Summary + Notes on co-creating learning and teaching
Important bits + my notes are in bold 

Key benefits:

• Enhanced engagement, motivation and learning
• Enhanced meta-cognitive awareness and a stronger sense of identity 
• Enhanced teaching and classroom experiences 
• Enhanced student-staff relationships 

Metacognitive awareness: 
When students take authentic responsibility for the educational process, they shift from being passive recipients or consumers to being active agents; at the same time, they shift from merely completing learning tasks to developing a meta-cognitive awareness about what is being learned (Baxter-Magolda 2006; Cook-Sather et al. 2014). 
I should emphasize this during the project 

Forms of co-creation:

• Evaluating course content and learning and teaching processes
• (Re)designing the content of the course
• Research learning and teaching 
• Undertaking disciplinary research
• Designing assessments such as essay questions
• Choose between different assessment methods 
• Grade their own and others work

Types od student roles + key challenges related to roles: 

• Consultant: sharing and discussing valuable perspectives on learning and teaching
• Co-researchers: collaborating meaningfully on teaching and learning research or subject-based research with staff
• Pedagogical co-designer: sharing responsibility for designing learning, teaching and assessment 
• (Representative: Student voice contributing to decisions in a range of university settings)

• Consultant & Co-designer: requires re-thinking assumptions about teaching, learning, power & knowledge
• Co-researcher: requires re-thinking of the purpose and processes of research and their relationship to teaching

Following this typology, the EC project comes probably closest to a ‘research project’ in which we reflect on semiotics of video and collective making. 

Key challenges that can arise in co-creating learning and teaching through staff-student partnerships

1. Overcoming resistance to co-creating learning and teaching
   Resistance:

• Staff wonder how students can contribute when they do not have subject or pedagogical expertise 
• Students may question why they should step out of their usual role

Overcome: 

• Students have direct and recent experience as learners 
• Students gain confidence when power relations shift to more collaborative approach
• Important strategy: Active listening 
• Worry can be that appropriate scaffolding is not provided
• Students need to be made aware of the benefits of trying new approaches to learning

• Navigating institutional structures, practices and norms
• SAP scheme in Birmingham: evolved out of small project to include a student mentoring programme (20 projects a year), cross-departmental initiatives (20 p/yr) that seek to employ students as the instigators of inter-disciplinary work. Students also co-authored: Student Engagement: Identity, motivation and community (Nygaard et al. 2013), a book that showcases the work of the BCU SAP scheme.

• Establishing and inclusive co-creation approach
• Staff typically invites students to join the work: how to determine who to invite? 
• Staff should consider whose voices are heard whose not and what the implications are

This is tricky because my job role is not related to a particular cohort. In the past I usually invited students who were in touch with our department about other video related projects. I wonder how fruitful it would be to contact students who didn’t show any interest in the subject / technical area I support?

Discussion:

• Directly addressing challenges in the three areas above as well as others—embracing and wrestling with, rather than avoiding or dismissing them—opens the way for rethinking resistance, institutional structures, practices and norms, and how we might more often establish an inclusive co-creation approach across our universities.
• Co-creation supports in students and staff the development of an enhanced meta-cognitive understanding of learning and teaching processes (Cook-Sather et al. 2014).
• Co-research, codesign and consultancy processes and outcomes can dissolve the barriers between teaching and research, thereby countering some of the existing tensions between these academic practices (Barnett and Hallam 1999).
  In the case of my SIP project co-creation would be: choosing theme / restrictions of collaborative project (quiz), deciding on length of clips, group discussion / interpretation of outcome 
  Co-research could be again the interpretation of collaborative video work 

Bovill, C., Cook-Sather, A., Felten, P., Millard, L. and Moore-Cherry, N., 2015. Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships. Higher Education, 71(2), pp.195-208.