Learning designs and the development of study skills: Reuse and community perspectives

liz.masterman(at)oucs.ox.ac.uk This paper takes as its starting-point the role of reusable learning designs and of practitioner communities in disseminating effective pedagogic practice. The authors note the findings of previous research indicating a gap between teachers ’ stated intention to reuse others ’ materials and the practicalities of reuse, and comment on the shortcomings of both Wenger’s communities of practice and Hung and Nichani’s quasi-communities as models of the types of community that might foster the reuse of learning designs. They suggest that another model is needed to address the ‘scaffolding ’ of teachers into the practice of sharing. To explore both themes, the authors then present an investigation into the reusability of learning designs. This was set in the context of a regional initiative, within the London Borough of Greenwich, to support students ’ development of study skills through blended learning. Questions raised by the findings include the cost-benefits of adaptation versus creation of one’s own learning designs, and the reusability of designs created ‘in the abstract. ’ The authors conclude by introducing the CAMEL model of collaboration as a potential means to overcome the discrepancy between the theory and reality of reuse through establishing relationships of trust mediated by both online and face-to-face communication