Dever – Week 4 If I Knew Anything I’d Be Dangerous (Prompt 2)

After reading the provided resources and examining the supporting research on heutagogical learning (HL), my thoughts are mixed as to its use in educational environments, including online educational environments. Meaning, the use of HL for mature learners is probably more prevalent with mature learners than people appreciate, though in my experience and research it is almost exclusively used in an adaptive manner rather than in the “pure” or stand-alone form described by its formal definition.

Again, based on my experience, research, and review of “supportive or evidentiary” research shown for HL, it seems evident that three major ideas standout when considering HL. One, HL is extraordinarily useful and can enrich the learning experience for both the instructor and the mature learner because assessment of learning and how to best provide a learning platform is an ongoing process. Two, the idea that the learner can shape her own learning experience or “what is important to learn” is a troubling concept for several reasons, most importantly the concept that if the learner knew completely what was important to learn, then they may not have to even seek a course or instructor. Three, the plethora of misinformation and “incorrect facts” that seem to be the bane of research and “Internet-based” or distance learning can be a real danger.

HL can be a useful learning tool because, as was pointed out in the articles provided and discovered through research, the idea of the degree of an increased or heightened applicability of the materials and information being taught to the field (real world) can be invaluable to the instructor and to the learner. Feedback from the learners seems to be richer (greater in amount and detail) than in other models. This enhanced feedback can allow the instructor to augment the course content and approach (both for the current course and future iterations of the course) to more closely address the needs of the learner within the course and to stimulate the continued thinking process and desire to learn of both the instructor and the learner. One basis for the idea that HL may stimulate the continued thinking process and desire to learn of both the instructor and the learner is that based on richer and faster feedback (i.e. compared with other learning models) the stimulus of “if this is true, maybe there is more or a better way out there to be discovered”, is moved to the front of the mind.

At this point in lauding HL as a learning tool where the idea of the degree of an increased or heightened applicability of the materials and information being taught to the field (real world) can be invaluable to the instructor and to the learner, it is important to point out that HL has been in use far longer and with more frequency than many article narratives would lead one to believe. In several fields HL methodology is the prominent learning tool because of any number of factors including geography, differences based on individual physiology, cultural context, fiscal parameters, and religious and/or social morays. HL can assist in the fact that learning does not take place, realistically, in a vacuum for mature learners.  As pointed out in our assigned readings, nursing and engineering are two fields where HL is used extensively and has been since the late 1970s – perhaps it was just not formally named in that particular vernacular. It should be noted that HL is also used extensively, and since at least the 1980s, in (perhaps) unexpected fields such as banking/financial services: for a banking example, one can look to instruction across an institution-wide educational need such as procedures of money laundering that need “local learner” feedback over online systems to tailor the education to the different laws, business procedures, fiscal parameters, etc. of the country or locality.

After lauding the positive aspects of HL as touched on above, it is important to consider the idea that the learner can shape her own learning experience or “what is important to learn” can be a troubling concept for several reasons, most importantly the concept that if the learner knew completely what was important to learn, then they may not have to even seek a course or instructor.  My major idea here is that using a pure HL model, even with a mature learner, promotes the idea that the learner knows what there is to learn – though they are seeking instruction. This is illogical in its pure form. Meaning, conceding that a mature learner brings life and field experience and an expansive thought process to the course and thereby can assist in judging the import of course direction and materials, a major portion of her rationale in taking the course is because she needs some guidance and mentoring in what is important to learn and, importantly, she is seeking to be informed of something she does not know by an “expert” in that particular field (aka the course instructor). Succinctly, you do not always know what you do not know – and you may never know something valuable if you influence your instructor to go in a direction that impedes or prevents you from learning a new technique or method or seeing the value in a method you had dismissed because of circumstance or how it came to you to learn. This can stunt your learning and thinking process. Of note, an additional danger in this is that a concession to a particular direction that has been augmented through HL feedback or process is that it could stunt your fellow learners’ learning and thinking processes.

A third major idea when considering HL, is that the ideas, concepts, plethora of misinformation and “incorrect facts” that seem to be the bane of research and “Internet-based” or distance learning can be a real danger. As pointed out by Allyson and others in this class during Module 1, the real world has a direct effect on any learning environment.  This direct is exacerbated, I would contend, with the mature learner because they have a larger amount of real world experience and have been exposed to a greater range of influences through either more education, more job  experience or more life experience. This is both good and bad. It is good because the experience can focus material and help judge the import of material. It is bad (or dangerous) because it can prejudice against an approach or limit material scope based on prior “bad” experience (based on factors other than the actual approach) or steer toward unreliable information sources.  Two examples of my point are: (1) many people through their business or education or social mentors were indoctrinated consciously or subconsciously in a certain, particular approach to education, execution and viewpoint. This thought process of “how it should be done” clouds the idea of alternative learning and methodologies that maybe important or even more relevant/correct. The danger is a particular learner in an HL environment may steer away from a valuable learning experience if not guided to learn the new way. , and (2) as  evidenced by the debunked “science” currently swirling around the idea of pediatric vaccines, the internet and research, while usually valuable tools, can cloud a learning experience in an HL environment. Meaning, in an HL environment learners who are given freedom to augment their learning experience, focus and breath may inadvertently move toward a less rich and accurate experience and thought process due to lack of exposure to information of which they are unaware or initially dismiss (i.e. without strong instructor guidance).

