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Co-creating Learning and Teaching


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Table of Contents

Chapter 1: Introduction

Chapter 2: Relationships in learning and teaching

Chapter 3: Interactive teaching, learner engagement and co-creation of learning and teaching

Chapter 4: The classroom as a site of radical possibility: changing classroom culture through co-creation and relational pedagogy

Chapter 5: What does this mean for my teaching practice?

Chapter 6: Conclusions

About the Author

Catherine Bovill is Senior Lecturer in Student Engagement at the Institute for Academic Development, University of Edinburgh and Visiting Fellow at the University of Winchester. At the University of Edinburgh she leads a range of strategic student engagement initiatives with a view to supporting culture change towards more engaged forms of learning and teaching. She is a Senior Fellow of the Higher Education Academy and Fellow of the Staff and Educational Development Association. Catherine is an editorial board member for Teaching in Higher Education and has been an editor and advisor on a range of other international journals. She has published and presented internationally on student engagement, students as partners and student-staff co-creation of curricula. She has also contributed to several international and UK change programmes focused on students as partners in curriculum design.

Joy Jarvis is currently Professor of Educational Practice at the University of Hertfordshire and a UK National Teaching Fellow. She has experience in a wide range of education contexts and works to create effective learning experiences for students and colleagues. She is particularly interested in the professional learning of those engaged in educational practice in higher education settings and has undertaken a range of projects, working with colleagues locally, nationally and internationally, to develop practice in teaching and leadership of teaching. Joy works with doctoral students exploring aspects of educational practice and encourages them to be adventurous in their methodological approaches and to share their findings in a range of contexts to enable practice change.

Karen Mpamhanga (formerly Karen Smith) is Professor of Higher Education and Professional Learning in the School of Education at the University of Hertfordshire. Her research focuses on how higher education policies and practices impact on those who work and study within universities. Karen has worked within educational development and on lecturer development programmes. She holds a Principal Fellowship of the Higher Education Academy and is currently the Director of the University of Hertfordshire’s Professional Doctorate in Education. Karen also leads collaborative research and development in her School, where she engages in externally funded research and evaluation and supports the development of scholarly educational practice through practitioner research.

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