What is Academic Co-creative Inquiry? Ksenija Napan, PhD
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What would you like to learn today?
Explore how philosophy and principles of Academic Co-Creative inquiry relate to your teaching?
Learn more about Academic Co-Creative inquiry and why it employs certain teaching methods?
Something completely different
What is ACCI?
An innovative way of teaching and learning inspired by cooperative inquiry
ACCI is a modification of CI within a hierarchical tertiary education setting
Through a collaborative process, teachers and students co-create the context and the content for the course and mutually assess its effectiveness
Where has it been applied?
Spirituality and Social Practice
Creative Social Practice
Symposium Social Work and Spirituality at Interuniversity centre in Dubrovnik
and in its modified form in Advanced Principles and Theory in Social Work, Professional Practice, Transcultural Social Practice and Reflecting on Practice
Basic qualities that underpin its effectiveness
They emerged as being essential but not exclusive.
The ways they manifested varied from context to context in each attempt to facilitate a course in a co-creative manner.
Questions for academics related to appreciating the context
How is this class a safe place?
Which conscious activities do I undertake to make it a safe place?
How students contribute to it?
What students do (or can do) to co-create safety in the classroom?
How do I convey my passion and interest for the subject I teach?
Do I know my student’s names? Can I pronounce them well?
Am I interested in them?
What are my most common criticisms about my students?
What are their strengths?
Which qualities characterise what happens between participants?
How is my course a generally enjoyable course? Do students appear to be enjoying learning?
What do I think they like the most about my class?
What is interesting about it? How is it special?
What students remember the most at the end of it? How do I know that?
Which processes contribute to creating a learning community in my classroom?
How many students do their best? How come?
What structures are essential for my course to be effective?
What is negotiable about my course?
How students contribute to make it their own?
Is my course challenging enough? Do my students appear to be bored?
Would I like to be a student in my class? Why or why not?
Questions that relate to the flow
Have I ever noticed the flow in my classroom?
Did anybody else notice it?
How do I manage and encourage curiosity in the classroom?
What brainstorm activities do I enjoy?
What activities my students enjoy the most?
How do we engender curiosity?
What is the most interesting part of the subject I teach?
What excites me?
When am I most creative?
How do I express my creativity?
How do student express their creativity in classroom discussions, assignments and presentations?
Questions related to choices
What academic requirements, proposed by my academic institution are non-negotiable?
What academic requirements, proposed by me and my academic integrity are non-negotiable?
How is flexibility manifested in my course?
Which choices do I make to make the course different each year?
What do I believe about choices in academic work?
Which choices do students have in terms of process, content and assessment in my course?
Which part of the course would you like to experiment with in order to create more choices?
How important are choices for your students’ future profession?
Questions related to trust
How is trust manifested in my class?
Does the content of my course require level of trust between students themselves and between students and lecturers in order to learn better?
How can trust be ignored in academic environments?
How can trust between students be encouraged?
Is there the ‘us and them’ culture within my department? How does it manifest?
Are students treated as colleagues? Do they need to do something to deserve this status?
How is respect manifested within my department? How do I do it? How I see my colleagues doing it? Do I notice when students show trust?
Questions related to relevance
How will learnings from this course shape my students’ future practice?
How is the content of my course related to what students do or plan to do?
How much of my and students’ practice is integrated in the course?
How often practitioners contribute to my course?
How is mutual learning promoted – how much students learn from one another?
What are my students’ special skills and abilities and how do they manifest them in the classroom and in their work environment?
How are they nurtured?
Are students aware of the relevance of this course?
Questions that relate to integration and integrity
How do I see education having a transformational potential?
How do I act with integrity and how I teach my students to do so? Is integrity teachable?
Is the course I teach compatible with my personal beliefs?
Are beliefs something people should talk about?
How personal beliefs influence professional practice?
With whom can I talk when having an ethical dilemma?
How are the values, skills, knowledge and beliefs integrated?
How can I manage my power and not impose my beliefs on students?
And these qualities tend to engender
Doing one’s best
Love for learning
Fun and creativity in classroom
Main components of ACCI
Personalising prescribed learning outcomes and phrasing them in a question or statement form
Students define resources, obstacles, set assignment dates and marking criteria
Self and peer assessment
Co-creation of the course content and process
A teacher facilitates the process, collates all assessment activities including peer and self assessment and assigns a final mark according to prescribed criteria and students’ criteria
Purpose for Learning contracts
Personalisation of prescribed outcomes
Clarifying resources, obstacles, collaborators and criteria
Living documents – change over time
Allowing uniqueness and individual approach to each student
When assessing, peer and self assessing – return to the learning contract - clarity
I find them useful, but any similar tool can do a job – as boundaries tend to get blurred in this process, contracts help to retain some
Purpose for personalising prescribed learning outcomes and phrasing them in a question or a statement form
When personalised, outcomes make more sense to students
Prescribed LOs are made for NZQA – usually very dry and academic
Phrasing them as questions shifts students from a merely receptive mode into an inquiry mode
Questions can change and the more they change the more relevant they become
Purpose for students defining resources, obstacles, set assignment dates and marking criteria
The earlier students start gathering resources, the better for their inquiry – this happens at the beginning of the course
When obstacles are defined a student is asked to think about strategies to overcome them
Students set their own deadlines within prescribed academic limits and practice time management
Prescribed and personal criteria equally important
Purpose for self and peer assessment
Promotes collaboration and learning from one another
Resembles social practice appraisal processes
Develops reflective practices
Increases the quality of assignments
Purpose for co-creating the course content and process
Learning from differences
Utilising various strengths in the group
Each course is different and unique, responsive to each group of students, contemporary and alive
Sustainability and social justice feature in each course
Purpose for a teacher facilitating the process, collating all assessment activities including peer and self assessment and assigning a final mark according to prescribed criteria and students’ criteria
To help students on their learning journey
Prescribed academic criteria we have to adhere to
To ensure validity of peer and self assessment
Because within academic realities it would not be possible to get away without it
Acknowledges inherent power within hierarchical institutions
A co-creative inquiry of this kind resulted in a very high engagement of students, remarkably positive feedback about the course, very high standard of assignments and an increased collaboration between students.
Peer and self-assessment, especially peer assessment from practitioners in the area of students’ practice, contributed to integration of theory, practice and experience and proved to be useful not only for students but for peer assessors as well.
Students reported about personal integrity that developed during this process and emphasised the importance of the context of inclusiveness that was co-created where all voices were heard and where a range of alternative views were appreciated and explored for the purpose of learning about respecting difference.
Choose one course you teach in 2012
Meet with the team and set up a project
Play with these ideas (an enrich the method with more)
Contextualise it and co-create it with students
Monthly check-ins with the team and writing brief reflective journal entries on-line
Evaluate its effectiveness
Publish a joint paper at the end of 2012
Continue developing it if it works
If you want to join me in a research project where you will apply and contextualise this method in 2012 in your own classroom, please e-mail me your expression of interest [email_address] by 22.11.2011.