Using a Co-creation Pedagogy for the Professional Development of Students undertaking BA (Hons) Education Studies
dc.contributor.author | Clothier, Anne Temple | |
dc.contributor.author | Matheson, David | |
dc.date.accessioned | 2017-11-22T12:18:17Z | |
dc.date.available | 2017-11-22T12:18:17Z | |
dc.date.issued | 2017-12-21 | |
dc.identifier.citation | Temple 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.issn | 0309-877X | |
dc.identifier.doi | 10.1080/0309877X.2017.1409344 | |
dc.identifier.uri | http://hdl.handle.net/2436/620886 | |
dc.description.abstract | Using 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.iso | en | |
dc.publisher | Taylor and Francis | |
dc.relation.url | http://www.tandfonline.com/toc/cjfh20/41/6?nav=tocList | |
dc.subject | co-creation | |
dc.subject | collaboration | |
dc.subject | critical thinking | |
dc.subject | transformative learning | |
dc.title | Using a Co-creation Pedagogy for the Professional Development of Students undertaking BA (Hons) Education Studies | |
dc.type | Journal article | |
dc.identifier.journal | Journal of Further and Higher Education | |
dc.date.accepted | 2017-11-20 | |
rioxxterms.funder | University of Wolverhampton | |
rioxxterms.identifier.project | UoW221117DM | |
rioxxterms.version | AM | |
rioxxterms.licenseref.uri | https://creativecommons.org/CC BY-NC-ND 4.0 | |
rioxxterms.licenseref.startdate | 2019-06-21 | |
dc.source.volume | 43 | |
dc.source.issue | 6 | |
dc.source.beginpage | 826 | |
dc.source.endpage | 838 | |
refterms.dateFCD | 2018-10-19T09:01:27Z | |
refterms.versionFCD | AM | |
html.description.abstract | Using 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. |