Exploring learning in the environment of Project ECHO using the lens of activity theory

The aim of this study is to explicate the learning environment created within, and social context of

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ECHO. It is hoped that this greater understanding could help guide continuation and development of future networks.<br><br>Methodology<br>An initial scoping literature review was carried out to ascertain what is already known about learning in

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ECHO. A subsequent qualitative case study was undertaken. A Gastroenterology Inflammatory Bowel Disease ECHO meeting was used to help improve our understanding of how we learn in this environment.

Data was collected using ethnographic methods and analysed using an Activity Theory lens.<br><br>Results<br>The scoping review outlined when and where research in this area was emerging from and highlighted key characteristics of the ECHO networks discussed. Twelve of the twenty-six papers included in the review posited specific learning theories as relevant to learning within

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ECHO and rationale for why these could be relevant has been discussed. Two Activity Systems were depicted.Elements of the ‘centre’ and ‘community’ system have been discussed, including the subject, object, rules, tools, division of labour and community. Contraindications arising within and between systems have been explored and opportunities for change and potential for expansive learning discussed.<br><br>Discussion & Conclusions<br>Findings from the scoping review included six learning theories which were posited as relevant to learning within ECHO.

These have been highlighted in the scoping review and reasons why they may be relevant to

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ECHO discussed. Following consideration of the aforementioned learning theories, I felt that Cultural Historical Activity Theory could help offer a more meaningful analysis of

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ECHO as a learning environment. Through this lens I have explored the various elements involved in mediating tasks within the network. Contradictions arising within and between the activity systems involved have been considered and explored.

Consideration has been given as to whether expansive learning has taken place in this instance. Through this work we can further our understanding of what is happening within an ECHO network and through exploration and ‘knot-working’ of inevitable contradictions within the system, gain insights which may be fruitful in developing better ways of working. This could help maximise the potential of this exciting new learning platform as it continues to gain momentum and new networks evolve.<br><br>