Co-creating with students to promote science of learning in higher education: An international pioneer collaborative effort for asynchronous teaching

IF 3.4 Q2 NEUROSCIENCES
Astrid Schmied , Iro Ntonia , Man Kiu Jenny Ng , Yijie Zhu , Fontaine Gibbs , Hanqiao George Zou
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引用次数: 0

Abstract

Recent insights from Science of Learning (SoL) are informing instruction, training, and curriculum. Here, we present a project on promoting SoL-related content through co-creating online asynchronous learning resources. By building a 7-person cross-institution team, we strategically harnessed (1) student-faculty partnerships as a mechanism to promote training and professional development, (2) co-creation as a model to curricula development, (3) blended asynchronous learning as a modality for content delivery, and (4) internationalization as a strategy to embrace globalization. This co-creation of curricula project included three stages—literature review, design and production, and evaluation. The project evaluation deployed a mixed methods approach with 6 student evaluators across both participating institutions, who explored the effectiveness of the learning resources. In addition, student partners contributed reflective statements on their co-creation experience. This paper reports on the procedural pipeline to co-creation and the project evaluation, as well as on new insights emerging for curriculum development. We conclude that project's co-created learning resources may enhance effectiveness of instructional design and students’ learning experience. Further, we demonstrate that student partners acquire new knowledge and research, design and delivery skills, futureproofing their academic progression.

与学生共同创造,促进高等教育中的科学学习:异步教学的国际先锋合作努力
学习科学(SoL)的最新研究成果正在为教学、培训和课程提供信息。在此,我们介绍一个通过共同创建在线异步学习资源来推广与 SoL 相关内容的项目。通过建立一个由 7 人组成的跨机构团队,我们战略性地利用(1)师生伙伴关系作为促进培训和专业发展的机制,(2)共同创建作为课程开发的模式,(3)混合异步学习作为内容交付的方式,以及(4)国际化作为拥抱全球化的战略。课程共建项目包括三个阶段--文献回顾、设计与制作以及评估。项目评估采用了混合方法,由两所参与院校的 6 名学生评估员对学习资源的有效性进行评估。此外,学生合作伙伴也就他们的共同创造经验提供了反思性陈述。本文报告了共同创造的程序流水线和项目评估,以及对课程开发的新见解。我们的结论是,项目中共同创建的学习资源可以提高教学设计的有效性和学生的学习体验。此外,我们还证明,学生伙伴获得了新的知识和研究、设计和授课技能,为他们未来的学术发展奠定了基础。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.30
自引率
6.10%
发文量
22
审稿时长
65 days
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