How academic developers can use modelling to promote active learning and co-creation
Daae, K. ; Bovill, C. and Glessmer, M.S. LU
(2025)
In International Journal for Academic Development
- Abstract
- One purpose of academic development work is to ensure university teachers use evidence-based teaching approaches. Academic developers often teach colleagues about the latest teaching approaches and model these to enable teachers to see the use of evidence-based methods in practice, aiming to inspire teachers to adopt similar approaches. Active learning and co-creation are approaches that have been shown to have a positive impact on students’ outcomes and experiences. This paper outlines three vignettes describing our own practice. The vignettes illustrate the spectrum of possible practices, ranging from implicit to explicit modelling, and moving towards incorporating co-creation opportunities. They show how we introduce variations of the... (More)
- One purpose of academic development work is to ensure university teachers use evidence-based teaching approaches. Academic developers often teach colleagues about the latest teaching approaches and model these to enable teachers to see the use of evidence-based methods in practice, aiming to inspire teachers to adopt similar approaches. Active learning and co-creation are approaches that have been shown to have a positive impact on students’ outcomes and experiences. This paper outlines three vignettes describing our own practice. The vignettes illustrate the spectrum of possible practices, ranging from implicit to explicit modelling, and moving towards incorporating co-creation opportunities. They show how we introduce variations of the same active learning and co-creation approach to Higher Education teaching staff for different intended learning outcomes. By modelling hands-on learning activities and being transparent about our thoughts and decisions during the learning sessions, we invite reflections and discussions among teaching staff on how they can adapt and use the learning activity in their teaching practice. By modelling co-creation approaches, we demonstrate ways to engage with students to build positive relationships of mutual trust. We also address how to deal with openness and criticism, as well as the feeling of vulnerability in the classroom. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/d72221df-523e-4cc9-81f5-7ef303709f3b
- author
- Daae, K.
; Bovill, C.
and Glessmer, M.S.
LU
- organization
- publishing date
- 2025-12-23
- type
- Contribution to journal
- publication status
- epub
- subject
- in
- International Journal for Academic Development
- pages
- 13 pages
- publisher
- Taylor & Francis
- ISSN
- 1470-1324
- DOI
- 10.1080/1360144X.2025.2602863
- language
- English
- LU publication?
- yes
- id
- d72221df-523e-4cc9-81f5-7ef303709f3b
- date added to LUP
- 2025-12-24 11:00:50
- date last changed
- 2026-01-07 08:39:08
@article{d72221df-523e-4cc9-81f5-7ef303709f3b,
abstract = {{One purpose of academic development work is to ensure university teachers use evidence-based teaching approaches. Academic developers often teach colleagues about the latest teaching approaches and model these to enable teachers to see the use of evidence-based methods in practice, aiming to inspire teachers to adopt similar approaches. Active learning and co-creation are approaches that have been shown to have a positive impact on students’ outcomes and experiences. This paper outlines three vignettes describing our own practice. The vignettes illustrate the spectrum of possible practices, ranging from implicit to explicit modelling, and moving towards incorporating co-creation opportunities. They show how we introduce variations of the same active learning and co-creation approach to Higher Education teaching staff for different intended learning outcomes. By modelling hands-on learning activities and being transparent about our thoughts and decisions during the learning sessions, we invite reflections and discussions among teaching staff on how they can adapt and use the learning activity in their teaching practice. By modelling co-creation approaches, we demonstrate ways to engage with students to build positive relationships of mutual trust. We also address how to deal with openness and criticism, as well as the feeling of vulnerability in the classroom.}},
author = {{Daae, K. and Bovill, C. and Glessmer, M.S.}},
issn = {{1470-1324}},
language = {{eng}},
month = {{12}},
publisher = {{Taylor & Francis}},
series = {{International Journal for Academic Development}},
title = {{How academic developers can use modelling to promote active learning and co-creation}},
url = {{http://dx.doi.org/10.1080/1360144X.2025.2602863}},
doi = {{10.1080/1360144X.2025.2602863}},
year = {{2025}},
}