Students’ perspective on participation in a co-design process of learning scenarios

Iolanda Garcia, Ingrid Noguera, Meritxell Cortada-Pujol

Abstract


The adoption of co-design processes involving teachers and students is considered a helpful strategy for developing learner-centred scenarios. This research includes students in the co-design of learning scenarios that are inquiry-based (IBL) and enhanced by technology (TEL). In this paper, students’ contribution to the co-design process is analysed, as well as the impact it had on them. The data was collected before and after the project by means of interviews and a questionnaire applied to eleven students from two universities (one blended and one virtual). The results show that the students’ main contribution has a relationship with methodological and organisational aspects, and that the main benefit they perceive is gaining a better understanding of the teacher’s role and the complexity of designing learning scenarios. The study also shows some of the drawbacks and challenges of a co-design process.


Keywords


learning (co)design, student participation, student-centred learning, inquiry-based learning, technology-enhanced learning.

Full Text:

PDF

References


Bain, K. and Zimmerman, J. (2009) ‘Understanding Great Teaching.’ Peer Review 11(2), 9-12.

Bovill, C. (2014) ‘An investigation of co-created curricula within higher education in the UK, Ireland and the USA.’ Innovations in Education and Teaching International, 51(1), 15-25.

Bovill, C., Cook-Sather, A. and Felten, P. (2011) ‘Students as Co-creators of Teaching Approaches, Course Design and Curricula: Implications for Academic Developers.’ International Journal for Academic Development, 16(2): 133-145. Available at: http://eprints.gla.ac.uk/54132/1/54132.pdf (Accessed: 22 March 2018).

Bovill, C., Cook-Sather, A., Felten, P., Millard, L. and Moore-Cherry, N. (2016) ‘Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships.’ Higher Education, 71 (2) 195-208. Available at: http://eprints.gla.ac.uk/107084/1/107084.pdf (Accessed: 22 March 2018).

Bovill, C., Morss, K. and Bulley, C.J. (2009) ‘Should students participate in curriculum design? Discussion arising from a first year curriculum design project and a literature review.’ Pedagogic Research in Maximising Education 3(2), 17-26.

Bovill, C., Bulley, C.J. and Morss, K. (2011) ’Engaging and empowering first-year students through curriculum design: perspectives from the literature’. Teaching in Higher Education, 16(2), 197-209.

Cameron, L. and Gotlieb, C. (2009) ’Students Participating in the Learning Design Process Using LAMS.’ In: Cameron, L. and Dalziel, J. (eds.), Proceedings of the 4th International LAMS Conference 2009: Opening Up Learning Design. Sydney: LAMS Foundation, 40-47. Available at: http://lamsfoundation.org/lams2009sydney/CD/pdfs/03_Cameron.pdf (Accessed: 12 January 2017).

Cameron, L., and Tanti, M. (2011) ‘Students as Learning Designers: Using Social Media to Scaffold The Experience.’ eLearning Papers, 27. Available at: http://elearningeuropa.info/sites/default/files/asset/papers_27_InD_3.pdf (Accessed: 22 March 2017).

Carey, P. (2013) ‘Student as co-producer in a marketised higher education system: a case study of students’ experience of participation in curriculum design.’ Innovations in Education and Teaching International, 50(3), 250-260.

Davidson, A. and Young, D. (2005) ‘Student evaluation and feedback.’ In: Gordon, G. (ed.), Enhancing practice, Responding to student needs. Mansfield: Quality Assurance Agency for Higher Education, 155-183. Available at: http://www.enhancementthemes.ac.uk/docs/publications/responding-to-student-needs-outcomes.pdf?sfvrsn=18 (Accessed: 22 March 2018).

Dipinto, V. M. and Turner, S.V. (1997) ‘Students and Teacher as Co-Conspirators in Learning.’ Current Issues in Middle Level Education 6 (1), 29-39. Available at: http://www.napomle.org/cimle/sp1997/dipinto_sp97.pdf (Accessed: 25 March 2017).

Fraser, S. and Bosanquet, A. (2006) ‘The Curriculum? That’s just a unit outline, isn’t it?’ Studies in Higher Education, 31 (3), 269-284.

Gärdebo, J. and Wiggberg, M. (eds.) (2012) Students, the university’s unspent resource: Revolutionising higher educatin through active student participation. Report series 12. Uppsala: Division for Development of Teaching and Learning, Uppsala University. Available at: http://www.uadm.uu.se/upi/arkiv/rapporter/Rapport12.pdf (Accessed: 5 February 2017).

King, C. and Felten, P. (2012) ‘Threshold concepts in educational development: An introduction’. Journal of Faculty Development, 26(3), 5-7.

Little, B. and Williams, R. (2010) ‘Students' roles in maintaining quality and in enhancing learning: Is there a tension?’ Quality in Higher Education, 16, 115-127.

Manefield, J., Collins, R., Moore, J., Mahar, S. and Warne, C. (2007) ’Student Voice: A Historical Perspective and New Directions.’ Melbourne: Research and Innovation Division, Office of Learning and Teaching, Department of Education, paper no. 10. Available at: https://www.eduweb.vic.gov.au/edulibrary/public/publ/research/publ/Student_Voice_report.pdf (Accessed: 9 January 2017).

Nygaard, C., Brand, S., Bartholomew, P. and Millard, L. (eds.) (2013) Student engagement – Identity, motivation and community. Faringdon: Libri.

O’Neill, G. and McMahon, S. (2012) ‘Giving student groups a stronger voice: using participatory research and action (PRA) to initiate change to a curriculum.’ Innovations in Education and Teaching International, 49(2), 161-171.

Ringstaff, C., Sandholtz, J.H. and Dwyer, D. (1991) Trading places: When teachers utilize student expertise in technology-intensive classrooms. Paper presented at the annual meeting of the American Educational Research Association, Chicago, April 3-7. Available at: https://files.eric.ed.gov/fulltext/ED337152.pdf (Accessed: 22 March 2018).

Roschelle, J., Penuel, W. R. and Schechtman, N. (2006) Co-design of Innovations with Teachers: Definition and Dynamics. Paper presented at the International Conference of the Learning Sciences, Bloomington, IN.

Sola, M. and Murillo, J.F. (2011) Las TIC en la Educación: Realidad y Expectativas. Informe anual 2011. Madrid: Fundación Telefónica y Ariel.

Toshalis, E. and Nakkula, M.J. (2012) ‘Motivation, engagement and student voice.’ The Students at The Center Series. A Jobs for the Future Project . Available at: https://studentsatthecenterhub.org/wp-content/uploads/2012/04/Motivation-Engagement-Student-Voice-Students-at-the-Center-1.pdf (Accessed: 22 March 2018).

The Design-Based Research Collective (2003) ‘Design-based research: An emerging paradigm for educational inquiry.’ Educational Researcher, 32 (1), 5-8.

Väljataga, T., Pata, K. and Tammets, K. 2010. ‘Considering students’ perspectives on personal and distributed learning environments in course design.’ In: Lee, M.J.W and Mcloughlin, C. (eds.), Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching, IGI Global, 85-107.




DOI: http://dx.doi.org/10.21100/jeipc.v4i1.760

Refbacks

  • There are currently no refbacks.