Building a risky-safe-space: Using refllective pedagogies and values to support writing development in work based learning

The concepts of 'graduateness' and graduate attributes became contested terrain before COVID-19 destabilised even the most assured of shared learning constructions. Indeed, for those of us immersed in the delivery of work-based learning (WBL), this has long been the case. Promotion of reductive notions of 'skills' acquisition to comply neatly with an employability agenda holds little relevance for those students already engaged in full time careers, and with a wealth of professional experience. What can hold influence and interest, however, is the opportunity to engage in meaningful, agentic, professionally-aligned reflective practices as a scaffolded route to promoting self-awareness and developing confidence in mapping competences from the professional domain to the academic (and vice versa).This paper shares an account of taking an embedded approach to supporting the development of academic literacies amongst work-based learners in one UK HEI. In particular, it will consider the use of reflective pedagogical tools and values in supporting work-based learners to become confident and adaptable writers. Discussion considers how work-based pedagogies and approaches may have far-reaching relevance in a post-pandemic landscape, where reskilling and professional agility are likely to become more prolific aspects of education and work. Writing itself is framed as an integrated communication practice that encompasses literature retrieval, reading, evaluation, synthesis and articulation of argument. The paper will describe pre-pandemic academic support activities and share qualitative survey data in which students consider their confidence as both professional and academic writers. It concludes with consideration of how some of the approaches outlined may have relevance for the wider academic community.

Positioning through epistemic cognition in higher education: conceptualising the ways in which academics in a business school view heutagogy.

Teaching and learning in higher education is informed by a multitude of conditioning factors, not least the values systems and outlook of academics. Understanding the epistemological positioning taken by academics in relation to teaching and learning is therefore important if we are to make judgments about how we educate now, and could do so in the future. Developments in educational theory and digital technology have opened-up new possibilities for the ways in which students learn, and to a degree this has been accelerated by the responses from universities to the COVID-19 pandemic. How then should we conceive the future? Heutagogy is one of a number of theoretical approaches that has attracted interest from those who wish to see greater student control over the learning journey- but how widespread is this view amongst academics? This paper reports on a qualitative study in which 12 academics in an English Business School were asked to describe their views on teaching and learning, which we can encapsulate through the concept of epistemic cognition. The findings infer that there is little epistemological underpinning for heutagogy and that if academics are going to innovate, then additional resource and professional development should be put in place to support epistemic reflexivity, and a shift in their epistemological positioning. The paper conceptualises academics' positioning through a typology of epistemic views.

Analysing mobile learning designs: A framework for transforming learning post-COVID

Mobile learning is well established in literature and practice, but under-evolved from a rigorous learning design perspective. Activity theory presents a sophisticated way of mapping and understanding learning design, but for mobile learning this does not always translate into change in practice. The reported research addresses this by coupling a mobile learning specific approach to activity theory with a practice-based framework: the design for transformative mobile learning framework mapped to the pedagogy-andragogy-heutagogy continuum matrix (the DTML-PAH Matrix). Seven case studies are analysed using this approach and presented narratively along with framework informed analysis. Findings include that the DTML-PAH Matrix can be used to provide clearer implications and guidance for mobile learning practice, and that the DTML-PAH Matrix can also be guided by the practice over time. Implications for further research and practice are discussed.Implications for practice or policy:* Provide technological and pedagogical scaffolds to students.* Learning designs should focus upon enabling elements of learner agency and creativity.* To develop learning solutions to real world problems utilise a design-based research approach.* Create authentic collaborative learning activities and tasks.* Integrate mobile learning affordances in the design of the course and curriculum.

The great equalizer: A case study of distance learning in public schools

This exploratory case study aimed to understand how the sudden and abrupt transition to distance education due to the SARS-CoV-2 pandemic of 2020 highlighted the vast differences in levels of readiness for adopting distance education among the public-school districts throughout the State of Connecticut. It explores the reasons behind the inequities in the implementation of distance learning in public school districts. To develop a more detailed understanding of the problem, the research employs the exploratory approach to identify the contributing factors that render some districts more successful than others in their rollout of distance learning for their students. The experiences of school and district administrators as well their familiarity with advanced learning technologies are utilized. The basis of this study's conceptual framework consists of three streams: the history of public education delivery, perception and familiarity with modern learning, and modern learning and delivery modalities. The guiding research questions are as follows: 1. What defines distance learning in Connecticut public schools? 2. What factors contributed to the adaptation of distance learning from an administrative perspective? 3. What is the current perception of distance learning from critical stakeholders? (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Education 3.0 underpinned with the heutagogical approach for a smooth shift to distance learning in higher education

