Design Principles for Heutagogical Learning: Implementing Student-determined Learning With Mobile and Social Media Tools
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Narayan, V
Herrington, J
Cochrane
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ASCILITE
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.
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Keywords
Social media; Heutagogy; Mobile learning; Authentic learning; Pedagogy 2.0
Source
Australasian Journal of Educational Technology, 0. doi:https://doi.org/10.14742/ajet.3941
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This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.