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Co-creating learning and teaching: an exploration of rationales and approaches

Dr Catherine Bovill, Senior Lecturer in Student EngagementInstitute for Academic Development

Overview• Co-creation an idea we never got around to

implementing?• Rationales for co-creation• Examples of practice• Building on good relationships• Implications, concluding thoughts

Co-creation, what is it?“Co-creation of learning and teaching occurs when staff and students work collaboratively with one another to create components of curricula and/or pedagogical approaches.” (Bovill et al, 2016: 196)

“…there exists in curriculum development… something of a failure of nerve. We are willing to prepare students to assume only some responsibility for their own learning” (Apple 1981:115).

Not a new idea (Bovill, 2013)

Freedom to learn• Experiential learning/ greater role & responsibility• “Students want…• …to be trusted and respected…• …to be part of a family…• …opportunities to be responsible…• …freedom not license…• …a place where people care…• …teachers who help them succeed, not fail…• …to have choices…” (Rogers & Freiberg, 1994: 5-7)

“...nearly every student finds that large portions of the curriculum are meaningless. Thus education becomes the futile attempt to learn material that has no personal meaning. Such learning involves the mind only: it is learning that takes place ‘from the neck up’. It does not involve feelings or personal meanings; it has no relevance for the whole person” (Rogers & Freiberg 1994:35)

Making sense of terminology

Would you all please stand?

Students tend to like conventional teaching and learning (eg lectures, essays)

Would you all please stand?

Staff tend to like conventional teaching and learning (eg lectures, essays)

Why should we involve students?Normative argument: students have a right to a say in their education / as a citizenDevelopmental argument: students are ready to contributePolitical argument: students are not an homogeneous group Educational argument: students will learn important knowledge and skills by participatingRelevance argument: student involvement in the curriculum makes it more relevant (Bron & Veugelers, 2014)

Missing perspectives (Cook-Sather, Bovill & Felten, 2014)Engaging the whole being (Rogers & Freiberg 1994, Barnett & Coate, 2005)

• Text books (Education): Mihans et al, Elon University, USA

• Students design VLE (Geography): Moore-Cherry, UCD

• Worksheets for first year students (Maths): Duah, Loughborough University

• Student-led Individually Created Courses (SLICCS) (Medicine): Riley & McCabe, University of Edinburgh

• Student photos used in curriculum (Geography):Gilmartin, University of Ireland, Mayneuth

• Essay questions (Classics): Kruschwitz, Reading University

• Course content (Business): Canales, St Andrews University

• Co-assessment (Public Policy): Deeley, University of Glasgow

Co-creation examples (see Cook-Sather et al, 2014)

Co-creation, what impact does it have?Students and staff share many benefitsEngagement - enhanced motivation and learningAwareness - meta-cognitive awareness and sense of identityEnhancement - improved teaching/classroom experiences

Cook-Sather et al, 2014

Student-staff relationships

"When you come to class on the first day and the teacher says 'We notice your attitude,' they forget that we notice their attitude too. Students do the same thing." (Gozemba, 2002: 132)

“…the professor must genuinely valueeveryone's presence. There must be an ongoing recognition that everyone influences the classroom dynamic, that everyone contributes." (hooks, 1994:8)

Underpinning principles (for partnership)

Cook-Sather, Bovill & Felten (2014)

“Nothing is more powerful than seeing a professor take your ideas seriously…” (Cohen et al., 2013: 10)

Implications/concluding thoughts

• Many forms of co-creation are possible• Student-staff relationships are key to co-

creation / good learning and teaching• How can we co-create with whole cohorts/

classes? An under-utilised opportunity?• How can we change mind-sets to ensure

students’ perspectives are valued?

Thank you

Photos:– University of Edinburgh– Catherine Bovill

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