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

Abstract

PurposeThe purpose of this article is to posit an alternative learning design approach to the technology-led magnification and multiplication of learning and to the linearity of curricular design approaches such as a constructive alignment. Learning design ecosystem thinking creates complex and interactive networks of activity that engage the widest span of the community in addressing critical pedagogical challenges. They identify the pinch-points where negative engagements become structured into the student experience and design pathways for students to navigate their way through the uncertainty and transitions of higher education at-scale.Design/methodology/approachIt is a conceptual paper drawing on a deep and critical engagement of literature, a reflexive approach to the dominant paradigms and informed by practice.FindingsLearning design ecosystems create spaces within at-scale education for deep learning to occur. They are not easy to design or maintain. They are epistemically and pedagogically complex, especially when deployed within the structures of an institution. As Gough (2013) argues, complexity reduction should not be the sole purpose of designing an educational experience and the transitional journey into and through complexity that students studying in these ecosystems take can engender them with resonant, deeply human and transdisciplinary graduate capabilities that will shape their career journey.Research limitations/implicationsThe paper is theoretical in nature (although underpinned by rigorous evaluation of practice). There are limitations in scope in part defined by the amorphous definitions of scale. It is also limited to the contexts of higher education although it is not bound to them.Originality/valueThis paper challenges the dialectic that argues for a complexity reduction in higher education and posits the benefits of complexity, connection and transition in the design and delivery of education at-scale.