A heutagogical approach for the assessment of Internet Communication Technology (ICT) assignments in higher education
Abstract Pedagogical foundations exist for incorporating technology in instruction; however, these foundations have not kept pace with technology's evolution. Through the use of Information Communication Technologies (ICTs), students now can share content directed at external audiences, i.e., a...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2021-10-01
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| Series: | International Journal of Educational Technology in Higher Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s41239-021-00290-x |
| _version_ | 1818929814948544512 |
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| author | Michael Lynch Todd Sage Laurel Iverson Hitchcock Melanie Sage |
| author_facet | Michael Lynch Todd Sage Laurel Iverson Hitchcock Melanie Sage |
| author_sort | Michael Lynch |
| collection | DOAJ |
| description | Abstract Pedagogical foundations exist for incorporating technology in instruction; however, these foundations have not kept pace with technology's evolution. Through the use of Information Communication Technologies (ICTs), students now can share content directed at external audiences, i.e., audiences other than the instructor. These audiences are referred to as authentic audiences as they are public-facing and exist outside of the classroom. The existing literature offers evidence of student satisfaction with assignments directed at appealing to external audiences, however, the literature provides no comprehensive pedagogical rationale for assignments directed at authentic audiences wherein the goals are self-determined. The authors discuss the theory of heutagogy, the study of self-determined learning, as an approach for assessing assignments that utilize ICTs and are directed at authentic audiences. Finally, the authors offer an approach for the assessment of these assignments, including a rubric. |
| first_indexed | 2024-12-20T03:50:47Z |
| format | Article |
| id | doaj.art-b3ffa2f37a8f4b8d9d061623b9e3a0ba |
| institution | Directory Open Access Journal |
| issn | 2365-9440 |
| language | English |
| last_indexed | 2024-12-20T03:50:47Z |
| publishDate | 2021-10-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of Educational Technology in Higher Education |
| spelling | doaj.art-b3ffa2f37a8f4b8d9d061623b9e3a0ba2022-12-21T19:54:29ZengSpringerOpenInternational Journal of Educational Technology in Higher Education2365-94402021-10-0118111610.1186/s41239-021-00290-xA heutagogical approach for the assessment of Internet Communication Technology (ICT) assignments in higher educationMichael Lynch0Todd Sage1Laurel Iverson Hitchcock2Melanie Sage3University at Buffalo School of Social WorkUniversity at Buffalo School of Social WorkDepartment of Social Work, University of Alabama at BirminghamUniversity at Buffalo School of Social WorkAbstract Pedagogical foundations exist for incorporating technology in instruction; however, these foundations have not kept pace with technology's evolution. Through the use of Information Communication Technologies (ICTs), students now can share content directed at external audiences, i.e., audiences other than the instructor. These audiences are referred to as authentic audiences as they are public-facing and exist outside of the classroom. The existing literature offers evidence of student satisfaction with assignments directed at appealing to external audiences, however, the literature provides no comprehensive pedagogical rationale for assignments directed at authentic audiences wherein the goals are self-determined. The authors discuss the theory of heutagogy, the study of self-determined learning, as an approach for assessing assignments that utilize ICTs and are directed at authentic audiences. Finally, the authors offer an approach for the assessment of these assignments, including a rubric.https://doi.org/10.1186/s41239-021-00290-xHeutagogyInternet Communication Technologies (ICT)Authentic audiencesSelf-directed learningAssessmentEvaluation |
| spellingShingle | Michael Lynch Todd Sage Laurel Iverson Hitchcock Melanie Sage A heutagogical approach for the assessment of Internet Communication Technology (ICT) assignments in higher education International Journal of Educational Technology in Higher Education Heutagogy Internet Communication Technologies (ICT) Authentic audiences Self-directed learning Assessment Evaluation |
| title | A heutagogical approach for the assessment of Internet Communication Technology (ICT) assignments in higher education |
| title_full | A heutagogical approach for the assessment of Internet Communication Technology (ICT) assignments in higher education |
| title_fullStr | A heutagogical approach for the assessment of Internet Communication Technology (ICT) assignments in higher education |
| title_full_unstemmed | A heutagogical approach for the assessment of Internet Communication Technology (ICT) assignments in higher education |
| title_short | A heutagogical approach for the assessment of Internet Communication Technology (ICT) assignments in higher education |
| title_sort | heutagogical approach for the assessment of internet communication technology ict assignments in higher education |
| topic | Heutagogy Internet Communication Technologies (ICT) Authentic audiences Self-directed learning Assessment Evaluation |
| url | https://doi.org/10.1186/s41239-021-00290-x |
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