Abstract:

According to Ananiadou & Claro (2009) educational systems are required to support young people in acquiring the relevant skills and competencies, which allow them to benefit from emerging new forms of socialisation and to contribute actively to economic development in a system where the main asset is knowledge. These skills and competencies are often referred to as 21st century skills and competencies. Comparing the characteristics of the 21st century learners with the demands for 21st century skills and competences, it seems that many students in Higher Education generally speaking already are disposed to acquire and develop these skills, but also expect a change from traditional teaching and learning methods towards more innovative learning forms. Many of them seem to be collaborative risk takers and media literates, and they are already practicing new and alternative ways of informal learning (Education Advisory Board 2006). On the other hand, research and experiences from HE and from student counselling services show that many students seem to suffer from experiencing insecurity, anxiety, stress, and loneliness in their study environments (Due et al. 2014). The question is therefore how to ensure students’ learning and competence development while at the same time creating a supportive study environment.

Our presentation addresses the question how curriculum can invite students to become ‘leaders” of their own learning processes to a larger degree, thus increasing their competence development, and at the same time establish a study environment aiming at reducing feelings of insecurity and stress.

We present the results of an experiment carried out during the first semester of a Bachelor’s programme. The intention was to apply the Problem Based Learning (PBL) principles practiced at Aalborg University - focusing on concepts such as student direction and problem orientation in project work, peer feedback and teachers’ facilitation of learning processes (Krogh & Jensen 2013) - to other teaching areas, such as courses and workshops, and combine them with principles of co-creation (Chemi & Krogh 2017; Iversen et al 2015; Bovill & Bulley 2011). Students were invited to participate in co-creative and collaborative processes with the teachers. The results show that generally students wish to take on responsibilities and influence processes regarding teaching activities, even though some of them prioritize the more traditional teaching forms. Furthermore, transfer to other teaching activities in general is observed in an increased level of student engagement and activity and interpreted as a sign of students feeling comfortable in their study environment. The results of the experiment are based on data from continuous, regular feedback from students, formal evaluation procedures and a final workshop.

References:
[1] Ananiadou, K. & M. Claro (2009). 21st Century Skills and Competences for New Millenium.
[2] Bovill C. & C.J. Bulley (2011). A model of active student participation in curriculum design: exploring desirability and possibility. University of Glasgow
[3] Iversen A-M. et al (2015). Learning, Leading, and Letting Go of Control: Learner-Led Approaches in Education. Sage Open
[4] Krogh L. & A.A. Jensen (Eds) (2013).Visions – Challenges – Strategies, PBL Principles and Methodologies in a Danish and Global Perspective. Aalborg University Press

Keywords:

Co-creation, student wellbeing, study environment, problem based learning.