Ako - Digital Fluency: blended and flipped learning

We are on a continual journey to refine our blended and flipped learning methodology and pedagogy. Heutagogy has several design principles for learning that can be applied in any context (Kenyon & Hase, 2013). This student-teacher partnership approach has prompted the decision to use a heutagogic design process (Blaschke & Hase, 2015). 

These can be summarised as:

  • Involve the learner to determine what and how they learn to build a partnership in the design and learning process (Kenyon & Hase, 2013; Anderson & Kanuka, p12, 1999; Doolittle, 1999; Kropf, 2013).

  • Design a curriculum that is flexible and considers learner-directed questions

  • Collaboration between the learner and teacher on how the learner will be assessed (Dick, 2013).

  • Guidance from the teacher through personalised feedback that meets learning needs

  • Create a learning environment that has opportunities for the learner to reflect and process what they have learnt and how (Blaschke et al, 2015).

Dick (2013) identifies three design aspects that are key when creating learning activities: challenge, autonomy, and support. Furthermore, that “teachers need to create a challenging, achievable and worthwhile tasks, providing participants with as much autonomy as possible, and engendering support based on strong and collaborative relationships.” (Blaschke et al, 2015 p.31; Kropf, 2013).