Students as co-creators of teaching approaches, course design, and curricula: implications for academic developers

被引：289

作者：

Bovill, Catherine ^{[1
]}

Cook-Sather, Alison ^{[2
]}

Felten, Peter ^{[3
]}

机构：

[1] Univ Glasgow, Acad Dev Unit, Learning & Teaching Ctr, Glasgow, Lanark, Scotland

[2] Bryn Mawr Coll, Andrew W Mellon Teaching & Learning Inst, Bryn Mawr, PA 19010 USA

[3] Elon Univ, Ctr Adv Teaching & Learning, Elon, NC USA

来源：

INTERNATIONAL JOURNAL FOR ACADEMIC DEVELOPMENT | 2011年 / 16卷 / 02期

基金：

美国安德鲁·梅隆基金会;

关键词：

learning; engagement; student voice; co-construction; pedagogical planning;

D O I：

10.1080/1360144X.2011.568690

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Within higher education, students' voices are frequently overlooked in the design of teaching approaches, courses and curricula. In this paper we outline the theoretical background to arguments for including students as partners in pedagogical planning processes. We present examples where students have worked collaboratively in design processes, along with the beneficial outcomes of these examples. Finally, we focus on some of the implications and opportunities for academic developers of proposing collaborative approaches to pedagogical planning.

引用

页码：133 / 145

页数：13

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