Fostering the sustainability and scalability of curriculum innovations through collaborative design

摘要: The premise behind collaborative curriculum design in teacher teams is that it is an effective strategy for teachers’ professional development and sustainable innovation of curricula (Voogt, Pieters, & Handelzalts, 2016). In this chapter three small-scale studies in higher education are presented in which teachers collaboratively (re-) designed their curricula in teams. As researchers involved in the three studies, we wanted to know whether and why the teacher design teams that participated in the respective studies continued to exist, and whether their products (the curricula) were still in use. In addition, we were interested in the factors that contributed to whether the teams continued or not and the potential for scaling up the approach within the respective institutions. This chapter discusses these three studies, which focused on examining the sustainability and scalability of teacher design teams in different contexts. We conceptualized sustainability as the continuation of teacher design teams in terms of the approach (collaborative design in teacher teams) and the use of the materials produced by the design teams (courses, teacher guides, hand-outs, etc.). We conceptualized scalability as the expansion of teacher design teams within the institution. The context of the first study involved updating the curriculum of polytechnics in Ghana, the second study’s context involved the implementation of e-learning in the