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dc.contributor.authorClothier, Anne Temple
dc.contributor.authorMatheson, David
dc.date.accessioned2017-11-22T12:18:17Z
dc.date.available2017-11-22T12:18:17Z
dc.date.issued2017-12-21
dc.identifier.citationTemple Clothier, A and Matheson, D (2017) Using Co-creation as a Pedagogic Method for the Professional Development of Students undertaking a BA (Hons) in Education Studies. Journal of Further and Higher Education. DOI doi.org/10.1080/0309877X.2017.1409344
dc.identifier.issn0309-877X
dc.identifier.doi10.1080/0309877X.2017.1409344
dc.identifier.urihttp://hdl.handle.net/2436/620886
dc.description.abstractUsing an interpretive epistemology to explore the perceived benefits of using co-creation as a pedagogic tool with undergraduate students, this research focuses on a collaborative project between some first year undergraduate Education Studies students, a university Senior Lecturer, and an Education Coordinator from a regional social enterprise organisation. The paper explores how the use of co-creation and creativity enhances the professional development and employability of Graduates. Drawing on data collected from the students, this paper presents a range of perspectives and identifies how ‘meaningful’ problem-solving, co-creation, and collaboration lead to transformative learning and enhanced student engagement. By doing this, we explore how complex challenges create agency for learning and develop critical thinking.
dc.language.isoen
dc.publisherTaylor and Francis
dc.relation.urlhttp://www.tandfonline.com/toc/cjfh20/41/6?nav=tocList
dc.subjectco-creation
dc.subjectcollaboration
dc.subjectcritical thinking
dc.subjecttransformative learning
dc.titleUsing a Co-creation Pedagogy for the Professional Development of Students undertaking BA (Hons) Education Studies
dc.typeJournal article
dc.identifier.journalJournal of Further and Higher Education
dc.date.accepted2017-11-20
rioxxterms.funderUniversity of Wolverhampton
rioxxterms.identifier.projectUoW221117DM
rioxxterms.versionAM
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0
rioxxterms.licenseref.startdate2019-06-21
dc.source.volume43
dc.source.issue6
dc.source.beginpage826
dc.source.endpage838
refterms.dateFCD2018-10-19T09:01:27Z
refterms.versionFCDAM
html.description.abstractUsing an interpretive epistemology to explore the perceived benefits of using co-creation as a pedagogic tool with undergraduate students, this research focuses on a collaborative project between some first year undergraduate Education Studies students, a university Senior Lecturer, and an Education Coordinator from a regional social enterprise organisation. The paper explores how the use of co-creation and creativity enhances the professional development and employability of Graduates. Drawing on data collected from the students, this paper presents a range of perspectives and identifies how ‘meaningful’ problem-solving, co-creation, and collaboration lead to transformative learning and enhanced student engagement. By doing this, we explore how complex challenges create agency for learning and develop critical thinking.


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