Northampton Electronic Collection of Theses and Research

Co-creation, contexts, and complexity: a case study concerning blended learning

Burnapp, D., Farmer, R., Reese, S. V. H. and Stepniak, A. (2018) Co-creation, contexts, and complexity: a case study concerning blended learning. The Journal of Educational Innovation, Partnership and Change. 4(1) 2055-4990.

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Case Study using students as co-creators
Co-creation, contexts, and complexity, a case study concerning blended learning. Not for Review. Edits 10 Jan 2018.docx - Accepted Version
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Co-creation, contexts, and complexity a case study concerning blended learning.pdf - Published Version
Information
Abstract:
This case study reports on the value of engaging students as partners in research carried out concerning module redesign, specifically the development of blended learning activities for a first-year module in linguistics. It should be noted that the focus of this report is on the partnership approach to researching, not the material redesign itself. The approach taken involves recognising universities as complex systems, and so need to be researched incorporating the voices of all stakeholders. It supplies an exploration of the reasons for choosing this partnership approach; it gives a description of how this partnership was maintained (relating both to ethical issues and to practicalities); and summarises the guidance and lessons learnt to be shared with others to encourage them to consider such partnerships.
Creators:
Burnapp, D., Farmer, R., Reese, S. V. H. and Stepniak, A.
Faculties, Divisions and Institutes:
Faculties > Faculty of Education & Humanities > English and Creative Writing
Date:
4 April 2018
Date Type:
Publication
Journal or Publication Title:
The Journal of Educational Innovation, Partnership and Change
Volume:
4
Number:
1
Language:
English
DOI:
10.21100/jeipc.v4i1.649
ISSN:
2055-4990
Status:
Published / Disseminated
Refereed:
Yes
Related URLs:
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