Resume

• 2016

  Doctor of Philosophy - PhD

  Education

  Carl von Ossietzky University of Oldenburg

• 2015

  Master Bildungs- und Wissenschaftsmanagement

  Educational Leadership and Administration

  General

  Carl von Ossietzky Universität Oldenburg

• 2000

  Master of Distance Education

  Distance Education

  Phi Kappa Phi

• 1982

  Bachelor of Science

  Technical Communication

  University of Minnesota-Twin Cities

• Heutagogy Community of Practice

  WELCOME To The Heutagogy Community of Practice We have officially launched this international online community of educators

  researchers

  practitioners

  and learners who are interested in the topic of heutagogy

  the theory and practice of self-determined learning. Please join us! Purpose The purpose of this project is to bring together people from around the world to...

  Heutagogy Community of Practice

  Playfully leading first and second grade German learners down the path to a love of the English language through song

  dance

  books

  and conversation.

  Centgrundschule Reichartshausen

  Teaching

  E-learning Development

  Training

  Managerial Experience

  Captivate

  E-Learning

  Project Management

  Program Management

  Research

  Blended Learning

  Organizational Development

  Instructional Design

  Management

  Adult Education

  Editing

  Higher Education

  International Project Management

  Distance Learning

  Knowledge Management

  Technical Writing

  Using Web 2.0 to support development of self-determined learning skills

  How can we use web 2.0 technologies to help students become more self-determined learners? This chapter will examine the role that web 2.0 technology can play in supporting a heutagogical approach to teaching and learning. It considers the key features of the technology that support this approach

  such as the freedom to discover and create one’s own content

  to collaborate and build communities of learning

  to reflect on what is learned and how it is learned

  and to determine one’s own learning paths. In addition

  the chapter will provide guidelines for instructors on incorporating a heutagogical teaching approach into their courses using web 2.0 tools. Practical examples for application in the classroom are provided.

  Using Web 2.0 to support development of self-determined learning skills

  Sustaining lifelong learning: A review of heutagogical practice and self-determined learning

  Heutagogy

  or the study of self-determined learning

  has been rapidly \rgaining interest within the field of education as a response to the market demand for creative and competent employees who can adapt quickly to continuously changing

  complex workplace environments. Heutagogy

  which can be viewed as extension of pedagogy and andragogy

  is based on the principles of human agency \r(learner-centeredness)

  capability

  self-reflection and metacognition (double-loop learning

  or learning to learn)

  and non-linear teaching and learning. When \rcombined with today’s technology

  heutagogy offers a holistic framework for teaching and learning that supports development of self-determined

  autonomous learners and provides a basis for creating holistic

  learner-centered education environments. This chapter describes heutagogy

  its principles

  elements

  and theoretical basis

  as well as provides a review of the research and applications of heutagogy within different educational levels

  from grade school to lifelong learning. In addition

  the chapter gives guidance for instructors who want to design for heutagogy in the classroom and provides examples for integrating \rtechnological tools that support self-determined learning.

  SELF-DETERMINED LEARNING\r\nDesigning for heutagogic learning environments

  Jill Fresen

  Ilene Frank

  Circles of discovery: Building and sustaining e-Relationships at a distance

  Assessing the added value of Web 2.0 tools for e-learning: The MDE experience

  Creating effective collaborative learning groups in an online environment

  A variety of economic

  social

  political

  and technological factors have come together to create a perfect storm of change in higher education: skyrocketing educational costs

  the demand for skill- and competency-based education

  the rise of the knowledge economy. People are now lifelong learners

  learning their profession throughout life

  in chunks and when they need it. Added to that

  the explosive advancement of technology in the last decade has made learning readily accessible at any time

  everywhere

  and in any form. The convergence of these factors has left higher education institutions scrambling and institutional

  teacher

  and learner roles in a state of flux. Heutagogy

  also called self-determined learning

  offers a teaching and learning framework for navigating the oncoming storm. The theory draws on established learning theories – humanism

  constructivism

  andragogy

  transformative learning

  and complexity theory – and the latest neuroscience to create a composite map for institutional leaders

  teachers

  and learners alike to apply to professional and lifelong learning. This chapter explores the tenets of heutagogy and how a heutagogical learning approach can be supported using the latest technological developments and be implemented in pedagogically meaningful ways in order to develop learners who are able to excel in today’s complex

  global workforce.

