Using the Self-Determined Learning Principles of Heutagogy to Support Academic Staff Who are Learning to Teach Online

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avondale-bepress-to-dspace.facultyEducation
avondale-bepress-to-dspace.peer_review_statusPeer reviewed before publication
avondale-bepress.abstract<p>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.</p>
avondale-bepress.articleid1011
avondale-bepress.authorsMaria T Northcote
avondale-bepress.authorsChris Boddey
avondale-bepress.context-key6408912
avondale-bepress.coverpage-urlhttps://research.avondale.edu.au/edu_conferences/9
avondale-bepress.document-typeconference
avondale-bepress.field.author_faculty_disciplineEducation
avondale-bepress.field.comments<p>Used by permission: the authors.</p> <p>This conference paper is made available under the terms of the <a href="https://creativecommons.org/licenses/by/3.0/">Creative Commons Attribution (CC-BY) 3.0</a> licence.</p>
avondale-bepress.field.custom_citation<p>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.), <em>Rhetoric and Reality: Critical perspectives on educational technology.</em> Paper presented at the Australasian Society for Computers in Learning in Tertiary Education Conference, Dunedin, New Zealand, 23-26 November (pp. 735-739). Retrieved from http://www.ascilite.org/conferences/dunedin2014/proceedings/</p>
avondale-bepress.field.embargo_date2014-12-01T00:00:00Z
avondale-bepress.field.field_of_education07 Education
avondale-bepress.field.for130103 Higher Education
avondale-bepress.field.peer_reviewBefore publication
avondale-bepress.field.proceedingsAustralasian Society for Computers in Learning in Tertiary Education Conference
avondale-bepress.field.publication_date2014-01-01T00:00:00Z
avondale-bepress.field.reportable_itemsE1
avondale-bepress.field.source_publication<p>This conference presentation was originally published as:</p> <p>Northcote, M. & Boddey, C. (2014). Using the self-determined learning principles of heutagogy to support academic staff who are learning to teach online. <em>Rhetoric and Reality: Critical perspectives on educational technology.</em> Paper presented at The Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), Dunedin, New Zealand. Retrieved from http://www.ascilite.org/conferences/dunedin2014/proceedings/</p>
avondale-bepress.field.staff_classificationPermanent
avondale-bepress.fulltext-urlhttps://research.avondale.edu.au/cgi/viewcontent.cgi?article=1011&amp;context=edu_conferences&amp;unstamped=1
avondale-bepress.keywordsonline resource
avondale-bepress.keywordsprofessional development
avondale-bepress.keywordsonline teaching
avondale-bepress.label9
avondale-bepress.publication-date2014-01-01T00:00:00Z
avondale-bepress.publication-titleEducation Conference Papers
avondale-bepress.statepublished
avondale-bepress.submission-date2014-12-01T17:06:55Z
avondale-bepress.submission-pathedu_conferences/9
avondale-bepress.titleUsing the Self-Determined Learning Principles of Heutagogy to Support Academic Staff Who are Learning to Teach Online
avondale-bepress.typearticle
dc.contributor.authorBoddey, Chris
dc.contributor.authorNorthcote, Maria T.
dc.date.accessioned2023-11-01T00:38:47Z
dc.date.available2023-11-01T00:38:47Z
dc.date.issued2014-01-01
dc.date.submitted2014-12-01T17:06:55Z
dc.description.abstract<p>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.</p>
dc.description.versionBefore publication
dc.identifier.citation<p>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.), <em>Rhetoric and Reality: Critical perspectives on educational technology.</em> Paper presented at the Australasian Society for Computers in Learning in Tertiary Education Conference, Dunedin, New Zealand, 23-26 November (pp. 735-739). Retrieved from http://www.ascilite.org/conferences/dunedin2014/proceedings/</p>
dc.identifier.urihttps://research.avondale.edu.au/handle/123456789/06408912
dc.language.isoen_us
dc.provenance<p>This conference presentation was originally published as:</p> <p>Northcote, M. & Boddey, C. (2014). Using the self-determined learning principles of heutagogy to support academic staff who are learning to teach online. <em>Rhetoric and Reality: Critical perspectives on educational technology.</em> Paper presented at The Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), Dunedin, New Zealand. Retrieved from http://www.ascilite.org/conferences/dunedin2014/proceedings/</p>
dc.rights<p>Used by permission: the authors.</p> <p>This conference paper is made available under the terms of the <a href="https://creativecommons.org/licenses/by/3.0/">Creative Commons Attribution (CC-BY) 3.0</a> licence.</p>
dc.subjectonline resource
dc.subjectprofessional development
dc.subjectonline teaching
dc.titleUsing the Self-Determined Learning Principles of Heutagogy to Support Academic Staff Who are Learning to Teach Online
dc.typeConference Publication
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