This paper describes a work-in-progress action research project to investigate how technology-enabled learning networks may achieve practical organisational improvement outcomes in the author's own institution, a UK distance learning higher education (HE) context. Collaborative learning technology, typically used for academic learning or professional development, affords the geographically scattered and disparate practitioner stakeholders involved in distance learning module design and delivery the ability to grapple together with a problem area requiring improvement. In this particular context, there is a perennial organisational need to close a feedback loop between remote module tutors and campus based teams, to develop a joint understanding of teaching and learning design challenges, and to put tutors as close as possible to the development of solutions. However, there is insufficient conceptual and practical understanding about the mechanisms by which this unfolding process of technology-enabled organisational learning might happen. Conceptual frameworks in the field of learning networks and networked learning are still developing (Sloep, 2016). The aim of this research is to investigate the active use of learning networks to achieve practical improvement outcomes, and to explore a new conceptual framework covering all stages of the required learning process. The research aims to make an original contribution to the call for actionable knowledge in organisational research, using a collaborative, equitable and rigorous action-oriented and theory-building approach, which also aims to achieve measurable impact.

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This case study is located in the Department for Education Innovation (EI), a teaching and learning support unit at the University of Pretoria in South Africa. The initial problem was the need to apply project management and quality management principles to the services offered by the department to faculty members. The authors describe the implementation of a formal, online, process-based Quality Management System (QMS) designed to self evaluate, document, and improve the Instructional Design (ID) process that guides the development of educational technology solutions in EI. The project was completed in 2005 and was included in a CEN (European Committee for Standardization) Good Practice Guide for outstanding implementations of quality approaches in e-learning. The QMS provides a mechanism to support a consistent project management approach, and the case illustrates successful integration between three cycles: Project Management (PM), Quality Management (QM), and the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design process.