HEUTAGOGY BASED E-TRAINING MODEL FOR DIGITAL SKILL DEVELOPMENT OF TEACHERS

Dr. Geeta R Thakur

Asst. Professor Pillai College of Education and Research

[email protected]

Abstract

Multimedia, Internet, Digital Network etc. technologies have expanded in community at large to a large extent. This situation has changed social and cultural positions and environment to a great extent worldwide. This situation has necessitated changes in educational systems, methods and techniques. Integrating ICT in the classroom teaching is a need of an hour. Therefore, teachers are required to be trained. To make use of available treasure of OER and to inculcate the culture of life-long learning among teachers, it is essential to include heutagogy in teachers-training. This paper suggest a Heutagogy based e-training model for teachers for their digital skill development. It ensures the comprehensive evaluation of training proposed by Kilpatrik. It also suggests ways of applying, sharing and collaborating gained knowledge and skills in the real field.

Keywords: Heutagogy, e-Training, digital skills Heutagogy

Heutagogy has been called a ―net-centric‖ theory that takes advantage of the key affordances of Internet; it is also a pedagogical approach that could be applied to emerging technologies in distance education, as well as serve as a framework for digital age teaching and learning (Anderson, 2010, p. 33; Wheeler, 2011).

Self-Determined Learning

Heutagogy is study of self-determined learning, reflection on what is learned and how, assessing own development, developing competencies and capabilities. In heutagogical approach, trainers are as guides.

―Heutagogy is the study of self-determined learning and applies a holistic approach to developing learner capabilities, with learning as an active and proactive process, the learner serving ―as the major agent in their own learning, which occurs, as a result of personal experiences‖. (Hase & Kenyon, 2007. P.112)

In self-determined learning, it is important that learners acquire both competencies and capabilities (Stephenson, 1994 as cited in McAuliffe et al., 2008, p. 3; Hase & Kenyon, 2000, 2007). Competency can be understood as proven ability in acquiring knowledge and skills, while capability is characterized by learner confidence in his or her competency and, as a result, the ability ―to take appropriate and effective action to formulate and solve problems in both familiar and unfamiliar and changing settings‖ (Cairns, 2000, p. 1, as cited in Gardner, Hase, Gardner, Dunn, & Carryer, 2007, p. 252).

Need

A heutagogical learning environment facilitates development of capable learners and emphasizes both the development of learner competencies as well as development of the learner‘s capability and capacity to learn (Ashton & Newman, 2006; Bhoryrub, Hurley, Neilson, Ramsay, & Smith, 2010; Hase & Kenyon, 2000).

In heutagogy the instructor facilitates the learning process by providing guidance and resources, but fully relinquishes ownership of the learning path and process to the learner, who negotiates learning and determines what will be learned and how it will be learned (Hase & Kenyon, 2000; Eberle, 2009). In this Heutagogy based e-training, the trainees will negotiates training, and determine which skills will be developed and how it will be developed.

PILLAI COLLEGE OF ARTS, COMMERCE & SCIENCE,New Panvel, New Mumbai-06 Page 114

Significance:

Most of the existing training modules which are prepared by following either pedagogical approach or andragogical approach is not sufficient.

Pedagogical, even andragogical, educational methods are not sufficient in today‘s techno era and a more self-directed and self-determined approach is needed, one in which the learner reflects upon what is learned and how it is learned and in which educators teach learners how to teach themselves (Peters, 2001, 2004; Kamenetz, 2010).

There are various online courses available for teachers either in the form of MOOCs or in other forms. Even there is a treasure of information and resources available for the self -study or self- progress of the teachers for improving their own digital competencies. Large number of research is done on the development of such training programme.

Equally there is a large number of research done to check effectiveness of these training program or traditional training program.

But very few researches are done to check the simultaneous progress of the teachers when they are taking training. There is little focus on the fact whether they could implement what they learnt; whether they could apply the skills they learnt. There should be continuous support given on this aspect.

Heutagogy based e-Training model for the digital skill development Figure 1

Phase I

Learning by objectives

During this phase trainees and trainers will work together to identify training needs and training outcome. What does the trainer want to achieve? What should be result of the learning experiences? (training outcome). In addition, what skills they want to develop? Next, the trainees and trainers negotiate the assessment process. How will the learning be assessed? At the end of this part of the process, the areas of training, objectives are agreed upon. This is fruitful and effective if these decision are taken on the basis of need and interest of the last beneficiaries i.e.students of trainee for whom they are going to implement it. Trainees should provide all inputs to decide the objectives of the training.

