Table 1 Heutagogical Principles for the Use of ICTs Assignments

Knowing how to learn

Students can learn how to use ICT tools through online videos, instruction guides, and tutorials. Instructors can use reflections to help the student understand their learning

Students can interact with content developers of tutorials or online help forums to ask questions, using screenshots to document their process for instructors

Students use online tutorials and guides to learn about voice recording software for a podcast assignment

Students listen to podcasts and watch podcast creation videos to learn best practices in creating podcasts

Focus on process rather than content

ICT assignments often have multiple components that require students to utilize project management skills and focus on process

Students can beta-test and engage with their authentic audience early in the creation of their assignment, allowing for feedback at multiple points

A student researches prominent thought leaders on a given topic, interviews that thought leader, and then produces a video synthesizing the findings

Learning is multidisciplinary

ICT assignments can require students to create products designed to appeal to larger audiences, including other disciplines

Students can communicate with a variety of individuals outside of the classroom

Students create infographics designed to be shared on a social networking site and to communities of practice that compromise multiple disciplines

Learning is self-directed

ICT assignments can allow students to use self-chosen technology to produce content creatively

ICTs facilitate communication with individuals 24/7 and across geographical boundaries

For a final presentation, students are able to choose the format with the following choices: E-poster, podcast, infographic, or video