Co-creation Of Learning Research Articles

The Epistemological Chain: A Tool to Guide TNE Development

Transnational Education (TNE) has been a growing area of university business with a range of models developed to provide high quality educational products to partners across the world. However, given the changing geo-political environment, the continued rationale, efficacy, and legitimacy of current TNE partnership templates must be questioned. This paper therefore presents an alternative conceptualization to drive future work in this area, one which prioritizes the place of knowledge and transformational learning. I propose a new learning-based framework, the Epistemological Chain (EC), and describe how this can guide future TNE interactions and establish an alternative paradigm based upon cooperation and the co-creation of learning. Exemplars are provided that illustrate the extremes of the framework. The EC's future utility and application are then discussed with regard to TNE partnership design, operation, and evaluation. In summary the paper provides an original framework that places education firmly back at the heart of TNE.

SYSTEMATIC LITERATURE REVIEW ON AGENTIC ENGAGEMENT: CLARIFYING A CO-CREATION PERSPECTIVE

Co-creation of learning has been conceptualised as a learner-centred pedagogical approach with implications for students’ proactivity, metacognitive, and collaborative involvement. Due to the complexity of the concept, it is difficult to distinguish and measure in practice, with studies reporting measures for co-creative practices mostly in the context of higher education. This paper reviews the literature on student agentic engagement in Web of Science, ERIC and Scopus, providing links to the existing views on learning co-creation at schools. The research instruments developed for studying agentic engagement and autonomy support are discussed in connection to examining co-creation at the secondary education level.

Tutor-Student Partnership in Practice OSCE to Enhance Medical Education.

Training of examiners is essential to ensure the quality of objective structured clinical examination (OSCE). We aimed to study a perceived effectiveness of tutor-student partnership in a practice OSCE module by novice OSCE tutors and medical students. We implemented a practice OSCE at a medical faculty in France with novice tutors and third year medical students as partners. Each tutor (n = 44) served as a partner for the group of 5 students in the conception of the scenario and as an evaluator of the tutored station. Students (n = 303) were involved in the conception of a case and the roles of a physician, evaluator and a simulated patient. Data were obtained through self-assessment questionnaires. Descriptive statistics were used to analyze items of the questionnaires. Free-form answers were coded and analyzed thematically. A total of 36 tutors (82%) and 185 students (61%) responded to the questionnaires. The intervention was well perceived. Thirty-two percent of the tutors reported some difficulties in the assessment of student performance and were disposed to receive further training. Fifty-five percent of the students considered the participation in the OSCE case development appropriate to their level of knowledge, and 70% perceived it as beneficial allowing them to set their learning goals. This initiative provides a relevant method beneficial to OSCE tutors, medical students, and the faculty. Tutors learn how to assess student performance according to expected achievement levels. It allows students to be engaged as partners in co-creation of learning and teaching. The online version contains supplementary material available at 10.1007/s40670-021-01421-9.

Co-creation of Learning: A Concept Analysis

Co-creation of Learning: A Concept Analysis

A co-creation of learning and teaching typology: What kind of co-creation are you planning or doing?

In higher education discourse, reference to co-creation, partnership, and student engagement (to name but a few of the commonly used terms), covers a very wide range of different research and practice. This variety can often be confusing. In response, I present a co-creation oflearning and teaching typology, which is a practical resource intended to support students and staff to reflect on, and discuss, their planned and current practice and to be able to identify what particular kind of co-creation they are planning or doing. The typology can be used individually, in small groups or at an institutional level. It has been designed to be adaptable and includes space for additional co-creation variables and responses to be added. Informal feedback from using the typology suggests it has the potential to be (a) a planning tool, (b) a reflective tool, and (c) a mapping tool.

Co-Creating Quality in Health Care Through Learning and Dissemination.

For most of the 20th century the predominant focus of medical education across the professional continuum was the dissemination and acquisition of medical knowledge and procedural skills. Today it is now clear that new areas of focus, such as interprofessional teamwork, care coordination, quality improvement, system science, health information technology, patient safety, assessment of clinical practice, and effective use of clinical decision supports are essential to 21st century medical practice. These areas of need helped to spawn an intense interest in competency-based models of professional education at the turn of this century. However, many of today's practicing health professionals were never educated in these newer competencies during their own training. Co-production and co-creation of learning among interprofessional health care professionals across the continuum can help close the gap in acquiring needed competencies for health care today and tomorrow. Co-learning may be a particularly effective strategy to help organizations achieve the triple aim of better population health, better health care, and lower costs. Structured frameworks, such as the Standards for Quality Improvement Reporting Excellence (SQUIRE) guidelines, provide guidance in the design, planning, and dissemination of interventions designed to improve care through co-production and co-learning strategies.