Papathoma, Tina; Ferguson, Rebecca; Littlejohn, Allison and Coe, Angela
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|DOI (Digital Object Identifier) Link:||https://doi.org/10.1145/2876034.2893432|
|Google Scholar:||Look up in Google Scholar|
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 Item|
|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)
|Depositing User:||Tina Papathoma|
|Date Deposited:||26 Sep 2016 15:38|
|Last Modified:||24 Mar 2017 08:27|
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