Traditional approaches to teaching technology often emphasize procedural knowledge and fixed pathways, overlooking the need for flexibility, autonomy, and real-world relevance. This innovation report presents a graduate-level course designed around the principles of heutagogy or self-determined learning, which positions adult learners as active designers of their own digital learning experiences. The six-week, online, project-based course supported learners in identifying authentic instructional challenges and developing multimedia solutions using tools of their choice. Assignments were scaffolded through peer feedback and iterative reflection, and learners created products such as infographics, instructional videos, and podcasts tailored to their professional contexts. The course emphasized capability over competency, allowing learners to build confidence and agency while applying their skills in real-world settings. Analysis of over 100 learner reflections revealed five dominant outcomes: increased confidence in using unfamiliar tools, greater autonomy and motivation, high transfer of learning into professional practice, a sense of empowerment as digital creators, and strong appreciation for the relevance of real-world projects. The findings demonstrate that heutagogical design fosters not only skill acquisition but transformation in learners’ attitudes, identities, and instructional practices. This model offers an accessible, scalable approach to teaching digital technologies to adult learners that aligns with how adults learn best in an evolving digital age, and it can be readily adapted to professional development, workplace learning, and continuing education contexts.
Anita Samuel (Sat,) studied this question.
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