I have been hearing a lot about the benefits of co-creation as a collaborative approach to including students as partners in pedagogical planning processes. But just how do we go about shifting perspectives of students as stakeholders to students as co-creators?
Perhaps before we explore this, we should define what we mean by co-creation, what its value might be to staff and students and how we might use it as a curriculum enhancement tool.
What is co-creation?
Co-creation is the development of student-led, collaborative initiatives leading to co-created outputs. The outputs may be part of the curriculum (unit assessment driven for example) or co-curricular (related to the programme but not to a particular unit assessment/expectation). Co-creation can be applied to many areas of HE, in particular in curriculum development and research where students work in partnership with academics to improve the student experience. Continue reading
The Creative Education team have been talking to UCA courses with 90% or above in the National Student Survey. The idea of the conversations has been to explore some of the creative pedagogies used to keep students satisfied with their course experiences.
We capture the first of these here, with an interview with Mark O’Connor, Course Leader for Fashion Journalism.
What approaches to learning, teaching and student engagement did you take last year?
We monitor everything unit by unit and always close the feedback loop at Course Boards. This helps us to improve practice year on year. Students are encouraged to feed back on the experience of doing the unit through a Unit Evaluation Form. These are then gathered up by our Course Administrator in Campus Registry. She minutes them and puts them into an action plan to form negative and positive feedback.
What do you think was distinctive about your approaches last year? How do you think this might have helped with NSS scores? Continue reading
A double helping of teaching tips this week from Dr. H – here they are:
If a learner has an unfamiliar ‘non-UK’ name, it is important to pronounce it as well as possible (rather than mess it up, or avoid using it). It is fine to ask for guidance from the student while you learn an unfamiliar name.
When giving feedback, have a checklist of things you will feedback on. (This might be informed by the assessment rubrics.) In this way, you make sure that all students receive parity of feedback on all the important points.
It’s time for Nicholas Houghton’s teaching tip of the week. This week’s tips is:
Learn all students’ names as soon as possible. You’ll find you can do it; we all can. By using their name every time you address them, you not only help them to feel valued, you help yourself to learn their name. The first session you might consider giving them post-its to wear with their names on, so you don’t have to keep asking their name.
To support the university ambitions to develop excellent teaching, the Creative Education team have worked with key stakeholders across the university re-accredit our provision with the Higher Education Academy (part of Advance HE). We have now developed an overarching framework of taught and experiential CPD learning and teaching, mapped against the UK Professional Standards Framework. The Creative Education Professional Development Framework offers both taught and experiential routes to teaching qualification and/or professional recognition (see Visual on attached which articulates this) designed to fit around busy teaching schedules, as follows:
- The new Postgraduate Certificate in Creative Education offers a 60-credit taught route to achieving HEA professional recognition aimed at newer teaching staff.
- The Creative Education CPD scheme (UKPSF Descriptor 1-3) provides a self-directed route to achieving HEA professional recognition for experienced teaching staff.
- Both routes provide an online, collaborative experience with face to face campus support, provided by a dedicated teaching team and/or network of campus based Creative Education Mentors.
- Rather than produce a written account of professional practice, all participants are now required to ‘present their claim’ for recognition based on the evidence they have from reflecting on their teaching/supporting learning practice through the UKPSF (eg teaching observations and reflective commentaries)
If any teaching staff are interested in doing either a teacher qualification and/or making a claim for HEA Fellowship, please see the Creative Education Professional Development Framework. If you require any further information please email the CEN team on firstname.lastname@example.org
Nicholas Houghton’s tip for this week is:
If your teaching involves using technology, arrive early enough to be able to set it all up and ensure it is all working; ensure you have the contact details of the person to contact if it goes wrong and always have ‘up your sleeve’ [in reserve] a plan B, that doesn’t involve technology, so that the session can proceed if the technology doesn’t work.
Photo by Alex Kotliarskyi on Unsplash
Studies at UCA on the first year experience (Barratt, 2017; Allder & Fitzwater, 2018) have shown that introducing students to disciplinary cultures at an early stage in their HE journey has many advantages in terms of increasing student preparedness, easing transition, establishing a sense of belonging, fostering student’s resilience and ultimately potentially reducing the likelihood of withdrawal.
In an attempt to take some of the recommendations forward from this in-house research, the University’s Student Success Committee formed two working groups: one on Student Induction and one on Personal Tutoring. Membership of both groups was drawn from lead practitioners in both academic and professional support departments.
In line with internal research findings on the retention and the first year experience and sector research on student induction, the Student Induction Working Group has agreed a set of Student Induction Principles. These principles have now been formed into an Induction Checklist Guide 2019, to reflect on current practice:
Induction Checklist Guide for course teams Continue reading