In this very cool project, 8 student researchers interviewed students and staff from 4 different institutions about trust and partnership under the overarching goal of exploring how to strengthen student voice.
I talk a lot with teachers about co-creation of learning and teaching, and my own experience matches perfectly what Murphy et al. (2017) describe: “The overarching response was a positive statement followed first with a “but” and then with the issues that could be caused by a partnership approach“.
In March, Rachel Forsyth and I were invited to give the keynote at Stockholm University’s teacher conference 2026. The conference theme was “teaching for democracy and sustainability”, and about a year before the conference, we ambitiously announced we would be talking about “Teaching for tomorrow — trust, agency and sustainability in higher education”. Now the […]
When browsing Zeivots et al. (2026)’s article “Assessment design through co-design: reimagining assessment design practices in higher education“, one sentence caught my eye: “Students could see how their input mattered without the expectation that every suggestion would be enacted“. Since I am currently really interested in partnership and negotiations there, I then had to read […]
Since listening to Gerry’s defense of his PhD thesis the other day, I have been thinking about partnership a lot, and how we need to practice partnership also in order to practice democracy. And I vaguely remembered having seen an article where the typical “ladder” is wrapped into a circle, so that rather than being […]
Last week, I had a great day listening first to the trial lecture and then the defense of Gerald Decelles III’s PhD thesis, and it was so inspiring! Both his trial lecture and defense were such excellent presentations that I have to compile my notes into a blog post to process my thoughts. In the […]
Published on the 23rd of December! Check it out here! K. Daae, C. Bovill & M. S. Glessmer (23 Dec 2025): How academic developers can use modelling to promote active learning and co-creation, International Journal for Academic Development, DOI: 10.1080/1360144X.2025.2602863
In this article, we investigate students’ experiences with active learning at the Geophysical Institute at the University of Bergen, Norway (where we have put a lot of effort recently into introducing co-creation).
It all started out with me listening to one of my all-time favourite podcasts, Teaching in Higher Ed, to an episode on designing video with intention and authenticity. Actually, it started before, with me reading about “Relational Pedagogies” by Gravett (2022), but I could not find a way to start a blog post about the […]
Including the student perspective in quality assurance of teaching is required by law in Sweden (and other places), and this means that they are asked to respond to surveys at the end of every course, have seats on all boards of education and others, and have strong, institutionalised student organisations. But of course there are […]
I decided to read this article because I am thinking about both “decoding the disciplines” and “students as partners” in different contexts, and I wanted to see how they come together, but then I got really excited about the “don’t set goals, set systems” part that I feel is often missing in my work.
I have been thinking a lot about how we want to share responsibility when co-creating, responsibility for what, and sharing with whom, and then Cathy recommended the Heron (1992) chapter “The politics of facilitation: Balancing facilitator authority and learner autonomy”, and suddenly I have a super helpful framework to think about these things!
Students can engage in higher education in different ways: behavioral, emotional, cognitive, or in any combination of those. Traditionally, this is seen as engagement with the curriculum inside the classroom, but increasingly the view of student engagement is widened to include forms where students take more ownership of their own learning, for example when becoming […]
Yesterday, I had a really inspiring chat with a colleague and they mentioned a model by Ellström (2001) that really helps think about how much freedom vs guidance we want to give students. That’s something that we obviously need to consider all the time, especially if we are working towards co-creation: For what tasks or […]
We recently ran a round-table discussion on “How to teach students who are not “mini-me”s (and don’t want to be)” at the Lund University Teaching and Learning conference last year, and now I am trying to write a conference paper on what we discussed there. So naturally, I am starting out by re-reading the literature […]
One part of co-creation — letting students create learning content for each other — has always been fascinating to me. The idea is that in order to create meaningful materials for others, they have to develop a good grasp of the material themselves, figure out a sequence, fill any gaps in prior knowledge, etc.. Also […]
I’ve been a fan of using rubrics — tables that contain assessment criteria and a scale of quality definitions for each — not just in a summative way to determine grades, but in a formative way to engage students in thinking about learning outcomes and how they would know when they’ve reached them. Kjersti has […]
As we get started with our project #CoCreatingGFI, we are talking to more and more people about our ideas for what we want to achieve within the project (for a short summary, check out this page), which means that we are playing with different ways to frame our understanding of co-creation and students as partners […]
This week I spent in a really interesting position: Sitting in the back of a workshop on “introduction to teaching and learning in higher education”, occasionally giving inputs, for example on microaggressions or Universal Design for Learning. And, this morning, about dance as a metaphor for learning and teaching. I first came across this metaphor […]
This week, we got super exciting news: Kjersti‘s and my proposal to the active learning call by the Norwegian Directorate for Higher Education and Competence (HK-dir) got funded (perfect timing, since our article on co-creating learning on oceanography was also published this week!)! Below I’m sharing the translation of an interview that Kjersti gave to […]
Kjersti and I just had an article published: “Co-Creating Learning in Oceanography” (Glessmer & Daae, 2021)! In this article, we discuss ways in which to share responsibility for learning between teachers and students on a continuum from “just” actively engaging students towards fully shared responsibility, i.e. “co-creation” or “Students as Partners”. We give 13 different […]
I’m still inspired by Cathy’s work on “co-creation”, and an episode of “Lecture Breakers” (I think the first one on student engagement techniques where they talked about letting students choose the format of the artefact they do for assessment purposes; but I binge-listened, and honestly, they are all inspiring!). And something that Sam recently said […]
Maybe it was because of the contexts in which I encountered it, but I always perceived “co-creation” as an empty buzzword without any actionable substance to it. I have only really started seeing the huge potential and getting excited about it since I met Catherine Bovill. Cathy and I are colleagues in the Center for […]
