Co-creation of learning and student engagement in shaping their curricula are becoming more widespread as pedagogic practice in Higher Education. The literature surrounding co-creating the learning experience has focussed primarily on the benefits for staff and students involved in terms of increased student engagement (Cook-Slather et al, 2014). The barriers to co-creation, which include perceived threats to academic as expert and role-blurring, in part derive from a lack of transparency about the strategies for embedding co-creation of learning in established learning and teaching practices (Allin, 2014). The procedure and mechanics of co-creating curricula appear obfuscated by theoretical and academic discussions about the intersection of partnership, co-creation and student engagement. The current project seeks to throw light on and explore two different approaches to co-creating the curricula on level 6 option modules run by Psychology and Business programmes.
|Media of output||Film|
|Publication status||Published - 12 Jun 2017|
Bibliographical noteA video article published in the open access journal The Journal of Educational Innovation Vol 3 iss 1 under a CC BY-NC-ND licence.
Becker, S. (Author), Hopps, D. (Author), Owens, G. (Author), Runze, J. (Author), Morris, S. (Author), Bainbridge, V. (Author), & Wylie, M. (Author). (2017). Co-creating by degrees exploring experiences of co design. Digital or Visual Products https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/558/video