Abstract:
Learning and instructional designers in higher education frequently assist subject matter experts with curriculum design and development of courses and programmes. Development teams often comprise three to seven individuals that need to work collaboratively under the guidance of an expert in pedagogy, curriculum, and/or learning technologies. In many environments, however, hierarchical management, rigid processes and strict timelines are often prioritised over supportive leadership, flexibility and individual empowerment. These traditional project management techniques frequently result in missed deadlines and failure to meet goals due to a strict adherence to traditional waterfall management approaches. Project managers seeking to adopt more human-centric approaches that cater to changing project environments and the achievement of shared team goals often embrace agile frameworks.
Therefore, this research study reports on the benefits of using Scrum as an Agile project management framework to enhance the social interactions of curriculum development teams. The COVID-19 pandemic resulted in participants working remotely to design programmes collaboratively for a South African higher education institution. A qualitative research approach was used, with reflective email, small group, and individual interviews as some of the main data gathering strategies. Both inductive and deductive techniques were required to analyse the data. The findings revealed that Scrum pillars, principles, events, artefacts, values and team roles contribute to people-centric and organisation-centric management outcomes. Instructional designers looking to strengthen social interactions such as communication, coordination and collaboration to achieve e-learning project goals may benefit from implementing an adapted version of Scrum. Recommendations for an orientation sprint and more engagements of a social and personal nature to form emotional bonds and strengthen remote team relationships are made.