Phase II

Dick (2013) identifies three universal aspects: challenge, autonomy, and support. Teacher need to create, ―A challenging, achievable and worthwhile task, providing participants with as much autonomy as possible, and engendering support based on strong and collaboarative relationships.‖

(Dick 2013, p.52). Once the trainees and trainer have reached agreement on the design for the learning, the trainees will decide upon the study material to use, modes of instructions out of various options provided to them.

During this process, trainers will provide ongoing, constructive feedback and provide opportunities for learners to self-reflect on application and share the knowledge.

During this phase, parallel learning goes on. At one side, the trainee is taking training in online mode from trainer. On the other side, the trainee is analyzing, planning, implementing and modifying his/her own instructional practices as per the development of training. Not only digital skill is developed through training, but also, simultaneously, learnt skills are developed in the field giving further input to reflect. Further the trainee can solve his/her problems in realistic world while taking training.

PILLAI COLLEGE OF ARTS, COMMERCE & SCIENCE,New Panvel, New Mumbai-06 Page 115

Analyse the need and understand the context:

The working environment is unique for each trainee. Students, their background, their technical skill, and availability of resources are different. Accordingly, trainees will analyse the need. It also includes analyzing their own technical skill level.

Planning:

While taking training, trainees, on the other hand, will plan for the implementation. They will take care of prerequisite for implementing. For example, if trainee is learning about blog, plans to use blog in teaching. plans about type of blog, subject and area to be included, objectives of preparing blog, designing the blog and so on.

Implementing:

Trainee will implement the learnt product or process in the classroom teaching. For example, if the trainee has learnt to use video conferencing, the trainee will arrange a lecture through video conferencing for his/her own students. Or, if the trainee has learnt concept mapping using software, he/she will use it in his/her classroom teaching.

Modifying practices:

While implementing the learnt product or process in the classroom, they will the trainees may face some problems, but at times will gain some insight. These all reflections should be shared with peer. It leads to continuous learning. They learn from others too. Sharing and collaboration helps them in solving their problem. Accordingly, they modify their instructions.

Following are the steps through which a trainee goes through in online set up

Gain Information: During this phase, the trainer provides demonstrations along with relevant Open Educational Resources (OERs), various repositories according to the need of the topic etc..

Process Information:

Simultanously, the trainees should be given the freedom and opportunity to explore the path and sources of knowledge on their journey. They need to be able to develop and test hypothesis, and ask and answer questions. The learner will go through the various webpages provided by teacher, and the overflowing information in different web resources has to be structured through systematic enquiry. The trainees can do it on WebQuest. WebQuest enhances learners‘ motivation in class; serves as an alternative evaluation tool of students‘ learning; make the teachers understand about the students‘ degree of acquisition of information, analysis and synthesis of the information. WebQuest inspires users to see richer thematic relationships to contribute to the real world of learning, and to reflect on their own metacognitive processes.

Organize & Structure Information:

The trainees organize and structure information they gained through mind mapping technique. They also prepare graphic organizers to display their learning.

Apply & Create: The creation is the highest level of cognitive development in which the trainees create learning resources in various forms. They can create, as per their need and interest and showcase through blog, e-portfolios and wiki, wherein their reflection is the continuous process thoughout the journey of learning.

Share, Discuss & Collaborate: The trainees has access to various platform of discussion forum, or, video conferencing as per the need. They will share and discuss about their expeirences, difficulties and problems faced while implementing ICT in classroom. They reflect their process of learning and possibly they collaborate to create a learning outcome.

PILLAI COLLEGE OF ARTS, COMMERCE & SCIENCE,New Panvel, New Mumbai-06 Page 116

Phase III

The teachers will be evaluated based on questionnaire to check their achieved digital skill level. Even their job performances can be evaluated through questionnaire or observations. Their computer self- efficacy also can be studied to understand their achievement. On the other hand, students should be evaluated to know the impact of using digital integration in the classroom which is the result of training. Students will be evaluated based on their understanding of their concept through questionnaire, examination score and their attitude through attitude scale. Kilpatrik‘s model of evaluation of training is standard for evaluating effectiveness of training. The e- training ensures all four levels of Kilpatrik model.