Co-Creating Learning in Oceanography

Abstract

Using active methods to involve students in teaching improves student learning (Deslauriers et al., 2011, 2019; Freeman et al., 2014). For many teachers, breaking up a lecture with multiple choice questions and peer instruction has become an integral part of their teaching (Stains et al., 2018). We suggest involving students in creating the framework in which they learn together with their teachers (Cook-Sather et al., 2014; Bovill, 2020). Teaching then becomes more inclusive, and students try out new roles that support them in becoming more independent, secure, and responsible (Bovill, 2020). Co-creation gives students the chance to feel competent both in class and in their lives, as formative interactions make taught content more relevant to them (Boston, 2002; Black and William, 2009). Experiencing competency, autonomy, and relatedness is what makes intrinsic motivation possible (Deci and Ryan, 2000). It is thus not surprising that co-creation enhances learning and leads to more positive interactions between students and teachers (Bovill, 2020; Kaur and Noman, 2020).

Activity Bingo: Nudging Students to Make the Most Out of Fieldwork

“…I Have Choice! Lastly, we wanted students to choose what to do, when, and with whom to do it to co-create their learning (Glessmer and Daae, 2022). One student stated: "It was fun to be creative and make up my own suggestions for the bingo," and another student stressed: "To start with, everything is more fun when there is a game and competition.…”

Cooperative Learning in Oceanography

“…Sharing teaching practices with students fosters mutual confidence and may motivate students to take responsibility for the success of the groups and group work in which they are involved. Making students co-responsible creates ownership and is an important part of co-creationwhen students work together with their teachers to create the learning framework (Glessmer and Daae, 2021).…”

“…As this task is less complex in content, the students can spend more time on a presentation format, challenging their digital or communication skills. Allowing students to choose their presentation format is a co-creation strategy that may increase motivation (Glessmer and Daae, 2021).…”