Co-creating Modules

IATL has developed the Understanding WellbeingLink opens in a new window module using a co-creation approach involving students and staff. This online, open-access module offers an inter- and trans- disciplinary exploration of wellbeing, covering scientific, economic, psychological, and philosophical perspectives. It also support students to engage with activities and strategies that can improve their wellbeing, from exercise and art to mindfulness and many others. This ground-breaking module has been taken by over 7000 Warwick students and adopted by 3 other UK Institutions and by the University of Copenhagen.Link opens in a new window At the heart of this achievement is a collaborative co-creation process led by student officers. Their leadership ensured the module's inclusivity and relevance, underscoring the significance of student input in developing educational resources that enhance wellbeing literacyLink opens in a new window throughout the university community. Supported by staff, they defined learning objectives and consulted extensively with students, shaping, the structure and content of the module as well as its podcast-based format. This pioneering participatory approach was featured and championed by the Times in Higher EducationLink opens in a new window.

'Humanising Framework' as Participatory Practice

Dr Elena Riva from IATL, with funding from the Office for Students Link opens in a new window(OfS) and collaboration with The Open University, University of Bradford, Jisc, and Student Minds, spearheaded the Positive Digital Practices project. This initiative aims to integrate and uphold methods that promote mental wellbeing among part-time, commuter, and distance learning students—groups often experiencing isolation.

Applying humanisation and social-emotional learning (SEL) through a co-creation methodology, the project developed resources supporting Positive PedagogiesLink opens in a new window. Co-created by students and practitioners, these resources enhanced SEL and overall wellbeing for both creators and users, fostering emotional connections and a sense of agency. Practitioners also noted improved teaching practices and the development of holistic skills. This demonstrates that integrating humanising frameworks into co-creation significantly boosts student wellbeing and emotional engagement in higher education. Read all about this project by engaging with published resultsLink opens in a new window.

Co-developing Wellbeing Pedagogic Practices

IATL staff and student project officers created the Warwick Wellbeing Pedagogies LibraryLink opens in a new window, an e-repository of wellbeing pedagogies designed to help teachers maintain positive wellbeing environments.

Using participatory methods, this resource was co-designed with students and has garnered global attentionLink opens in a new window. The co-creation process ensured the Library's relevance and effectiveness, directly addressing student needs and fostering a sense of ownership and agency among participants. Importantly, the evaluation of the Library and the co-creation processLink opens in a new window revealed that student partnerships significantly enhance the design and impact of digital wellbeing resources. By emphasising proactive and holistic support, these collaborations ensure that interventions are both practical and meaningful.

The success of the Warwick Wellbeing Pedagogies Library underscores the importance of involving students in the development of educational tools, highlighting how such partnerships can lead to more effective and engaging solutions for promoting mental health and wellbeing in higher education.

Pioneering Co-creation in Postgraduate Research Settings

IATL has spearheaded the practice of co-creation in academic supervision, as discussed in the Times Higher Education article.Link opens in a new window It underscores how IATL's

participatory approach involves efforts between students and supervisors to collectively design solutions for supervisory issues, fostering mutual understanding and shared responsibility.

This project, funded by HEFCE (OfS/Research England) and led by Dr Elena Riva, highlights the importance of active participation from both students and supervisors in shaping a more enriching and effective academic experience. Discover more about this project and its published findingsLink opens in a new window.

The Co-creation Officer Project

Co-creation Officers collaborate closely with colleagues as 'expert co-creators' within their department and across the university, championing co-creation practices in various settings. Their role extends beyond mere participation, actively shaping and supporting these initiatives from a student perspective, a core principle at IATL.

This departmental ethos underscores IATL's commitment to fostering collaborative learning environments where students play integral roles in shaping educational experiences. For more information on IATL's co-creation initiatives and perspectives, visit our IATL Co-Creation pageLink opens in a new window.

Discover how these efforts enrich teaching and learning by empowering students and fostering meaningful partnerships between learners and educators.

Co-creation and Peer Mentoring for Student Research

IATL promotes early engagement in research and the dissemination of findings within students' academic journeys. This commitment is reflected in initiatives such as our international research conference ICURLink opens in a new window and our undergraduate research journal, ReinventionLink opens in a new window.

These platforms emphasise co-creation, peer mentoring, and comprehensive training and support, empowering students to develop their skills and advance their career prospects. By participating in these opportunities, students not only contribute to academic discourse but also gain valuable experience in collaborative research practices. The projects include a supported peer mentoring system to ensure that valuable experience is not lost as students graduate from the teams.

