Scaling Capabilities for Collaborative, Continuous Improvement: Exploring Possibilities for Open Access Professional Learning

• In Event: What Does It Take to Build on Educators’ Expertise? Exploring Critical Problems of Representation, Relationships, and Scalability

Abstract

Purpose
This paper is motivated by the disconnect between a) rising calls in global policy contexts to disrupt systemic injustices and advance transformative change and b) weaknesses in local capabilities for educational innovation and improvement. With that, the paper focuses on specific problems of representation, connection, and scale: namely, scaling capabilities for collaborative, continuous improvement among globally distributed communities of educational stakeholders. By “collaborative, continuous improvement”, we mean iterative analysis, design, implementation, and evaluation addressing local educational opportunities, needs, and problems (Authors).

Theoretical Framework
This study explores the use of massive open online courses (MOOCs) for developing local capabilities for collaborative, continuous improvement at scale. Over the past 15 years, collaborative, continuous improvement has gained currency in the global context (Bryk et al., 2015; Greany & Kamp, 2022; Wolfenden et al., 2022). However, the infrastructure among higher education institutions, technical assistance providers, and government agencies to support large-scale capacity building is underdeveloped (Authors). By comparison, the global infrastructure supporting MOOCs provides access to low-cost/no-cost professional learning opportunities in nearly every country. Yet questions remain about the instructional quality of MOOCs and their potential to support professional learning among diverse audiences (Reich, 2022).

This study explores the use of an instructional design called Self-Directed/Community-Support Learning to develop capabilities for collaborative, continuous improvement. This design coordinates transfer-oriented “xMOOC” pedagogies with constructivist “cMOOC” pedagogies to develop capabilities to perform complex, collaborative professional work in authentic workplace contexts (Authors).

Mode of Inquiry
This study is part of a multi-year, continuing design based research project supporting the iterative design, implementation, evaluation, and refinement of a coordinated series of MOOCs that aim to develop entry-level theoretical and practical knowledge of collaborative, continuous improvement. The first iteration was launched in 2017, and has engaged over 50K learners from 180 countries. The second iteration launched in 2023. The central question organizing inquiry around both iterations is, “What resources are needed to support diverse, globally distributed learners in enacting a complex design for independent and social learning in an open access professional learning environment?”

Data/Analysis
This study leverages learners’ contributions to discussion boards and forums, course artifacts (including portfolios of student work), surveys, interviews, focus groups, and platform-generated analytics. It also includes an approach to “collaborative participant observation” in which two cohorts of campus-based learners collaborated with cohorts of globally distributed learners to examine core design decisions.

Results
Findings suggest that coordinating independent and social learning in open-access professional contexts benefits from four supports: careful logistical management to ensure on-pace, coordinated participation among a critical mass of learners; supplemental support among nationally, culturally, and linguistically diverse students in collaborating on authentic problems of practice; the use of cloud-based resources beyond the learning management system to support richer collaboration; and participation of instructional designers as stewards and facilitators.

Significance
This study suggests new possibilities for cross-national efforts to develop local capabilities for innovation and improvement responsive to global calls for disruptive, transformative educational change.

Author

• Donald J. Peurach, University of Michigan