Technology Trends Impact On Higher Education And Student Learning In 2018

Workshop Session 1

Session Materials

Brief Abstract

Student-centered learning will be our focus as we explore heutagogical practices and emerging technologies. Attendees will participate in activities that exemplify the characteristics of heutagogical approaches to learning, be given hands-on opportunity to explore various online and mobile technologies and discuss how the technologies benefit the self-determined learner.


Dr. Vickie Cook is the Executive Director of the Center for Online Learning, Research and Service (COLRS) and Associate Research Professor in the College of Education at the University of Illinois Springfield. Dr. Cook has been actively engaged providing consulting and faculty development with educational leaders across the U.S. and in Mexico. Her work has been published in a variety of national educational publications and serves as a reviewer for top journals in the field of online learning. She worked as part of a team that authored the UPCEA (University Professional & Continuing Education Association) Hallmarks of Excellence in Online Leadership. She teaches online in the Masters of Arts in Education graduate degree program at University of Illinois Springfield. Her current research agenda focuses on two areas: 1) Exploring learning and professional development through a heutagogical lens; 2) The impact of a systems approach for online leadership. Dr. Cook has served on several regional and national committees, as well as having been a long time member of Illinois Council on Continuing Higher Education (ICCHE) serving in multiple roles on the Executive Board; serves on the Board for the University Professionals & Continuing Education Association (UPCEA); has served as a mentor for the Association for Continuing and Higher Education (ACHE); is a member of the Online Learning Consortium (OLC) and has served on program steering committees for the UPCEA Annual Conference and OLC Annual Conference. Dr. Cook curates top articles in online learning, online leadership, and pedagogy that she shares on LinkedIn and Twitter daily.
Tammy Craig has over 16 years of experience working within Students Affairs as the Director/Career Counselor at the University of Illinois Springfield’s Career Development Center (CDC). Under her leadership at the CDC, the department became the first Student Affairs department to adapt existing and newly developed programs, resources, and services to online delivery in 2006. Recently she transitioned to Academic Affairs within the Center for Online Learning, Research and Service in her new role as a Career Specialist/Online Learning. Tammy also has been teaching as an adjunct lecturer for undergraduate and graduate programs since 2004. Additionally, her career journey led her down multiple paths consisting of 16 years devoted to higher education, 17 years of mental health and career counseling, and an additional seven years in advertising and management. Tammy has presented at a number of state and national conferences, served as the member of the Illinois Career Development Task Force and received the honor of employee of the year in 2008.
Vance has worked as the Campus Accessibility Specialist in the Center for Online Learning, Research and Service at the University of Illinois Springfield since 2017. For over fifteen years he has taught undergraduate and graduate courses in history, humanities, education and technology. He has taught using in-person, online, and hybrid formats. He has over ten years of experience in curriculum and instructional design. Vance’s research looks at technology use in education, social justice, and the intersection of the two. His dissertation project used wikis in community college history classes, which he found encouraged students to question standard historical narratives and created an environment in which minority students felt represented and engaged. As a post-doc at the University of Illinois, he worked on the redesign of teacher education programs in the College of Education, and helped to develop a leadership training program in partnership with Nanyang Technological University in Singapore. He also worked on a collaborative international project to deliver educational content to secondary students in KwaZulu Natal, South Africa, via cell phones.

Extended Abstract

Teachers and teaching are no longer at the center of our enterprise; learning and learners are now at the center of higher education. Pedagogy has been bumped from the stage to be replaced by andragogy and heutagogy. New and emerging learning technologies that focus on experiential learning are enabling these dramatic changes, enhancing nearly every class we offer. Student-centered learning will be our focus as we explore heutagogical practices and emerging technologies that support online and mobile learning.

The concept of heutagogy expands our current thinking of pedagogy (teaching and learning through engagement) and andragogy (adult learning through cultivation of personal connection) to look at heutagogy (self-determined learning). As educators, we can create the curiosity to find and explore connections between many sources that can lead learners to new knowledge and enhanced learning through experiential learning activities. Connecting information from a variety of fields and individuals is necessary to add depth and breadth to the self-determined learner's knowledge base.

Emerging technologies support heutagogy by making learning more pervasive and ubiquitous, giving learners more opportunities to determine what, where, when and with whom learning takes place. A steady stream of exciting new hardware, cloud-based tools, wearable devices, and apps continue to emerge. An overview of the latest technology trends and research for online and blended learning environments will be presented.

Attendees will:

(a) participate in activities that will exemplify the characteristics of heutagogical approaches to learning,

(b) be given hands-on opportunity to explore various technologies, including apps and wearable devices, and

(c) discuss how the technologies being showcased can benefit the self-determined learner and accomplish specific desired learning outcomes.

This workshop is designed to allow participants to meet the following learning outcomes:

  • Explore the definitions, continuum, and characteristics of pedagogy, andragogy, and heutagogy.
  • Understand the most recent trends and enjoy the exploration of new learning technologies.
  • Create strategies to adopt heutagogical practices in ways to strengthen and extend learning through the use of online tools and mobile devices to encourage experiential learning.

Current technologies to be included (likely to change as new ones emerge during the year) include:

  • AR/VR tools: Focusing on tools that enhance experiential learning.
  • Mobile Apps: New apps that emerge in 2016 that show potential for enhancing online and mobile learning will be included and reviewed.
  • Hardware: New tools that provide learning more efficiently and effectively than older products.

Expectations of deliverables for this session:

  • A website will be designed with information for the participants to take back to their campuses to share with faculty and decision-makers for review and evaluation prior to the purchase of technologies at their own institutions.
  • Participants should bring their own mobile device (or devices) to use during the workshop.