While recognizing the dangers or difficulties/limitations with HL, I do believe it is a valuable tool to add to my online teaching toolbox. It is definitely something to incorporate because of the assessment of content and direction that it affords toward practical application.  To me information for information sake has a place in everyone’s life to improve mental acuity. However, information for practical application for recreation or career or business or health or other purpose should be the dominant learning environment.  In my opinion, HL helps an instructor help learners (and themselves) get there.

9 thoughts on “Dever – Week 4 If I Knew Anything I’d Be Dangerous (Prompt 2)

  1. I wanted to pick up on your idea of learners defining what they need to learn as a problematic notion. We have a lot of students in nursing who come to us with degrees in other fields. Some of our mature students actively seek opportunities for learning in their own defined ways, but even experienced, mature people who are new to a profession do not know what they do not know. So, as you suggest, there are multiple approaches to take, some not as self-directed, others yes.

  2. Daniel,

    Thank you for articulating so well my own discomfort with HL–very often we as learners do not know what we need to learn, or we reproduce our own biases or ideologies when we do not have an instructor/guide. This becomes particularly troubling when one can use the internet to “prove” any viewpoint at all—I have had a number of conversations with otherwise educated people who believe in their own internet research about a topic, despite the fact that their research is simply untrue, bogus and false. I don’t mean to compare apples to oranges (internet research about vaccines is different from an HL designed online course) but I do think online HL designed courses could do a disservice to learners if there is not careful quality control.

    Also, while some learning processes require HL (dissertation writing, for example), other processes require the community of inquiry. I lean towards the latter, both in my own pedagogy and preference, but like you, I do think that HL practices can create an exciting co-learner experience between the guide and the student.

    Alyssa

  3. hey there and thanks to your information – I’ve definitely picked up something new from proper here. I did alternatively expertise a few technical points using this web site, since I experienced to reload the website a lot of occasions previous to I may just get it to load correctly. I had been brooding about if your web host is OK? Now not that I’m complaining, but slow loading cases instances will sometimes impact your placement in google and can harm your high quality rating if ads and ***********|advertising|advertising|advertising and *********** with Adwords. Well I’m adding this RSS to my email and can look out for much more of your respective fascinating content. Make sure you replace this once more very soon..

  4. شركة دار الصيانة لرش الحشرات هي شركة متخصصة في تقديم خدمات مكافحة ورش الحشرات في الرياض والمناطق المحيطة بها. تهدف الشركة إلى توفير بيئة نظيفة وصحية للعملاء من خلال القضاء على الحشرات المزعجة والضارة.تقدم شركة دار الصيانة خدمات رش الحشرات لمختلف أنواع الحشرات مثل الصراصير والنمل والبق والفئران والقوارض الأخرى. تعتمد الشركة على استخدام منتجات آمنة وفعالة للتخلص من الحشرات بطرق مبتكرة ومتقدمة.تتمتع شركة دار الصيانة بفريق متخصص من الفنيين المدربين على أعلى مستوى، حيث يقومون بتقييم المشكلة وتحديد أفضل الطرق للتعامل معها. يتم تنفيذ العمليات بدقة وحرفية لضمان القضاء على الحشرات ومنع عودتها مستقبلاً.بفضل خبرة الشركة واحترافيتها، يمكن الاعتماد على خدماتها للحصول على نتائج فعالة ومرضية. تعتبر شركة دار الصيانة مرجعية في مجال مكافحة الحشرات في الرياض، حيث تحظى بسمعة طيبة وتقييمات إيجابية من العملاء.إذا كنت تواجه مشكلة في الحشرات في منزلك أو مكان عملك في الرياض، يمكنك الاعتماد على شركة دار الصيانة لتقديم خدمات رش الحشرات المحترفة والفعالة. ستساعدك الشركة في الحصول على بيئة نظيفة ومريحة خالية من الحشرات المزعجة.
    شركة رش حشرات

  5. Your reflection on the complexities of online teaching during Week 4 provides valuable insights into the challenges educators face in the digital realm. The analogy of “If I knew anything, I’d be dangerous” captures the essence of navigating uncharted territories.
    In the context of handling new challenges, financial considerations are often part of the equation. For those interested in exploring options for personal loans, especially from reputable banks, you might find this https://fitmymoney.com/best-banks-for-personal-loans/ resource helpful.
    The link offers insights into various aspects to consider when seeking a personal loan, and it complements the multifaceted nature of your reflections on online teaching. Thank you for sharing your experiences, and I hope the provided link proves useful for anyone navigating financial decisions alongside the evolving landscape of online education.

Leave a Reply

Your email address will not be published. Required fields are marked *