Design principles for heutagogical learning: Implementing student-determined learning with mobile and social media tools

Abstract

Mobile and social media over the last decade has created significant shifts in society: how we communicate and collaborate, and in learning and teaching. This paper discusses a study that investigated how mobile social media tools and affordances could be harnessed to facilitate a student-determined learning experience (heutagogy). A design-based research (DBR) approach was utilised to analyse and investigate a set of draft design principles that was established in collaboration with a group of teachers and literature. The draft design principles guided the design of a first year course that was iteratively implemented and evaluated over 2 years with two different cohorts of students. As a key outcome of the DBR, a set of refined design principles is presented. These principles are capable of guiding other practitioners in designing and facilitating student-determined learning in authentic contexts using mobile devices, and social media affordances.

Mapping the Implementation of the Heutagogy Model to Vocational Education Students in the Era of Education 4.0

“…It can be interpreted that the implementation of the reflect component in learning is quite good and complex. In principle, in heutagogy lecturers do not need to need a lot of control over students [12]- [14], [30], [31]. In the six components of heutagogy, the main aspects are dominated by learning in accordance with the competencies and abilities of students.…”

“…One innovative learning model is the heutagogy model. Heutagogy's emphasis is focused on improving learning, double-loop learning, overall learning opportunities, and self-focus on developing skills [12]- [16].…”

Analysis of Self Concept and Graduation Capability in the Era of Industrial Revolution 4.0 to Increase Absorption of Vocational Student Graduates

“…In the realm of vocational education, self-concept is an important part of the development of student personality. As stated by some experts that the most important concept of personality is self (Malek, 2017;Stoszkowski and Collins, 2018;Stoszkowski et al, 2018;Narayan, Cochrane and Herrington, 2019). The meaning of that is that the self always contains ideas, perceptions and values that include awareness about oneself.…”

Professional Practice Shape Shifting. Applying Agile Design Principles to Self-Determined Learning

“…In heutagogy the learner can decide on what to include in their curriculum. It has been hailed as an approach which is highly relevant to lifelong learning, professional learning and online social learning (Agonács & Matos, 2019;Blaschke, 2012;Cochrane & Narayan, 2013;Mann, Ker, Eden-Mann, & O 'Brien, 2017;Mann, Ker, Eden-Mann, & O'Brien, 2017;Narayan, Herrington, & Cochrane, 2018). Learning within a heutagogical approach is not linear.…”

“…This is also a close description of the conditions where heutagogical approaches can be most productive for 21st Century learners (Blaschke & Hase, 2016). While some research has been undertaken which informs learning design that embraces heutagogy, it has approached it from the learning designer's or institutional perspective (Mann, Ker, Eden-Mann, & O 'Brien, 2017;Narayan et al, 2018). It is not clear whether previous research has explicitly explored the synergy between heutagogy and agile design principles.…”