  Heutagogy

  technology

  and lifelong learning for professional and part-time learners

  Creating an ecosystem for life-long learning through social media: A graduate experience

  Heutagogy

  a form of self-determined learning

  is a holistic

  learner-centered approach to learning and teaching

  in formal and informal situations. The theory is grounded in humanistic and constructivist principles and brings together numerous threads of early learning theories into a composite picture of learning that is suitable for and much needed in today’s educational systems. With its learner-centered approach

  heutagogy shifts the focus from the teacher back to the learner and learning. This chapter discusses the principles

  processes

  and design of heutagogic learning environments with a specific emphasis on digital technologies.

  Heutagogy: A holistic framework for creating 21st century self-determined learners

  Charlene Templeton

  Cindy Schuster

  Brian Fox

  In search of the ideal classroom in a blended learning environment

  Self-determined learning or heutagogy is fast gaining interest from educators around the world interested in an evidence-based approach to learning. Grounded as it is on brain research and extensive research into how people learn self-determined learning is particularly popular among those interested in innovative approaches to learning. This edited book is the perfect primer on self-determined learning or heutagogy. It consists of an introductory chapter explaining the main concepts and principles of this exciting approach to educational practice. This is followed by 16 chapters describing the experience of practitioners in using the approach. These experiences come from a wide variety of interests including school education

  higher education

  workplace learning

  consulting

  lifelong learning

  training

  and community education. Full of links to resources

  curated sites

  and discussion forums

  this is a valuable 'how to' book for the interested practitioner and theoretician alike.

  Experiences in self-determined learning

  Online teaching and learning with social media: The MDE perspective

  The purpose of this project is to bring together people from around the world to share their practical experiences with heutagogy

  their thoughts and questions about the theory

  and their ongoing work within the field. In addition to giving participants an opportunity to connect on the topic of heutagogy

  this site will also serve as a repository of published and ongoing research into its theory and practice. In essence

  we hope to collectively create an environment that will advance the theory further

  while also mirroring the practice of heutagogy as self-determined learning.

  Heutagogy Community of Practice

  Social media applications are proving to be an excellent fit with current and emerging pedagogies that call for engagement

  active learning

  and collaborative problem-solving. However

  harnessing the power of social media tools for pedagogical purposes can be challenging and requires careful and creative planning and design of courses to ensure that learning objectives are effectively matched to learning activities and that technologies are applied according to their affordances. A significant investment of time and energy is necessary for faculty to stay current with evolving technologies and to learn and implement effective course and curriculum design practices that take full advantage of the potential of social media to maximize learning. Prensky’s (2010) nouns-verbs (tools-skills) analogy offers an accessible way of thinking about how social media tools can be used for supporting skill development within the context of an instructional design model. For educators whose roles have shifted considerably to include learning design as well as disciplinary expertise

  this chapter provides guidance and a framework in creating effective dynamic online learning environments.

  Using social media in the online classroom

  Establishing a foundation for reflective practice: A case study of learning journal use

  Heutagogy

  a form of self-determined learning with practices and principles rooted in andragogy

  has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning

  learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today’s workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0

  and the affordances provided by the technology. With its learner-centered design

  Web 2.0 offers an environment that supports a heutagogical approach

  most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research

  this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results

  course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education.

  Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning

  Establishing a foundational framework for development of reflective thinking: Learning journals in the MDE

  Review of Otto Peters'​ most recent book -- \"Against the Tide: Critics of Digitalisation\"​ -- available through the ASF series as a free PDF file: http://www.uni-oldenburg.de/en/c3l/bachelor-master/master-programmes/mde/asf-series/asf-serie-volume-15/

  Book review: Against the tide - Critics of digitalisation

  Social media technology provides educators with an opportunity to engage learners in the online classroom

  as well as to support development of learner skills and competencies. This case study explores the role of social media in promoting cognitive and meta-cognitive learner development while using a heutagogical teaching and learning approach. Research was conducted using questionnaires and interviews and incorporated the perspectives of both students and instructors on the use of social media in the online classroom and how media influenced interaction and learner development. Results indicate that students perceived specific social media (Google Docs

  mind mapping and e-portfolio software) in conjunction with a unique learning activity as influencing specific cognitive and meta-cognitive skills (constructing new knowledge

  reflecting on course content

  understanding individual learning process). Research also indicated an increase in student familiarity with using social media and student research skills. This paper presents the findings from the case study

  as well as general guidance to instructors for incorporating social media in the online classroom.

  Using social media to engage and develop online learners in self-determined learning

  Social media technology provides educators with an opportunity to engage learners in the online classroom

  as well as to support development of learner skills and competencies. This case study explores the role of social media in promoting cognitive and meta-cognitive learner development while using a heutagogical teaching and learning approach. Research was conducted using questionnaires and interviews and incorporated the perspectives of both students and instructors on the use of social media in the online classroom and how media influenced interaction and learner development. Results indicate that students perceived specific social media (Google Docs

  mind mapping and e-portfolio software) in conjunction with a unique learning activity as influencing specific cognitive and meta-cognitive skills (constructing new knowledge

  reflecting on course content

  understanding individual learning process). Research also indicated an increase in student familiarity with using social media and student research skills. This paper presents the findings from the case study

  as well as general guidance to instructors for incorporating social media in the online classroom.

