In this episode, we step away from the traditional "tutor-led" curriculum to explore the messy, rewarding reality of Co-Creation. Drawing on the experience of the Preparation for Professional Practice module, I reflect on what happens when we invite students to move from being "learners" to "partners."
We discuss the transition from the autumn term's reflection on scope of practice to the spring term's co-designed sessions, and how this constructivist approach helps final-year BSc and MSc physiotherapy students prepare for the uncertainties of qualification.
Key Themes:
The Ladder of Participation: Moving from tutor control to student partnership.
The "I Don't Know What I Don't Know" Dilemma: How to scaffold co-creation for students who feel like "non-experts."
Inclusion vs. Voluntary Engagement: Lessons learned from a 20% engagement rate and how we restructured for the whole cohort.
The Educator as Learner: How dialogue with students enriches the lecturer's own pedagogical practice.
References & Resources:
Bovill, C. (2019). Co-creation in learning and teaching: the case for a whole-class approach in higher education. Higher Education, 79(6), 1023–1037. [Open Access]
Bovill, C. (2011). A framework for outcomes of student–staff co-creation in higher education. * Bovill, C., Cook-Sather, A., & Felten, P. (2011). Students as co-creators of teaching and learning: the state of the art.
Mentioned Concepts: Joost van Wittgen & BetaStream (Innovative Curriculum Design); Katherine Bovill's "Ladder of Student Participation."
Acknowledgements:Special thanks to colleagues Debbie, Adrian, and Jay for their support and inspiration in shaping this module, and to the previous cohorts of students whose creativity and feedback make this evolution possible.
