Making the Production of Learning at Scale more Open and Flexible

Papathoma, T., Ferguson, R., Littlejohn, A. and Coe, A. (2016) Making the Production of Learning at Scale more Open and Flexible. In: L@S '16: Proceedings of the Third ACM Conference on Learning @ Scale, Edinburgh, UK, 25-26 Apr 2016, pp. 273-276. ISBN 9781450337267 (doi: 10.1145/2876034.2893432)

Abstract

Professional learning is a critical component of the ongoing improvement, innovation and adoption of new practices that support learning at scale. In this context, educators must learn how to apply digital technologies and work effectively in digital networks. This study examines how higher education professionals adapted their practice to enable more open and flexible work processes. A case study carried out using Activity Theory showed that teams involved in the development of a module all need access to a range of expertise both practical and academic. At each stage, they need to be clear about the learning outcomes of the module, the responsibilities of each team and its constraints. Teams need to be willing to agree ways to shift those constraints in order to develop a module effectively.

• Item Type: Conference Proceedings
• Keywords: Online courses, professional learning, activity theory, innovation, case study.
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Littlejohn, Professor Allison
• Authors: Papathoma, T., Ferguson, R., Littlejohn, A., and Coe, A.
• College/School: College of Social Sciences > School of Education
• Publisher: ACM
• ISBN: 9781450337267
• Copyright Holders: Copyright © 2016 The Authors
• First Published: First published in the Proceedings of the Third (2016) ACM Conference on Learning @ Scale (L@S '16): 273-276
• Publisher Policy: Reproduced in accordance with the publisher copyright policy