Precarious school level scalability amid network level resilience: insights from a multilevel multiscale model of scalability

Abstract

This paper presents the scalability analyses of two teacher networks in Hong Kong supported by university researchers. The Learning Community Projects (LCP, 2001-2012) promoted knowledge building pedagogy (Scardamalia 2002) using Knowledge Forum® for online discussions and networked with the Knowledge Building International Project (KBIP). Learning 2.0 (L2.0 for short) was a local network that provided a Moodle-based online learning platform and pedagogical design support to teachers for implementation of Liberal Studies, a new school subject stipulated as compulsory in the education reform process for nurturing critical thinking and lifelong learning skills during 2008 to 2012. Funding for both projects ended in 2012. All network activities in LCP ended, but a number of the L2.0 schools still sought to maintain the pedagogical practices and the online platform using their own resources. This paper proposes a multilevel multiscale model for analyzing the architecture for learning in the specific contexts of three teachers, two connected with LCP and one with L2.0. The analysis reveal that different raison d’être for the SUNG projects, system level involvement, school level conditions and how the learning technology relate to the wider technologic environment interact, leading to the different scalability outcomes observed. The implications of these findings and the utility of the analytic model are discussed.