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Making the Production of Learning at Scale more Open and Flexible

Papathoma, Tina; Ferguson, Rebecca; Littlejohn, Allison and Coe, Angela (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, ACM, pp. 273–276.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1145/2876034.2893432
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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 or Workshop Item
ISBN: 1-4503-3726-0, 978-1-4503-3726-7
Keywords: Online Courses; Professional Learning; Activity Theory; Innovation; Case Study
Academic Unit/School: Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
Faculty of Science, Technology, Engineering and Mathematics (STEM) > Environment, Earth and Ecosystem Sciences
Faculty of Science, Technology, Engineering and Mathematics (STEM)
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Centre for Earth, Planetary, Space and Astronomical Research (CEPSAR)
Item ID: 47289
Depositing User: Tina Papathoma
Date Deposited: 26 Sep 2016 15:38
Last Modified: 16 May 2017 07:42
URI: http://oro.open.ac.uk/id/eprint/47289
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