This study explores the relationship between conceptions of innovation in eLearning pedagogy, the role of artefact-based learning in demonstrating this innovation, and how this can be investigated through critical incidents analysis of personal and collective learning. The context is an accredited masters programmes and the graduates' experience from 2007 to 2017. Graduates are a blend of academic staff in higher education, private sector trainers, and independent eLearning consultants wanting to develop knowledge and skills in eLearning. Key dimensions of pedagogic innovation explored are the continuum of how programme participants learn to innovate, what enables or prohibits them to innovate in their professional practice, and how they lead such innovations. Sixty-five graduates from the programme were invited to a survey and 10 of these who self-formed a LinkedIn community of practice after graduation engaged in a critical incident analysis on pedagogic innovation in their professional practice. As the participants are drawn from a range of academic subject disciplines, and share a cohort with eLearning professionals from the private and public sector, findings show the prohibitors and enablers within their disciplines and organisations in introducing and sustaining innovations to practice. Also shown is the importance of growing confidence in digital pedagogical practice, the power of collaborative cohorts, deconstructing innovative pedagogy for these contexts, and what supports pedagogic innovation. Findings have curriculum design and support implications for practitioners delivering eLearning professional development for academic staff and industry.