This document summarizes an undergraduate research presentation on co-design at Bournemouth University. It discusses how co-design works through collaboration between staff and students within degree programs and modules to enhance the learning experience. Students can observe, share ideas, discuss, challenge, and lead projects. Both staff and students take joint ownership of the learning environment. The presentation provides examples of how the co-design group at Bournemouth University actively engages in research projects, publications, conferences, workshops, social media engagement, and designing their own conferences to strengthen teaching and research through collaboration.

1. Undergraduate Research:
Co-design
Bournemouth University
26th April 2017
Tom Davidson – @tomjdavidson
Thomas Rowledge - @tdrowledge
Sam Phelps

2. Who We Are
• Members of Business School Co-Design Group
• Digital Champions at Southampton
2

3. 3
How does it work?
Degree Programme
Module (Co-design community)
Co-design group

4. 4
• Staff/students need to collaborate to enhance experiences
– Regular and close interaction builds empathy and trust
– Working with/across boundaries
• Co-design is open to all members of the module/programme
community
– Participation is action-oriented and fluid
– Students can observe, share, discuss, challenge, lead
• Staff and students take joint ownership of the learning
environment
– We share many of the module performance measures (e.g. “I have
progressed in my understanding”)
– The Co-design project is always underspecified and incomplete
– We are all designers (or architects) of learning
Research: Co-Design

5. 5
• Everything is designed
• Principles can be applied and learnt by all in education
• Work from Standford d.school, Copenhagen
• Going beyond product design, into experiential design
• Clue is in the name…Co—Design is design!
Research: Design Thinking

6. Research Work
6
• Conference Attendance
– UK
– Abroad
• Consultancy Work
• Publications
– Rowledge, T., Davidson, T., Harris, L., Fair, N. and Gatenby, M. (2016). Creating
and Sharing Content Through Open Virtual Platforms: The Student
Perspective. EDULEARN16 Proceedings.
– Rowledge, T., Davidson, T., Rakrouki, Z., Cantore, S. and Gatenby, M.
(unpublished). The Opening Conference: a case study in undergraduate co-design
and inquiry-based learning. International Journal on Students As Partners

7. 7
• Regular meetings (with co-designed agendas)
– 60 students over 3 years
– Share experiences / build trust / collaborative
– Share ideas about modules/programme
– Concrete issues and timely decisions
• Workshops and design projects
– Co-design components of module (e.g. module guide,
assessment brief, approach to feedback, trips)
– Co-ownership of creative output > understanding and
satisfaction with outcome
Practical Applications

8. 8
• Blog and social media
– Student-edited blog: over 50 contributors, now an article
every day
– 300 students following the Co-design Twitter feed
– Experiments with videos, Pinterest, Storify, etc.
– VLE Award in 2015/16 for MANG1020
• Events and Conferences
– Students design their own conference
– Attending research and teaching conferences to learn and
share ideas (e.g. CABS, BAM, AoM, RAISE)
– Visits to other universities to share ideas
Practical Applications

9. 9
‘Blended’ Co-designed delivery
Ubiquitous technology
Curriculum
PowerPoint
WhatsApp
Facebook
YouTube Pinterest
Wikis
books
blogs
VLE
EdShare
Email
Lectures
Cafes
Self-managed learning
Assessment
& Feedback

10. Evidence and Feedback
• Qualitative
• Quantitative
• Sharp Module Improvements
• Specific Session Improvements
• High Digital Engagement
• Opening Conference Feedback
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11. 11
Questions – from you and us
• Can Co-design help strengthen teaching/research?
• What are the implications for roles and relationships of
staff/students?