Our poster paper with Rebecca Ferguson, Allison Littlejohn and Angela Coe on ‘Making the Production of Learning at Scale More Open and Flexible’ will be presented at the third annual meeting of the ACM Conference on Learning at Scale (April 25-26 at the University of Edinburgh, UK).
Professional learning is central for improvement, innovation and adoption of new practices that support learning at scale. Rapid learning takes place through formal training and on-the-job. Different types of knowledge require different types of learning. Integrative pedagogy (Tynjälä & Gijbels, 2012) provides a way of bringing together key elements of learning and the development of expertise consisting of theoretical, practical, regulative and socio-cultural knowledge.
The aim of the study was to explore new ways of producing module content and examine how professional practice of a team changes when there is flexibility in ways of working together with access to innovative tools for module design. We also explored what the enablers and the barriers to those changes are.
A case study carried out using Activity Theory provided insights into improved practices that could be used by other teams developing learning at scale. The study 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.
The findings of the study will inform further research into ways in which large numbers of people can shift their practice from a face-to-face to an online environment.