn at their own pace and that allow for the individual assessment of each student's work. Students who demonstrate their mastery of subjects may earn certificates of completion. MITx operates on a cost-free, open-source, scalable software infrastructure. MITx and edX are building a global community of online learners.

Since the advent of Web 2.0, which establised the participatory web as a platform, we have been involved in rethinking how we might design and support learning to match the potential of this possible new web-based world of education. In our Open Context Model of Learning (Luckin et al 2010) we captured what we had learnt from theory and web-based learning projects, arguing for a model of "informal e-learning, and for fresh thinking about pedagogy in terms of both andragogy (collaboration) and heutagogy (creativity). We thought this provided an opportunity to rethink the contexts in which learning might take place in the 21st century, as education could be released by the potential of new technology platforms and tools. For us Web 2.0 highlighted the informal social processes of learning over the institutional, formal processes of organising the institutions of education, which raises ethical, cultural and social issues concerning how we might design new contexts of learning. When the EU identified that, post-Bologna, we should look to integrate informal, non-formal and formal learning, we found this inspiring and wrote the Emergent Learning Model (ELM), to both capture what we knew from our own work with informal, non-formal and formal learning and also to be socially inclusive. ELM builds on the Open Context Model and is an attempt to be a learning design tool, what we call a "development framework" for the Digital Agenda Post-Web2.0. We will discuss its origins, the "development framework" we created and how we have used it in designing new learning projects Ambient Learning City & WikiQuals.

In discussing e-learning at ELSE 2013 the question was asked, "shouldn't we be researching e-teaching?" The authors have spent some years doing this, through their Craft of Teaching work (Garnett, Ecclesfield 2014) and the Digital Practitioner Research (Ecclesfield, Rebbeck, Garnett, 2011-13). The Craft of Teaching work came about when the authors were challenged at the iPed 2009 conference on Pedagogies as to what the role of the teacher would be if Web 2.0 tools allowed learners to generate their own learning contexts, as we argued. We answered this at iPEd 2010 with "The Open Context Model of Learning and the Craft of Teaching," This was built around the PAH Continuum (Pedagogy, Andragogy, Heutagogy) which argued that teachers needed to develop learner's ability to manage their own learning using their professional and pedagogical understanding of the educational benefits of self-directed learning. The subsequent Digital Practitioner research for the UK skills development agency LSIS both used an original survey methodology, focussed on how lecturers felt about the technologies they were using, and also evaluated the answers against professional critical thinking skills. This survey of 1000 college lecturers surprisingly revealed the importance of the personal development of the use of technologies in social contexts as a key part of the development of professional e-teaching skills in educational institutions, and also that a co-creation model of learning (Garnett, Ecclesfield 2012) around "artfully-crafted, student-centred, learning experiences" was possible. The conclusion would be that e-teaching is best developed by a mix of personal, professional and staff development, both within and outside educational institutions, allied with a deeper understanding of how pedagogies are being changed post-Web 2.0, by new learning and social technologies. The paper will show how we reached these conclusions and how institutions might develop new e-teaching strategies for themselves.

This chapter investigates the question of what needs to be addressed in the major infrastructural, cultural, and organisational issues if integrated formal and informal eLearning environments are going to affect any change in the institutional regime. It argues that two conceptual models can help address these issues. Firstly, a social media participation model, Aggregate then Curate, was developed on a JISC-funded project, MOSI-ALONG, which was based on an integrated model of formal and informal learning called the Emergent Learning Model. Secondly, a development framework for institutional flexibility called an Organisational Architecture of Participation was developed with UK Further Education colleges to better enable eLearning within educational institutions. Based on reflection on the institutional lessons learnt within MOSI-ALONG and through working with local partners, recommendations are made concerning how to address infrastructural, cultural, and organisational issues to better enable adult eLearning. This includes another, broader, proposal concerning the need for individual adult learning institutions to have ongoing support from hubs if they are to evolve a community-responsive institutional life cycle appropriate for adult learning.

