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

Abstract

PurposeDigital 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/approachThis 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).FindingsThe 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/valueThis is the first time a review has been conducted from the perspective of different countries.