Why co-creation?
Why co-creation?
Dr Maria Romero-Gonzalez, Director of Education for SEMS; Director of Learning Development - Queen Mary Engineering School (QMES), Xi'an, China and Reader in Science & Engineering Education discusses the importance of co-creation.
Main benefits and challenges
For staff
Benefits
- Enhanced reflective process about teaching and learning processes
- Raised awareness of thinking about and practices of teaching
- Raised self-awareness, and more knowledgeable and sensitive to respond to student learning needs
- More culturally responsive and inclusive practices Leading to a shift in focus from grades to learning (co-created assessment)
- Enhanced enthusiasm and motivation
Challenges
- Giving up control: need to redefine roles and responsibilities; threatened to give up control; feeling vulnerable within the institution
- Scepticism that learners add value: not recognise value in learners’ input; not really listen and trust learners
- Perceived threats of opening up for change: not be open for reflection and growth; difficulties with receiving feedback; stick to pedagogical habits
- Usual way of communication no longer fits: challenge to find common ground; learners might be resistant to contribute; to much focus on negative issues
- Lack of recognition and reward: prizes, awards, appraisals, probation, HEA fellowships, promotions and career progression
For students
Benefits
- Enhanced motivation, confidence and enthusiasm
- Enhanced responsibility for and ownership of own learning
- Raised awareness of the learning and teaching processes
- Development of metacognitive awareness and sense of identity
- Development of critical thinking and a wide range of transferable skills
- Enhanced belonging, relationships, confidence, and trust
- Increased sense of feeling valued and practice at working democratically
- Enhanced academic performance
Challenges
- Voice fatigue and feeling unheard: not involved in implementation, perceived lack of action, lack of sense of ownership
- Trusting staff and other students
- Lack of process and content expertise: unfamiliarity with new role and responsibility
- Insecure about own knowledge and skills
- Insufficient communication & collaboration skills
- Power relations: perceived risks of speaking up; power imbalance through assessment
- Harder to engage with large lectures
- Harder for students who are more focused on what you have to learn to get a good grade (less intrinsic motivation to learn)