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Critical success factors required to support
the establishment and sustainability of
students as co-creators of content
Dr Helen Shiels, Ulster University Business School
Prof. Diane Sloan, Newcastle Business School
LTSE : 24th April 2018
Overview
• Introduction to co-creation of content approach
• Community of Inquiry Model
• Methodology
• Emerging Themes
• Operational Implications for Module/course teams
• Strategic Implications for Module/course teams & HEIs
Community of Inquiry Model
Relates to the degree
which learners feel
socially and emotionally
connected with others in
an online environment
Includes design of learning materials,
facilitation of online discussions, and
direction of cognitive and social
processes for the realisation of
personally meaningful and
educationally worthwhile learning
outcomes
Describes the extent to which
learners are able to construct
and confirm meaning through
sustained reflection and
communication
Source : Garrison, Anderson & Archer, (2000)
Methodology
• 24 Student Survey responses (18 business, 6 science)
• 9 Student Interviews (6 business, 3 science)
• 2 Tutor Interviews (business and science module co-ordinators)
• 2 Focus Groups – tutors and students (business and science)
• Feedback from webinar hosted across UU
• Feedback from LTSE 2017 conference participants
A priori theme Level 1 themes Level 2 themes
Triggering Event
(Cognitive presence)
Information gathering
and module activities
Operationalisation of module
Module design and content
Motivations
Peer learning and support
Workload
Exploration
(Cognitive presence)
Peer engagement and
module activities
Information sources
Discussion boards
Assignments and group work
Active learning
Integration
(Cognitive presence)
Reflection and peer
learning
Knowledge construction
Applied learning
Tutor engagement
Group consensus
Resolution
(Cognitive presence)
Problem solving and
knowledge generation
Application of new knowledge
Managing group work
Role of the tutor
Consumer -v- producer of knowledge
Themes which emerged
A priori theme Level 1 themes Level 2 themes
Socialisation
(Social presence)
Communication and
community building
Developing relationships
Social interaction/learning
Instruction
(Teaching presence)
Student engagement and
guidance
Operational view
Applied learning
Discipline specific
Themes which emerged (cont’d)
Operational Implications for
Module and Course Teams
1. Develop ’Frequently Asked Questions’ of recurring questions from students
2. Actively encourage every student to participate in discussion boards
3. Provide practical guidance to students on effective team work
4. Encourage on-going development of formal and informal relationships
5. Introduce an assessed reflective learning log to reflect individual contributions
Operational Implications for
Module and Course Teams (cont’d)
6. Exploit the distributed expertise and experience of students
7. Initiate activities/assessments which enhance skills development
8. Module tutors to adopt a dual role of instructor and facilitator
9. Devise appropriate assessments and create opportunities for student
interaction amongst their peers and with their tutors
Strategic Implications for
Module and Course Teams
Enablers Potential barriers
Students are more engaged, asking
a wide range of questions and
sourcing new knowledge
Students have natural fears of
different/new learning and teaching
methods
Offers academic freedom to explore
materials independently and in
groups
Varying perceptions by students of this
academic freedom and lack of defined
structure
Richness and diversity of
contributions, student work
experience and module activities are
valued by students and tutors
Problems can arise due to poor
participation and negative views of
contributions when aligned to group
assessment
Strategic Implications for
Module and Course Teams (cont’d)
Enablers Potential barriers
Offers an active learning experience
to students and can provide a
‘champion’ effect for staff
More academically demanding and
requires more time and effort by tutors
and students
The value of belonging to a
community of learners can be
important
Not all students develop relationships,
beyond minimum academic
requirements
Some students view the learning
process as more important than the
outcome of their learning
Some students are only motivated to
pass a module/course
Strategic Implications for
UU and other HEIs
Enablers Potential barriers
Co-creating knowledge aids
understanding of theoretical concepts,
which can be more readily applied in
professional practice
Requires more student support,
explanation and time by both tutors
and students
The range and availability of online
collaboration tools can assist students
and tutors in online learning
Students and tutors needs to be fully
trained and have access to
appropriate technology
This alternative learning and teaching
approach engages students and
encourages active learning
A proactive learning approach needs
to be embedded at an early stage in
courses of study for all students
Questions and Feedback
Hl.shiels@ulster.ac.uk
Tel. +44 (0)2871 675344