As the shift to distance learning was abrupt due to the COVID-19 pandemic, neither university students nor instructors were fully prepared. There was a real demand, therefore, for adopting principles that belong to Education 3.0 in higher education institutions as this pandemic might not be the last. This study aimed at evaluating to what extent the principles of Education 3.0 based on the heutagogical approach could be applied at universities. To achieve this target, a mixed approach was followed by utilizing two instruments;a questionnaire and semi-structured interviews. A total of (200) students and (10) instructors from Birzeit University (BZU) were the participants. Data that emerged from the questionnaire were statistically analyzed, whereas the interviewees' responses were qualitatively content-analyzed and grouped into main themes. The findings revealed that some principles of Education 3.0 have not been fully applied yet at BZU, such as supporting the learners' self-determination;the individualization of teaching methods and strategies;blending synchronous online teaching mode with the face-to-face;empowering and coaching students to build personal learning environments with using multiple tools of authentic and real-life evaluations. Accordingly, it was recommended that universities worldwide as well as other higher education institutions should adopt the principles of Education 3.0 to make the shift to distance learning smooth for both students and instructors, especially by using flexible curricula and open learning resources;empowering students to determine their needs, objectives and personal learning environments;individualizing the teaching methods;and avoiding "One-size fits all” strategies. © 2023 Conscientia Beam. All Rights Reserved.

A THEMATIC REVIEW ON THE IMPLEMENTATION OF HEUTAGOGY IN UNIVERSITIES

Smart technology, artificial intelligence and robotics have recently become the focus of the new industrial revolution, which now influences our daily lives. The process of teaching and learning at higher education institutions needs to be updated to meet the challenges of Industry 4.0. Different types of learning spaces and pedagogies, such as heutagogy, are required. Although heutagogy has been practised for a long time, there is a deficiency in studies which review the existing literature about implementing heutagogy. In light of this fact, this article is, therefore, a systematic review of the literature on the application of heutagogical methods in universities worldwide. This study utilized publications from 2016 to 2020 from databases such as Web of Science, Scopus, ACM Library, Science Direct, Emerald Insight, Taylors & Francis Online, as well as from the alternative database Google Scholar. The search efforts resulted in a total of 23 articles that can be systematically analyzed according to the Preferred Reporting Items for the Systematic Reviews and Meta-Analysis (PRISMA). By using ATLAS. ti 8 as a tool, this review has five main themes, namely, i) ICT;ii) Blended Learning;iii) Outside Classroom Activities;iv) Distance Learning and;v) Module or Curriculum Related. The results showed that heutagogy is a suitable approach that can be applied in this era and that it is recommended that this approach be implemented during this COVID-19 season. Finally, at the end of this research, a number of recommendations for future scholars will be discussed. © 2022 Little Lion Scientific.

A THEMATIC REVIEW ON THE IMPLEMENTATION OF HEUTAGOGY IN UNIVERSITIES

Smart technology, artificial intelligence and robotics have recently become the focus of the new industrial revolution, which now influences our daily lives. The process of teaching and learning at higher education institutions needs to be updated to meet the challenges of Industry 4.0. Different types of learning spaces and pedagogies, such as heutagogy, are required. Although heutagogy has been practised for a long time, there is a deficiency in studies which review the existing literature about implementing heutagogy. In light of this fact, this article is, therefore, a systematic review of the literature on the application of heutagogical methods in universities worldwide. This study utilized publications from 2016 to 2020 from databases such as Web of Science, Scopus, ACM Library, Science Direct, Emerald Insight, Taylors & Francis Online, as well as from the alternative database Google Scholar. The search efforts resulted in a total of 23 articles that can be systematically analyzed according to the Preferred Reporting Items for the Systematic Reviews and Meta-Analysis (PRISMA). By using ATLAS. ti 8 as a tool, this review has five main themes, namely, i) ICT;ii) Blended Learning;iii) Outside Classroom Activities;iv) Distance Learning and;v) Module or Curriculum Related. The results showed that heutagogy is a suitable approach that can be applied in this era and that it is recommended that this approach be implemented during this COVID-19 season. Finally, at the end of this research, a number of recommendations for future scholars will be discussed. © 2022 Little Lion Scientific.

The great equalizer: A case study of distance learning in public schools

This exploratory case study aimed to understand how the sudden and abrupt transition to distance education due to the SARS-CoV-2 pandemic of 2020 highlighted the vast differences in levels of readiness for adopting distance education among the public-school districts throughout the State of Connecticut. It explores the reasons behind the inequities in the implementation of distance learning in public school districts. To develop a more detailed understanding of the problem, the research employs the exploratory approach to identify the contributing factors that render some districts more successful than others in their rollout of distance learning for their students. The experiences of school and district administrators as well their familiarity with advanced learning technologies are utilized. The basis of this study's conceptual framework consists of three streams: the history of public education delivery, perception and familiarity with modern learning, and modern learning and delivery modalities. The guiding research questions are as follows: 1. What defines distance learning in Connecticut public schools? 2. What factors contributed to the adaptation of distance learning from an administrative perspective? 3. What is the current perception of distance learning from critical stakeholders? (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Analysing mobile learning designs: A framework for transforming learning post-COVID

Mobile learning is well established in literature and practice, but under-evolved from a rigorous learning design perspective. Activity theory presents a sophisticated way of mapping and understanding learning design, but for mobile learning this does not always translate into change in practice. The reported research addresses this by coupling a mobile learning specific approach to activity theory with a practice-based framework: the design for transfonnative mobile learning framework mapped to the pedagogy-andragogy-heutagogy continuum matrix (the DTML -PAH Matrix). Seven case studies are analysed using this approach and presented narratively along with framework informed analysis. Findings include that the DI'ML -PAH Matrix can be used to provide clearer implications and guidance for mobile learning practice, and that the DTML -PAH Matrix can also be guided by the practice over time. Implications for further research and practice are discussed.

