Tuesday, June 23, 2020

Creativity and Collaboration: An Exploration of Empathy, Inclusion, and Resilience in Co-Creation of the Curriculum

The call for papers for a special issue highlighting creativity in higher education practices inspired me to write an article drawing out the many interesting facets of creativity within co-creation of the curriculum. I enjoyed leading a discussion session today focused on the paper at the St Mary's University Festival of Learning and Teaching with this year's theme focusing specifically on co-creation of the curriculum. Thank you to the participants and chair for a fascinating discussion!

The article abstract, link to the full open access paper, and discussion questions from the session are shared below.

Abstract
This research article uses an inductive approach to analyse the nuanced nature of creativity within co-creation of the curriculum in higher education. Co-creation of the curriculum is one form of engagement in learning and teaching in which students and staff work in partnership so that each has a voice and a stake in curriculum development. Using qualitative research methods, this research focuses on the creative practices of co-creation of the curriculum and draws new connections between student engagement, creativity, and authenticity in learning and teaching. Themes that are explored include: (A) innovation through dialogue and collaboration within the community, (B) play and creatively trying new things despite risks, (C) enjoyment of creative learning and teaching, (D) shared ownership leading to intrinsic motivation and creativity, and (E) creatively challenging the status quo. The author suggests that it is the inclusive processes and products of creativity within co-creation of the curriculum that helps students and staff to develop essential skills and attributes – such as confidence, empathy, and resilience – that help them engage in authentic learning and teaching experiences and learn to cope with supercomplexity in today’s ever-changing world.

Read the full article: Creativity and Collaboration: An Exploration of Empathy, Inclusion, and Resilience in Co-Creation of the Curriculum in the Student Engagement in Higher Education Journal.




Tuesday, June 4, 2019

“More than Just a Student”: How Co-Creation of the Curriculum Fosters Third Spaces in Ways of Working, Identity, and Impact

In my recently published article, I analyse further qualitative data from my doctoral research on co-creation of the curriculum to draw out the theme of Third Spaces that has emerged. My work takes on new theoretical perspectives drawing on theories of the Third Space which I engaged with as a result of being inspired by the special issue theme of the International Journal of Students as Partners focusing on this topic. I also draw on literature on the Third Mission of universities which I was first introduced to while participating in the Central European University's summer school last year focusing on the theory and practice of contemporary adult education. The abstract is below as well as links to the open source article.

“More than Just a Student”: How Co-Creation of the Curriculum Fosters Third Spaces in Ways of Working, Identity, and Impact

Abstract:
The Third Space (Bhabha, 2004) represents non-traditional roles, processes, relationships, and spaces in which individuals work and have impact. This article presents qualitative research into 13 different curriculum co-creation initiatives at five Scottish universities and analyses the forms of Third Space that emerge.The findings highlight that curriculum co-creation can foster Third Spaces that include: new ways of working in learning and teaching, student development in a space between traditional student and teacher roles and identities, and impact in civic engagement within and beyond the university. The respect and reciprocity that characterise curriculum co-creation can greatly benefit students’ personal and professional development as individuals. In addition, I suggest that the Third Space of civic engagement can advance the Third Mission of universities (beyond impact in the first two missions of teaching and research) when students and teachers work in partnership to have a positive effect on the wider society.

The full article can be accessed here.

Friday, April 12, 2019

Reimagining the Place of Students in Academic Development

It's been such a pleasure to collaborate with an international team of staff and other PhD students on the journal article 'Reimagining the Place of Students in Academic Development' in the International Journal for Academic Development. I have learnt so much from Peter Felten, Sophia Abbot, Jordan Kirkwood, Aaron Long, Lucy Mercer-Mapstone, and Roselynn Verwood as we developed the ideas and 'reimaginings' of student-staff partnerships in academic development. Use the link above for free access to the article, and see the abstract below:

As calls for student-staff partnership proliferate across higher education, academic development must re-examine and reimagine its relationship to students. Students generally occupy roles with limited agency in academic development. We argue that this needs to change. We propose re-articulating the purpose of academic development toward the creation of conditions that liberate everyone involved in teaching and learning in higher education. We offer four vignettes that illustrate what is possible when students have the opportunity to embrace their essential roles. We conclude by reflecting on the human implications of student agency in academic development and higher education more broadly.

Friday, December 14, 2018

Reflective Essay: Co-Researching Co-Creation of the Curriculum

Last year, I shared on this blog some of my reflections on co-researching co-creation of the curriculum and my experiences of working with students as partners as part of my PhD research in this area. After this time, I was thrilled that Hermina Simoni wanted to carry on this partnership work by writing a reflective essay about our experiences of using arts-based methods together, and that she shared with me about co-production in her subject area of health care. I learnt a lot throughout this collaborative work, and I'm thrilled to now share our work in our new publication.

