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Conference Paper: Architectures for learning and successive processes of scaling
Title | Architectures for learning and successive processes of scaling |
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Authors | |
Issue Date | 2018 |
Publisher | International Society of the Learning Sciences. |
Citation | Proceedings of the 13th International Conference of the Learning Sciences (ICLS): Rethinking learning in the digital age: Making the Learning Sciences count, London, UK, 23-27 June 2018, v. 3, p. 1533-1534 How to Cite? |
Abstract | This study examines how school-level learning architectures affect the scalability of an innovation by conceptualizing scalability as successive scaling-up processes from the scale-up of teacher reform capacity to the result of spread. A longitudinal qualitative two-case study was conducted at two different schools, in the context of developing self-directed learning (SDL) practice in science education. The results showed how components of learning architectures affected successive scaling-up processes. These are components to be monitored at the school level for achieving innovation at scale. |
Persistent Identifier | http://hdl.handle.net/10722/257709 |
ISBN |
DC Field | Value | Language |
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dc.contributor.author | Ko, POR | - |
dc.contributor.author | Hew, KFT | - |
dc.date.accessioned | 2018-08-10T08:37:25Z | - |
dc.date.available | 2018-08-10T08:37:25Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Proceedings of the 13th International Conference of the Learning Sciences (ICLS): Rethinking learning in the digital age: Making the Learning Sciences count, London, UK, 23-27 June 2018, v. 3, p. 1533-1534 | - |
dc.identifier.isbn | 9781732467224 | - |
dc.identifier.uri | http://hdl.handle.net/10722/257709 | - |
dc.description.abstract | This study examines how school-level learning architectures affect the scalability of an innovation by conceptualizing scalability as successive scaling-up processes from the scale-up of teacher reform capacity to the result of spread. A longitudinal qualitative two-case study was conducted at two different schools, in the context of developing self-directed learning (SDL) practice in science education. The results showed how components of learning architectures affected successive scaling-up processes. These are components to be monitored at the school level for achieving innovation at scale. | - |
dc.language | eng | - |
dc.publisher | International Society of the Learning Sciences. | - |
dc.relation.ispartof | International Conference of the Learning Sciences (ICLS) | - |
dc.title | Architectures for learning and successive processes of scaling | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Ko, POR: kopakon@hku.hk | - |
dc.identifier.email | Hew, KFT: kfhew@hku.hk | - |
dc.identifier.authority | Hew, KFT=rp01873 | - |
dc.identifier.hkuros | 286351 | - |
dc.identifier.volume | 3 | - |
dc.identifier.spage | 1533 | - |
dc.identifier.epage | 1534 | - |
dc.publisher.place | London, UK | - |