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

Huber, E, Lê, NC, Nguyen, HT and Wall, T (2023) Co-design for connected learning at scale: a cross-cultural review of guidance. Higher Education, Skills and Work-based Learning. ISSN 2042-3896

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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: This is the first time a review has been conducted from the perspective of different countries.

Item Type: Article
Additional Information: This author accepted manuscript is deposited under a Creative Commons Attribution Non-commercial 4.0 International (CC BY-NC) licence. This means that anyone may distribute, adapt, and build upon the work for non-commercial purposes, subject to full attribution. If you wish to use this manuscript for commercial purposes, please contact permissions@emerald.com
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Business & Management (from Sep 19)
Publisher: Emerald
SWORD Depositor: A Symplectic
Date Deposited: 26 Jun 2023 13:30
Last Modified: 31 Jul 2023 15:00
DOI or ID number: 10.1108/HESWBL-05-2023-0106
URI: https://researchonline.ljmu.ac.uk/id/eprint/20072
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