Co-design for connected learning at scale: a cross-cultural review of guidance

Abstract

PurposeDigital technologies can enable engagement online as well as in physical infrastructures like large lecture theatres. Avoiding a tech-first approach to curriculum design, this article reviews a key resource for the use of a pedagogy-first, co-design approach in a specific instance of developing curriculum for connected learning at scale.Design/methodology/approachThis article summarises key guidance for applying a co-design approach to a large educational transformation project (connected learning at scale) and reflects on the application in the UK (a developed economy) and in Vietnam (one of the fastest growing economies).FindingsThe guidance is found to reflect similar co-development processes in the UK and Vietnam, but adds additional layers of infrastructure and support to enable rich co-design processes. These are seen as proportionate given the impact of large-scale curricula.Originality/valueThis is the first time a review has been conducted from the perspective of different countries.

Learning design ecosystems thinking: defying the linear imperative and designing for higher education at-scale

“…At a teaching and learning design level, technology acts as a magnifier and multiplier of content, voice and validation. For example, technology magnifies lecture content to everlarger audiences both in a lecture theatre and online through lecture recordings (Davis et al, 2018;Huber et al, 2023;Jandri c et al, 2022). Technology supports how education can be multiplied, offering hybrid models of engagement in smaller teacher contexts such as tutorials, decoupling participation from interactivity and enabling large-scale assessment and feedback (Guilding et al, 2018).…”

Cross-cultural adaptation of educational design patterns at scale

“…Traditionally, education at scale has tended towards passive teaching and learning through large lectures and testing knowledge through exams. Increasingly, educators value more active, experiential teaching and learning, typically associated with smaller cohorts (Kolb and Kolb, 2017;Huber et al, 2023). As a result, many higher education institutions seek to prepare students with the creative, evaluative and relational skills they will need to tackle the considerable challenges of business and society (Vallis and Redmond, 2021).…”