Co-researching co-creation of the curriculum: Reflections on arts-based methods in education and connections to healthcare co-production
International Journal of Students as Partners

Summary of our reflective essay:
Our research explores how students and staff can both benefit from participating actively in partnerships in higher education. Through qualitative research employing focus group discussions with students and then with staff, participants suggest a plethora of practices of co-creation of curriculum whilst also reflecting on benefits and challenges. The inclusion of two student consultants as co-researchers added another layer to this research project by engaging students as partners in learning and bringing multiple voices to the research collection, analysis, and dissemination processes. The inclusion of undergraduate student co-researchers’ perspectives offers a mirror in which we can observe what is needed to foster effective co-creation of the curriculum in higher education. This reflective essay illustrates perspectives about our experiences of engaging in this collaborative research using deliberative democratic methodology. The scope of this paper is to provide an informative picture about our experiences, draw connections with co-creation of healthcare, and encourage similar partnerships in education and beyond.

I hope you enjoy reading the full reflective essay via the IJSaP website.

Saturday, September 8, 2018

ECER 2018 - Educational Inclusion

The European Conference of Educational Research (ECER) was hosted this year in the beautiful town of Bolzano, Italy in the Dolomites at the crossroads between Italian, Austrian, and Swiss borders. The Free University of Bozen-Bolzano hosted us, and I was fascinated to learn that their degree programmes are all trilingual. This set the stage for gathering education researchers from all over the world.

At such a big conference with 33 parallel sessions running at the same time, of course each participant navigates their own course through the conference proceedings and events. In this post, I attempt to summarise some of the take-aways throughout my conference journey this week.



Space to Reflect, Learn, and Make New Connections
I enjoyed attending the presentation by Labake Fakunle and Joceline Alla-Mensah sharing Universas21-funded work looking at the benefits and barriers of doctoral students’ engagement at networking events and conferences. Their participants cited financial barriers and time constraints as challenges, but they also saw great value in networking at conferences. This was certainly the case for me in attending ECER and, thanks to the Moray House Graduate School’s financial support and my ability to take a week of annual leave from my work, I was supported to attend ECER. As with the AERA and JURE conferences, I found great benefits to taking the time to learn about a wide variety of educational research, reflect on and share my own work, and connect with individuals researching similar topics. This was particularly the case at the Universitas21 FINE networking event (which I will write about separately soon) and the ECER networking events in the town plaza and at the Mareccio Castle which was a fabulous experience.




Inclusion through Sharing Values
There were some fascinating keynote talks and symposia that highlighted and problematised the conference theme of inclusion. Brahm Norwich emphasised how inclusion is respectful to all participants or partners by valuing the contributions of all, but he also noted that inclusion has become a popularised term in the current society. For example, co-researching has become a popular method to include participants’ voices more actively in research design and direction. Kyriaki Messiou provided some rich examples of including children’s voices actively in school improvement projects and research when they draw ‘power maps’ of where decision-makers are located within the school, take photos of where they do and do not feel safe to improve the learning environment, and write a ‘message in a bottle’ to share their wish list of other improvements. Messiou shared how inclusive research that challenges traditional power dynamics can empower all participants, and I similarly found the experience extremely valuable when co-researching with undergraduate students

Both Messiou and, in his keynote, Thomas Popkewitz, highlighted that inclusion represents our values. Although power dynamics are always present, they are made more transparent in some ways by showing how decisions are made and creating spaces for shared ownership (as in benefits of co-creation of the curriculum). At the same time, though, including sometimes may mean excluding others who don’t share our values and we need to be attentive to this exclusion. This made me reflect on how whether co-creation practitioners may exclude traditionalists when challenging the status quo of the traditional university hierarchies, processes, and structures.



Inclusion through Creativity and Play
In some cases, inclusion can mean inviting other individuals into existing spaces to contribute to decision-making. For example, Manuela Raposo-Rivas and Kyriaki Messiou each showed in different research in the UK and Spain how children can be invited into adult spaces to contribute to decision-making and the learning of both new and experienced teachers. Furthermore, Demet Lukuslu showed in the Partispace project how youth were invited into adult-led spaces in youth councils in Turkey. While these forms of inclusion are positive, they are operating within existing structures.

