Participatory Collaboration: Building Partnerships in Curriculum Planning

Auteurs-es

  • Patricia L Samson Faculty of Social Work, University of Calgary

DOI :

https://doi.org/10.11575/pplt.v3i1.53142

Mots-clés :

participatory collaboration, engagement, curriculum design, curriculum planning

Résumé

Participatory collaboration involving multi-stakeholder engagement generates opportunities for creativity and innovation in curriculum planning, building partnerships between students, teachers, institutions, and communities.  Integrating student voices at planning and design levels places students at the center of this process, where meaningful input can help shape the overall learning experience. A participatory culture aids in shifting the focus of education to a learning paradigm and enhances our capacity to support and promote critical thinking across the curriculum. It embraces a constructivist view of teaching and learning, promoting and supporting authentic learning spaces within and beyond the confines of the traditional classroom setting.

Biographie de l'auteur-e

Patricia L Samson, Faculty of Social Work, University of Calgary

Patricia Samson is an Assistant Professor in the Faculty of Social Work at the University of Calgary and has recently completed an international Delphi study on critical thinking in social work education. Her publications are largely related to the scholarship of teaching and learning. Her research interests include social work education, community-based healthcare, and mental health.

Références

Barr, R. B., & Tagg, J. (1995). From teaching to learning-A new paradigm for undergraduate education. Change: The Magazine of Higher Learning, 27(6), 12-26. doi:10.1080/00091383.1995.10544672

Bass, R. (2012). Disrupting ourselves: The problem of learning in higher education. Educause Review, 47(2), 1-11. Retrieved from http://creativecommons.org/licenses/by-nc-nd/3.0/

Bovill, C. (2013). An investigation of co-created curricula within higher education in the UK, Ireland and USA. Innovations in Education and Teaching International, 51(1), 15-25. doi:10.1080/14703297.2013.770264

Bovill, C., Cook‐Sather, A., & Felton, P. (2011). Students as co‐creators of teaching approaches, course design, and curricula: implications for academic developers. International Journal for Academic Development, 16(2), 133-145. doi:10.1080/1360144X.2011.568690

Devries, R. (2000). Vygotsky, Piaget, and education: A reciprocal assimilation of theories and educational practices. New Ideas in Psychology, 18, 187-213. doi:0.1016/S0732-118X(00)00008-8

Jonassen, D. H. (1994). Thinking technology: Toward a constructivist design model. Educational Technology, 34(4), 34-37. Retrieved from https://eric.ed.gov/?id=EJ481852

Konings, K. D., Brand-Gruwel, S., & van Merrienboer, J. J. (2005). Towards more powerful learning environments through combining the perspectives of designers, teachers and students. British Journal of Educational Psychology, 75(4), 645-660. doi:10./1348/000709905x43616

Konings, K. D., Seidel, T., & van Merrienboer, J. J. (2013). Participatory design of learning environments: Integrating perspectives of students, teachers and designers. Instructional Science, 42(1), 1-9. doi:10.1007%2Fs11251-013-9305-2

Loyens, S., & Gijbels, D. (2008). Understanding the effects of constructivist learning environments: introducing a multi-directional approach. Instructional Science, 36(5), 351-357. doi:10.1007/s11251-008-9059-4

McLoughlin, C., & Lee, M. J. (2008). The three P’s of Pedagogy for the networked society: Personalization, participation, and productivity. International Journal of Teaching and Learning in Higher Education, 20(1), 10-27. Retrieved from http://www.isetl.org.ijtlhe

Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass, 350 Sansome Street, San Francisco, CA 94104-1310.

Samson, P. L. (2018). Critical thinking in social work education: A Delphi study of faculty understanding. Electronic Theses and Dissertations. Retrieved from https://scholar.uwindsor.ca/etd/7395

Schell, R., & Kaufman, D. (2009). Critical thinking in a collaborative online PBL tutorial. Journal of Educational Computing Research, 41(2), 155-170. doi:10.2190/EC.41.2.b

Schunk, D. H. (1996). Learning theories: An educational perspective. Englewood Cliffs, NJ: Merrill.

Tsui, L. (2002). Fostering critical thinking through effective pedagogy: Evidence from four institutional case studies. The Journal of Higher Education, 73(6), 740-763. doi:10.1080/00221546.2002.11777179

Wood, T. M., & Kompare, C. (2017). Participatory design methods for collaboration and communication. Code{4}Lib Journal, 35. Retrieved from http://journal.code4lib.org/articles/12127

Téléchargements

Publié-e

2019-04-04

Numéro

Rubrique

Conference Theme: Students as Collaborators