Lynch Michael, Sage Todd, Hitchcock Laurel Iverson, Sage Melanie
University at Buffalo School of Social Work, 685 Baldy Hall, Buffalo, NY 14260 USA.
Department of Social Work, University of Alabama at Birmingham, 3154 University Hall, 1402 10th Avenue South, Birmingham, AL 35294-1241 USA.
Int J Educ Technol High Educ. 2021;18(1):55. doi: 10.1186/s41239-021-00290-x. Epub 2021 Oct 18.
Pedagogical foundations exist for incorporating technology in instruction; however, these foundations have not kept pace with technology's evolution. Through the use of Information Communication Technologies (ICTs), students now can share content directed at external audiences, i.e., audiences other than the instructor. These audiences are referred to as authentic audiences as they are public-facing and exist outside of the classroom. The existing literature offers evidence of student satisfaction with assignments directed at appealing to external audiences, however, the literature provides no comprehensive pedagogical rationale for assignments directed at authentic audiences wherein the goals are self-determined. The authors discuss the theory of heutagogy, the study of self-determined learning, as an approach for assessing assignments that utilize ICTs and are directed at authentic audiences. Finally, the authors offer an approach for the assessment of these assignments, including a rubric.
将技术融入教学存在教学基础；然而，这些基础并未跟上技术的发展。通过使用信息通信技术（ICT），学生现在可以与外部受众（即教师以外的受众）分享内容。这些受众被称为真实受众，因为他们面向公众，且存在于课堂之外。现有文献证明了学生对针对吸引外部受众的作业感到满意，然而，文献中没有为针对真实受众且目标是自我决定的作业提供全面的教学理论依据。作者讨论了 heutagogy 理论，即对自我决定学习的研究，作为一种评估利用 ICT 并针对真实受众的作业的方法。最后，作者提供了一种评估这些作业的方法，包括一个评分标准。