Because of my interest in creativity and play in teaching outside the box, I enjoyed learning about other examples at ECER of creating new, creative spaces for inclusion. For example, Bernadette Mercieca showed how the framework of well-known children’s literature such as Alice in Wonderland, the Wizard of Oz, or Little Red Riding Hood could be used as metaphors in a doctoral thesis to make concepts more accessible or understood in different ways as they resonate with readers. I was fascinated by this idea! In a session on gamification, Lina Higueras-Rodriguez and Esra Demiray each shared interesting presentations about gamification of learning to promote new spaces for engagement. These presentations led to a fascinating discussion about how ‘game’ and ‘play’ are two distinct concepts in English but, in Spanish, one word is used for both. We discussed the distinctions, and what we felt were playful methodologies versus traditional methodologies which that promote engagement. There are interesting connections to be made between play, gamification, and engagement in learning.



Inclusion through Teaching Excellence
I enjoyed hearing a number of papers on teaching excellence. For example, Sofia Chanda-Gool presented on university teachers in England fostering learning environments that promote a wellbeing framework; she found that these inclusive environments increase students’ sense of belonging, as well as their confidence to engage in groupwork and take risks in learning. Similarly, Mercedes Inda-Caro presented on Spanish teachers’ ‘activating teaching’ methods that develop learning environments that foster student engagement. Salvador Reyes-de Cozar also presented on the importance of counselling and student support, and the need for teachers to recognise students who are struggling and to provide support. Each of these three research presentations had similar findings to my own research into student perceptions of excellence in teaching and student support.

Thinking back on Thomas Popkewitz’s fascinating keynote presentation, he suggested that curriculum outcomes reflect individuals’ hopes and what we want students to become in our society. He argued that educational work and research are based on these aims and values, even when purporting to be objective. I reflected on the many different stakeholders in education and their various perceptions of teaching excellence

However, throughout the massive conference programme of 3,000 presentations centred around the theme of inclusion, it was striking that seeing students as partners and/or working with them to co-create the curriculum within secondary and higher education was almost non-existent. For me, this speaks to the need for university teachers and researchers to not only listen to students’ feedback and use their data in research, but to become more inclusive by working with students as collaborators. After all, if partnerships with children are successful, secondary and undergraduate students are more than capable! Perhaps the bigger question is whether academics are willing? Hopefully we can have some blue-sky thinking.





Sunday, July 8, 2018

Creating Spaces: Embracing Risk and Partnership in Higher Education

My latest publication was co-written with Juliet Hancock, with whom I work in the Professional Learning team at Moray House School of Education, University of Edinburgh. In this essay, we reflect on risk in partnerships in learning in higher education, including initial teacher education and teachers’ continued lifelong professional learning.

In the essay Creating Spaces: Embracing Risk and Partnership in Higher Education, we explore risk and expand on challenges within the themes of:
  • the ethos and values of partnership; 
  • sustaining our commitments;
  • vulnerabilities in trying new things; 
  • negotiation of learning; and 
  • rapport and relationships
We are both passionate about learner voice and exploring ways of creating opportunities for deep and meaningful partnerships. This includes considering ways of overcoming potential risks that working in partnership with learners may surface for all concerned in learning and teaching, including challenges arising from trying new things by teaching outside the box. The essay also considers how best to model and enact the ethos and values of partnership work that others might wish to take forward and further develop in their own practice.

We hope you enjoy reading the full essay as well as others in Teaching and Learning Together in Higher Education.

Tuesday, May 22, 2018

Students as Partners in Learning and Teaching: The Benefits of Co-Creation of the Curriculum

I'm delighted that my newest research article, Students as Partners in Learning and Teaching: The Benefits of Co-Creation of the Curriculum, has been published in the International Journal for Students as Partners. This work builds on my previous work looking at the benefits (and challenges) of co-creation while extending new arguments about how co-creation helps students and staff to develop self-authorship that help them deal with challenges in the supercomplex world we live in.

See the abstract below:

This research explores the benefits of co-creation of the curriculum, which is seen as one form of student-staff partnership in learning and teaching in which each partner has a voice and a stake in curriculum development. This qualitative research analyses participants’ perceptions of co-creation of the curriculum in the Scottish higher-education sector. Initial findings show that some staff and students participating in co-creation of the curriculum perceive it to benefit them by (a) fostering the development of shared responsibility, respect, and trust; (b) creating the conditions for partners to learn from each other within a collaborative learning community; and (c) enhancing individuals’ satisfaction and personal development within higher education. Using Barnett’s conceptualisation of supercomplexity and Baxter Magolda’s three-pronged view of self-authorship, the author suggests that critical and democratic engagement in co-creation of the curriculum can develop the self-authorship of both students and staff members, including their cognitive, interpersonal, and intrapersonal abilities which help them adapt to an ever-changing, supercomplex world.

Read the full article.