Co-Design for Connected Learning at Scale: A Cross-Cultural Review of Guidance

Autor/inn/en	Huber, Elaine; Lê, Ngoc Chi; Nguyen, Thi-Huyen; Wall, Tony
Titel	Co-Design for Connected Learning at Scale: A Cross-Cultural Review of Guidance
Quelle	In: Higher Education, Skills and Work-based Learning, 13 (2023) 6, S.1318-1326 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nguyen, Thi-Huyen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-3896
DOI	10.1108/HESWBL-05-2023-0106
Schlagwörter	Educational Technology; Blended Learning; Cooperative Learning; Design; Cross Cultural Studies; Comparative Education; Foreign Countries; Educational Development; Curriculum Development; United Kingdom; Vietnam + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Kooperatives Lernen; Cultural comparison; Kulturvergleich; Vergleichende Erziehungswissenschaft; Ausland; Bildungsentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Großbritannien
Abstract	Purpose: Digital 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/approach: This 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). Findings: The 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/value: This is the first time a review has been conducted from the perspective of different countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01