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Helen Shiel

  • 1. Critical success factors required to support the establishment and sustainability of students as co-creators of content Dr Helen Shiels, Ulster University Business School Prof. Diane Sloan, Newcastle Business School LTSE : 24th April 2018
  • 2. Overview • Introduction to co-creation of content approach • Community of Inquiry Model • Methodology • Emerging Themes • Operational Implications for Module/course teams • Strategic Implications for Module/course teams & HEIs
  • 3. Community of Inquiry Model Relates to the degree which learners feel socially and emotionally connected with others in an online environment Includes design of learning materials, facilitation of online discussions, and direction of cognitive and social processes for the realisation of personally meaningful and educationally worthwhile learning outcomes Describes the extent to which learners are able to construct and confirm meaning through sustained reflection and communication Source : Garrison, Anderson & Archer, (2000)
  • 4. Methodology • 24 Student Survey responses (18 business, 6 science) • 9 Student Interviews (6 business, 3 science) • 2 Tutor Interviews (business and science module co-ordinators) • 2 Focus Groups – tutors and students (business and science) • Feedback from webinar hosted across UU • Feedback from LTSE 2017 conference participants
  • 5. A priori theme Level 1 themes Level 2 themes Triggering Event (Cognitive presence) Information gathering and module activities Operationalisation of module Module design and content Motivations Peer learning and support Workload Exploration (Cognitive presence) Peer engagement and module activities Information sources Discussion boards Assignments and group work Active learning Integration (Cognitive presence) Reflection and peer learning Knowledge construction Applied learning Tutor engagement Group consensus Resolution (Cognitive presence) Problem solving and knowledge generation Application of new knowledge Managing group work Role of the tutor Consumer -v- producer of knowledge Themes which emerged
  • 6. A priori theme Level 1 themes Level 2 themes Socialisation (Social presence) Communication and community building Developing relationships Social interaction/learning Instruction (Teaching presence) Student engagement and guidance Operational view Applied learning Discipline specific Themes which emerged (cont’d)
  • 7. Operational Implications for Module and Course Teams 1. Develop ’Frequently Asked Questions’ of recurring questions from students 2. Actively encourage every student to participate in discussion boards 3. Provide practical guidance to students on effective team work 4. Encourage on-going development of formal and informal relationships 5. Introduce an assessed reflective learning log to reflect individual contributions
  • 8. Operational Implications for Module and Course Teams (cont’d) 6. Exploit the distributed expertise and experience of students 7. Initiate activities/assessments which enhance skills development 8. Module tutors to adopt a dual role of instructor and facilitator 9. Devise appropriate assessments and create opportunities for student interaction amongst their peers and with their tutors
  • 9. Strategic Implications for Module and Course Teams Enablers Potential barriers Students are more engaged, asking a wide range of questions and sourcing new knowledge Students have natural fears of different/new learning and teaching methods Offers academic freedom to explore materials independently and in groups Varying perceptions by students of this academic freedom and lack of defined structure Richness and diversity of contributions, student work experience and module activities are valued by students and tutors Problems can arise due to poor participation and negative views of contributions when aligned to group assessment
  • 10. Strategic Implications for Module and Course Teams (cont’d) Enablers Potential barriers Offers an active learning experience to students and can provide a ‘champion’ effect for staff More academically demanding and requires more time and effort by tutors and students The value of belonging to a community of learners can be important Not all students develop relationships, beyond minimum academic requirements Some students view the learning process as more important than the outcome of their learning Some students are only motivated to pass a module/course
  • 11. Strategic Implications for UU and other HEIs Enablers Potential barriers Co-creating knowledge aids understanding of theoretical concepts, which can be more readily applied in professional practice Requires more student support, explanation and time by both tutors and students The range and availability of online collaboration tools can assist students and tutors in online learning Students and tutors needs to be fully trained and have access to appropriate technology This alternative learning and teaching approach engages students and encourages active learning A proactive learning approach needs to be embedded at an early stage in courses of study for all students