  Using social media to engage and develop the online learner in self-determined learning

  Lisa Marie

  Blaschke

  C3L - Center für lebenslanges Lernen Uni Oldenburg

  Kreative Kommunikation

  Excel Instruction

  Higher Education Assistance Foundation (HEAF)

  SAP

  University of Maryland University College

  University of Minnesota

  Provided tutoring assistance to General College and ESL students; graded and lectured on a variety of topics from English literature and religious studies to creative problem solving.

  University of Minnesota

  Documentation Supervisor

  Directed and managed staff of documentation and production groups. Coordinated documentation projects and project schedules for a new multi-million dollar student loan processing system.

  Higher Education Assistance Foundation (HEAF)

  Documentation Specialist

  Wrote technical documentation and training materials for financial and banking customers.

  Excel Instruction

  Founder

  Projects have included:\n· Developing and designing e-learning and blended learning content for international sales force within the IT industry (SAP Business ByDesign)\n· Redesigning and rewriting customer’s internal statement of direction for its latest software solution (SAP Business ByDesign)\n· Designing and developing extensive product-related marketing collateral

  such as white papers

  positioning and messaging document

  and business blueprints

  as well as customer website content (SAP Business ByDesign)

  Kreative Kommunikation

  C3L - Center für lebenslanges Lernen Uni Oldenburg

  Oldenburg

  Germany

  Program Director

  Adjunct faculty

  teaching three online graduate-level courses for the Graduate School of Management and Technology as part of the Master of Distance Education (MDE) program: OMDE601 Foundations of Distance Education

  DEPM622 Business of Distance Education and OMDE670 MDE Capstone. Co-designer and co-author of revised OMDE601 Foundations course.

  University of Maryland University College

  Product Manager

  Designed workplace intranet sites

  online service processes

  and marketing collateral. Participated in design and delivery of virtual classroom and e-learning solutions for service subsidiaries. Responsible for positioning and marketing of services software products.

  SAP

  Information Developer/Coordinator

  Wrote technical documentation for financial software packages (R/2 and R/3). Coordinated documentation and training projects for Financial Software Division. Provided technical support

  consulting services

  and training for internal employees and software customers. Co-authored SAP’s first Standards and Guidelines for Information Development (winner of the 1992 Society for Technical Communication International Distinguished Award). Taught business English courses to software developers.

  SAP

  Manager

  Services Documentation and Translation

  Directed design

  development

  production

  and translation of services CD-ROM training products

  marketing collateral

  and documentation. Led and designed SAP’s information architecture project. Presented at international SAP conferences on service-related topics. Managed special projects for SAP executive board

  such as service globalization

  and served as service liaison to subsidiaries worldwide.

  SAP

  Development Manager

  Directed the design and development of SAP information products enterprise-wide

  as well as developed training and recruitment programs for information developers. Co-authored and implemented SAP’s integrated information design solution for training and online documentation. Directed the implementation of global quality improvements

  including quality processes such as copyediting

  quality reviews

  and usability testing of training and documentation in English and German. Designed

  developed

  and conducted courses on topics such as user-centered information design and development

  copyediting

  and developmental editing.

  SAP

  German

  English

  Faculty Research Grant

  Using Social Media to Engage Learners and Support Skill Development

  University of Maryland University College

  Certificate of Recognition for Research and Scholarship

  University of Maryland University College

  Certificate of Recognition for Outstanding Academic Achievement

  University of Maryland University College (UMUC)

  Senior Fellow

  European Distance and E-Learning Network (EDEN)

  EDEN Fellow

  http://www.eden-online.org/professional-community/eden-fellows.html

  European Distance Education and E-Learning Network (EDEN)

  Stanley J. Drazek Teaching Excellence Award

  Each year

  UMUC recognizes the highest teaching accomplishments by bestowing the Stanley J. Drazek Teaching Excellence Award to outstanding faculty members in the United States

  Europe and Asia.

  University of Maryland University College

  Best Research Paper

  http://www.eden-online.org/publications/best-research-papers.html

  European Distance and E-Learning Network (EDEN) Research Workshop

  EDEN Vice-President and Executive Committee Member

  EDEN

  Certificate of Recognition for Notable Scholarly Activity in the Area of Professional Publications

  University of Maryland University College