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 |