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Table 1 Heutagogical Principles for the Use of ICTs Assignments

From: A heutagogical approach for the assessment of Internet Communication Technology (ICT) assignments in higher education

Principles of heutagogy ICT applications Authentic audience Examples
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