Explore more about IATL's approach to boost Student research using participatory practicesLink opens in a new window.

Establishing Co-creation for Inter-, trans-disciplinary Assessment

IATL integrates co-creation principles into assessment practices to foster active student participation and enhance learning outcomes. This approach encourages students to collaborate in designing assessments and marking schemes, providing feedback, and reflecting on their learning.

By involving students in these processes, IATL promotes a student-centred approach that cultivates critical thinking and creativity. IATL advocates for a transformative shift in assessment practices, emphasising the importance of student engagement and collaboration in creating a more inclusive and effective learning environment. This approach not only prepares students for future academic and professional challenges but also enriches their educational experiences by valuing their perspectives and contributions.

Explore examples and case studiesLink opens in a new window to discover the benefits and challenges of co-creation in assessment.

Fostering Participatory Practices with IATL Project Support

IATL has championed numerous projects through its Project FundingLink opens in a new window scheme, offering funding and practical assistance to facilitate the development of initiatives aligned with Warwick’s Education Strategy and IATL’s strategic priorities.

Emphasising co-creation, we collaborate closely with both staff and students, encouraging the integration of diverse co-creative methods into their projects. This approach fosters an environment where innovative ideas are nurtured through collaborative efforts, ensuring that projects benefit from a variety of perspectives and expertise.

By supporting these endeavors, IATL aims to enhance teaching and learning experiences across disciplines, promoting engagement and creativity among participants. Through ongoing support and guidance, we strive to empower staff and students to explore and implement effective co-creative practices that contribute to the university’s educational excellence and broader academic goals.

Embedding Student Voices in the Curriculum

Our Student Voice Representative system has run since 2019 providing us with invaluable and detailed module feedback that helps us to continually improve our module provision. Two students from each module gather feedback from their peers and attend a one-hour focus group meeting chaired by one of our Student Co-Creators. It is through this process that we are able to facilitate an additional pathway of communication between students and the IATL Convenors; foster an inclusive education where student feedback is regularly acted upon, and where we can continually reflect on changing academic and professional landscapes from the eyes of our students.

Promoting Understanding of Co-creation Practices at Warwick

Here you will discover a compilation of outputs from a collaborative project between IATL and WIHEA which aimed at promoting and increasing the understanding pf participatory practices at Warwick.

This initiative delved into various interpretations of co-creation in higher education and developed resources aimed at ensuring accessibility for all members of the Warwick community. The project sought to highlight diverse approaches to co-creation, emphasising its importance in fostering inclusive educational practices. The outputs include materials designed to facilitate and promote co-creative processes among students, staff, and stakeholders across the university.

By sharing these resources, IATL, together with WIHEA, aims to encourage broader engagement and adoption of co-creation methodologies, ultimately enriching the educational experience and promoting collaborative learning environments at Warwick.

Fostering Cross-Institutional Co-creation

This WIHEA funded project 'Practicing Inclusive Education: Co-creating Open Spaces for LearningLink opens in a new window' has united the teaching and learning communities of University College Birmingham (UCB) and Warwick to promote inclusive education practices, emphasising co-creation between staff and students.This collaboration between Jonathan Heron (IATL) and Devinder Rana-Rai (UCB) led to the formation of a project advisory group composed of staff and students from both Institutions.

The project facilitated a series of hybrid workshops from March 2022 to April 2023, fostering a community of practice and establishing five working groups: Anti-Racist Practice/Race Equity Training, Embedding Wellbeing in the Curriculum, Community Values/Student Engagement, Inclusive Assessment/Diversification of Methods, and Queer/Trans Inclusive Pedagogies. These initiatives aimed to advance inclusive education through practical teaching methods and co-curricular activities, and findings were presented at institutional Inclusion Conferences in June 2023.

Contributing to the Academic Discourse - IATL Publications

IATL has contributed extensively to scholarly discourse by publishing a range of peer-reviewed papers and articles that highlight its innovative co-creation practices. These publications have appeared in prominent global higher education news magazines, including Times Higher Education. By exploring these co-creation publicationsLink opens in a new window, readers can gain deeper insights into various methodologies and successful examples. These resources not only offer practical guidance but also inspire educators and institutions to adopt and adapt co-creation approaches effectively within their own academic environments.

Discover how co-creation can enhance collaborative learning experiences and foster meaningful partnerships between students, educators, and stakeholders across diverse disciplines and contexts by exploring all IATL publicationsLink opens in a new window in this field.