A recent edition of ALT-J made a call for papers that looked at ‘theoretical approaches in digitally mediated environments'. A key part of this call was to use the Boyer Model of Scholarship as a frame of reference. The authors felt that there were limitations to this model which could be addressed in light of the recent moves to develop Open Scholarship. Our concern with Boyer is that he suggests a separation between researchers, who ‘build new knowledge through traditional research' and teachers who ‘study teaching models and practices to achieve optimal learning'. Boyer identifies four ‘Types' of Scholarship, those of Discovery, Integration, Application and Teaching (DIAT), but places the responsibility for ‘creative work in established field', with the traditional researcher role (Discovery). Furthermore this model implies a linear flow concerning how new knowledge becomes a part of teaching, implying that the teaching is mostly instructional, with a limited view of how new and emerging pedagogies might be utilised. The Learner-Generated Contexts Research Group has been concerned to develop a co-creation approach to learning and find this separation curious. We argue that using the Pedagogy, Andragogy, Heutagogy (PAH) Continuum enables more flexible approaches, through a mix of PAH, allowing for a wide range of technology uses, which also changes the relationship to research. We look at how we might both apply a co-creation approach to Boyer's model, inspired by the Open Scholar movement, and also make DIAT more iterative and less discrete. Consequently we have both extended Boyer's DIAT system to include Co-creating as an additional type and changed some ‘measures of performance' to enable an iterative process of scholarship to emerge which also involves learners. We also examine how network effects ‘enable generative network effects to occur' on scholarship and how applying Epistemic Cognition to evolving subject frameworks might enable the co-creation of research agendas. The co-creation model of Open Scholarship is presented in a table designed to simulate debate on this subject.

The ever-increasing production of digital textual data in a wide variety of forms presents both opportunities and challenges to researchers. The opportunities derive from the rich availability of secondary data with which to work. The challenges are the familiar ones of lack of time and resources to undertake the analysis. The qualitative researcher is often faced with a trade-off between analysing a large amount of textual data at a cursory level and selecting (sampling) a small subset of that data for deeper analysis. This paper describes a new computer-aided technique for automatically analysing large amounts of textual data. The approach is proposed as an addition and a complement to the existing computer-aided qualitative data analysis software methods rather than as a substitute. The technique needs little investment either financially or in terms of learning to use the software. The particular software used has been developed principally for knowledge-management purposes; however it has clear potential for researchers. Examples of the use of the technique are given as well as suggestions for further applications. The paper also weighs the advantages and disadvantages of the technique compared with more familiar approaches.

This paper identifies and discusses a set of conceptual issues relating to institutional strategies for enabling the embedding of learner-centric hybrid learning processes within educational institutions. Starting with the Ecology of Resources model of learning, we identify "filters" that limit the adoption of new and hybrid learning processes in formal contexts. The related "boundary" issues of the Theory of Learning for the Mobile Age, are then discussed from a Learner-Generated Contexts Research Group perspective. This enables us to demonstrate that the Open Context Model of Learning could provide a framework by which a co-creation model of learning might enable learning processes, which bridge these traditional learning boundaries. We conclude by arguing that by using an Organizational Architecture of Participation we can identify system processes by which institutions can recognize and mainstream hybrid learning processes and in so doing become "adaptive".

British Journal of Educational TechnologyVolume 39, Issue 3 p. 468-474 Colloquium Fred Garnett, Corresponding Author Fred Garnett Learner-Generated Contexts Research GroupFred Garnett, 90 Waldegrave Road, Brighton BN1 6GG. Tel: +44-01884-33580; email fred.garnett@gmail.com, nigele1@gmail.comSearch for more papers by this authorNigel Ecclesfield, Corresponding Author Nigel Ecclesfield Learner-Generated Contexts Research GroupFred Garnett, 90 Waldegrave Road, Brighton BN1 6GG. Tel: +44-01884-33580; email fred.garnett@gmail.com, nigele1@gmail.comSearch for more papers by this author Fred Garnett, Corresponding Author Fred Garnett Learner-Generated Contexts Research GroupFred Garnett, 90 Waldegrave Road, Brighton BN1 6GG. Tel: +44-01884-33580; email fred.garnett@gmail.com, nigele1@gmail.comSearch for more papers by this authorNigel Ecclesfield, Corresponding Author Nigel Ecclesfield Learner-Generated Contexts Research GroupFred Garnett, 90 Waldegrave Road, Brighton BN1 6GG. Tel: +44-01884-33580; email fred.garnett@gmail.com, nigele1@gmail.comSearch for more papers by this author First published: 21 April 2008 https://doi.org/10.1111/j.1467-8535.2008.00839.xCitations: 14Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume39, Issue3Special Issue: Best Practice or Situated Action: The Organisation of Technology Enhanced LearningMay 2008Pages 468-474 RelatedInformation

Taking as its starting point the CitationGrigg and Mager’s paper “Public value and Learning and Skills” (2005), the present paper seeks to explore the articulation of the concept of public value in the context of post compulsory education in the United Kingdom. Where Grigg and Mager and other authors focus on the provider’s role in developing public value through its activities, this paper looks at alternative articulations of the concept of public value to develop an outline of the contribution learners can make to public value through the media of ICT and e-learning.Drawing on previous work such as that of CitationGarnett and O’Bierne (2005) and the perspectives of constructionist approaches in poverty and community studies, the potential role of ICT and e-learning in helping learners to create and record public value is outlined. A short outline of the development of this work, beyond this paper, is given.