Co-Creating Curriculum with Students, Teachers, and Practitioners in a Technology-Enhanced Environment

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  • Author(s): Eric Tsui; Nikolina Dragicevic (ORCID Nikolina Dragicevic (ORCID 0000-0003-4046-8487); Irene Fan; Meina Cheng
  • Language:
    English
  • Source:
    Educational Technology Research and Development. 2024 72(2):869-893.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
    Tests/Questionnaires
  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      25
    • Intended Audience:
      Teachers
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Technology Integration; Higher Education; Educational Environment; Foreign Countries; Knowledge Management; Undergraduate Study; Graduate Study; Curriculum Development; Student Participation; Cooperative Planning; Teacher Participation; Teacher Attitudes; Student Attitudes
    • Subject Terms:
      Hong Kong
    • Accession Number:
      10.1007/s11423-023-10301-5
    • ISSN:
      1042-1629
      1556-6501
    • Abstract:
      The paper introduces an approach that facilitates whole-class curriculum co-creation and presents a case study conducted in a higher education institution in Hong Kong where it was implemented. The approach enables students to actively contribute to constructing a curriculum in partnership with teachers and practitioners, using scenario development techniques within the technology-enhanced learning environments. In this sense, the study is compatible with and contributes to contemporary higher education requirements for future-ready students, able to work in fast-changing, digitalized and globalized working environments. The case study describes the implementation of the approach in undergraduate and postgraduate knowledge management courses. The mix-method design was employed, including content analysis of scenarios, a questionnaire asking for students' feedback, and teacher's observations. The findings revealed that the approach enabled students and the teacher to work more collaboratively and co-create some aspects of the knowledge management courses (e.g., identifying and compiling relevant subject trends), even if some challenges were experienced. The paper points to the need for students' ownership when it comes to developing curricula that better consider students' experiences and meaning-making processes. The paper contributes to contemporary higher education discourse by providing conceptual and practical guidance on how to enact whole-class curriculum co-creation for teachers interested in such practice.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1424733