Designing Multilevel Architecture for Learning to Support Continuous Learning Innovations: Two School Cases in A Design-based Implementation Research Project

Abstract

In Design-based implementation research (DBIR), the focus of design efforts is on not only the creation of tools and resources for student learning improvement, but also the (re)design of institutional conditions that support the improvement to be sustainable and scalable. This paper reports on a DBIR project in Hong Kong supporting teachers to use self-directed learning approach in STEM education. In crafting conditions for the project implementation, one of the design principles is building multilevel architecture for learning to strengthen school leaders and teachers’ capacity to be self-organized in the long term. In-depth case studies on two schools participating in the project shows feedback loops play a key role in the self-organized learning of teachers and school principals. Teachers as brokers could facilitate the spread of innovative practice. Implications to design principles at the institutional level are discussed.