Co-creating by degrees: Exploring experiences of co-design

Becker, S., Owens, G., Runze, J., Hopps, D., Morris, S., Bainbridge, V. and Wylie, M. (2017) Co-creating by degrees: Exploring experiences of co-design. [Video]

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Abstract

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.

Item Type:	Video
Additional Information:	© 2017 University of Greenwich. A video article published in the open access journal The Journal of Educational Innovation Partnership and Change under a CC BY-NC-ND licence.
Divisions:	School of Social Science
Depositing User:	Sue Becker
Date Deposited:	15 Jan 2018 10:45
Last Modified:	23 Jul 2019 14:20
URI:	https://bgro.repository.guildhe.ac.uk/id/eprint/220

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