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There is growing interest in the idea of students becoming more active partners in designing and co-creating curricula with staff (Bovill et al, 2011; Cook-Sather, Delpish et al, 2010). Co-creation can vary greatly and might include: students feeding back on curricula to inform future teaching provision; students designing part of a virtual learning environment; students designing marking criteria; or students negotiating some of their learning outcomes. This research seminar will start with a presentation of the theoretical background and history to calls for increasing student participation in curricular design that demonstrate that our newfound interest in co-creation is predated by Dewey (1916) and others’ calls for co-created curricula back at the start of the 20th Century. Calls for co-creation of curricula have also been strongly evident in schools based student voice discourse and critical pedagogy literature. However, there has been less evidence of engagement in co-creation in higher education contexts until recently.
This session will draw upon the historical background to student participation and co-creation to inform our current understandings and practices in this area. Participants will be invited to share examples of co-creation from their own practice, and I will present some examples from my recent research. These examples will be used as the basis for considering some of the common challenges faced in trying to make Dewey’s vision a reality, such as where programmes have professional body requirements or very large classes. Discussion will focus on finding solutions and possible future directions for co-creation of curricula within the higher education context.