A Formative Assessment Design Suitable for Online Learning Environments and it s Impact on Students' Learning

COVID19 outbreak brought about many challenges including the shifting of university assessments to conduct in online mode. This research study tries to explore the impact of newly designed online formative assessments on students' learning, in a Plant Physiology course. The designing of assessments were carried out focusing on constructive alignment, for which an Open Book Test (OBT) was conducted in three parts: OBT1 -problem based learning assignment, providing feedback using a rubric;OBT2 -multiple choice, multi response, matching and missing word questions with immediate feedback;OBT3 -analysing research results with MCQs and short answer questions with feedback. A mixed approach of convergent parallel design method was followed to collect data through two questionnaires and interviews. Findings indicated students' engagement in self- determined learning in solving a real-world problem and their enthusiasm in learning with research-based questions in assessments, while self-assessing their performance through feedback. However, geographically varied technological challenges need to be addressed in conducting successful online assessments.

Engaging and Empowering Malaysian Students Through Open and Distance Learning in the Post-COVID Era

With the outbreak of COVID-19, online open and distance learning (ODL) has become increasingly relevant, particularly among those who aim to pursue postgraduate studies. ODL provides an opportunity for many to study while working or raising a family. Nevertheless, ODL programs are associated with low student engagement and high non-completion rates compared to traditional programs. Among the main contributing factors are communication and course design, which relate to the level of responsiveness of instructors and the quality of course design thus delivery through online. An innovative approach is needed to address these issues, and heutagogy seems to be a viable alternative. Nevertheless, the heutagogical approach alone is incomplete without considering the instructional scaffolding technique that can affect adult students' engagement. This study introduces a model that combines heutagogy and instructional scaffolding (HEIS) as a guideline in conducting a fully online ODL course called Technology and Media Design. It interrogates the impact of the course design from the perspective of postgraduate students and instructors in one of Malaysia's public universities. Recommendations include for faculties with ODL courses to continuously help develop instructors' competencies and using more suitable assessment approaches e.g., project-based.

Learning Continuity in the Realm of Education 4.0: Higher Education Sector in the Post-pandemic of COVID-19

Learning continuity in the realm of Education 4.0 is posing a stiff challenge to educators due to the physical restrictions imposed by the coronavirus pandemic on institutional learning. Around 320 million learners were prevented from going to schools/colleges across India causing a sudden joltin all educational activities. Despite the challenges, higher education institutions responded affirmatively and evolved to harness the advantages of assistive technologies to ensure the continuity of teaching–learning activities, research, and thus service to the society. The paper discusses the evolution of the blended learning paradigm and its efficacy to ensure higher learning specifically at the tertiary level. In the quest to identify a suitable instructional mechanism, academic institutions have pursued a variety of techniques including synchronous, asynchronous, or mixed-mode heutagogic learning approaches. The researchers seek to use a thematic literature review of the various relevant learning models to explain the nuances of blended learning attributed to the factors of commitment, flexibility, collaboration, and self-paced managed learning environments. The paper proposes a narrative of andragogic styles that are universal and acceptable for higher education institutions to practice and avoid disruption to education. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Navigating heutagogic learning: mapping the learning journey in management education through the OEPA model

Purpose>The purpose of this conceptual paper is to advocate the adoption of heutagogic principles within management education and to show how it could be implemented.Design/methodology/approach>This paper is the outcome of a review of the literature on learning theory and management education.Findings>This paper demonstrates how heutagogic principles have been introduced in three areas: entrepreneurial education, executive coaching and e-learning.Originality/value>This paper makes an original contribution to the discourse on heutagogy through the OEPA model that maps the heutagogic learning journey.

Developing the digital self-determined learner through heutagogical design

This empirical qualitative study investigates whether the introduction of heutagogy in contemporary nursing education can foster the development of the digital self-determined learner, who is prepared to work and live in the fourth industrial age and beyond. The impact of heutagogical design on learner process and outcomes is explored through qualitative framework analysis of learner data and reflective educator observations. Findings suggest that with careful scaffolding and courage in remaining true to the educational philosophy, this approach has the potential to develop learners who demonstrate key principles of heutagogy including non-linear learning, learner agency, capability, self-reflection and metacognition and double-loop learning. This innovative study provides insight into the process of developing the self-determined learner and encourages further research into flexible and learner-centred approaches across Higher Education.

Understanding heutagogy during a pandemic: A case of Universitas Indonesia.

The COVID-19 pandemic has not stopped the academic world. Since mid-March of 2020, lecturers at Universitas Indonesia have facilitated the learning process by providing teaching resources as well as guidance through teleconferencing platforms. This study shows the importance of self-tracking in academia, especially for lecturers. Our findings suggest approaches to measure lecturers' performance levels through a quiz and questions raised to understand students' behaviors.