Co-Creating with Students to Promote Science of Learning in Higher Education: An International Pioneer Collaborative Effort for Asynchronous Teaching

Abstract

Recent insights from Science of Learning (SoL) are informing instruction, training, and curriculum. Here, we present a partnership project on promoting SoL-related content through co-creating online asynchronous learning resources. By building a 7-person cross-institution student-faculty partnership team, we strategically harnessed (1) student-faculty partnerships as a mechanism to promote training and professional development, (2) co-creation as a model to curricula development, (3) blended asynchronous learning as a modality for content delivery, and (4) internationalization as a strategy to embrace globalization. Our co-creation of curricula project included three stages—literature review, design and production, and evaluation. The subsequent evaluation deployed a mixed methods approach with 6 student evaluators across both participating institutions, who explored the effectiveness of our resources. To complete our evaluation, student partners contributed reflective statements on their co-production experience. This paper reports on the procedural pipeline to co-creation, the outcomes of our evaluation, and on new insights emerging for curriculum development. Our evaluation posits that project outcomes may enhance effectiveness of instructional design and students’ learning experience. Further, we demonstrate that student partners acquire new knowledge and research, design and delivery skills, futureproofing their academic progression.