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This conference proceeding was originally published as:

Northcote, M. & Boddey, C. (2014). Using the self-determined learning principles of heutagogy to support academic staff who are learning to teach online. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality: Critical perspectives on educational technology. Paper presented at The Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), University of Otago, Dunedin, 23-26 November (pp. 735-739). Dunedin, New Zealand: ASCILITE.

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Tailored professional development (PD) programs assist university teaching staff to capitalize on the educational use of technology. To supplement on-campus PD support, staff at Avondale College of Higher Education developed a self-help online resource, Moodle's Little Helper (MLH), that has since become an integral and accepted component of the institution's PD landscape. Since Avondale's overall PD program is built upon the theoretical underpinnings of heutagogy (Hase, 2009; Hase & Kenyon, 2003), a self-determined learning theory, the purpose and nature of the resource also reflects the key principles of this educational philosophy. Adopting a utilisation-focused research methodology (Patton, 2011) ensured staff needs were identified and met within MLH's customised content, homegrown style and iterative development. The outcomes from the first stages of the study provide commentary on how the theoretical principles of heutagogy can be employed to gain greater reach and efficiency when PD support is in high demand.


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