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). 

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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).

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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).