CETL for Professional Learning from the Workplace: Using activity theory to facilitate curriculum development

Abstract

Purpose

The purpose of this paper is to illustrate how activity theory was used as a method of facilitating change in the understanding of work as a driver for disciplinary and professionally‐oriented learning in a UK university. The paper focuses on staff learning.

Design/methodology/approach

The paper takes the form of a case study and discussion. The central intervention used was to bring course teams to focus on the nature of work that would be relevant to their discipline, and to ask who might benefit from or commission that work, as a means to disrupt conventional thinking around curriculum design and to expand thinking around activities that could integrate real world activity with learning.

Findings

Facilitation informed by conceptualizing the curriculum in terms of Engestrom's activity system seemed to provide a catalyst for groups to develop their own models of work integrated learning with strategies that were appropriate for their disciplinary areas, and that led in each case to an opening up of roles and collaborations amongst the staff group and with external colleagues.

Originality/value

The introduction of a “client” or external agency as the commissioner or customer for the work seems to have had the effect of helping a number of academic staff to engage with the curriculum in new roles. It also enabled students to take professional responsibility, and in some cases to be positioned as colleagues in a community of practice.

Citation

Coldham, S. (2011), "CETL for Professional Learning from the Workplace: Using activity theory to facilitate curriculum development", Higher Education, Skills and Work-Based Learning, Vol. 1 No. 3, pp. 262-272. https://doi.org/10.1108/20423891111179650