{"id":8346,"date":"2024-12-10T13:58:40","date_gmt":"2024-12-10T13:58:40","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/?page_id=8346"},"modified":"2025-11-13T12:55:43","modified_gmt":"2025-11-13T12:55:43","slug":"student-collaboration-and-co-creation","status":"publish","type":"page","link":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/inclusivity\/fostering-a-sense-of-belonging-for-all-students\/student-collaboration-and-co-creation\/","title":{"rendered":"Student collaboration and co-creation"},"content":{"rendered":" \n\n
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Design of Inclusivity Pages<\/h3>

All of\u00a0the Inclusivity pages are designed following the principles of Universal Design for Learning\u00a0(UDL).You will find a combination of text, video and images, along with some points for reflection, practical examples and case studies.<\/p>\n

You can choose to read the text or access an audio recording of the same material. The recordings are at the bottom of each page. Alternatively you could use\u00a0the Microsoft Immersive Reader,<\/a>\u00a0which has the ability to set preferences or use the 'read aloud' function.You can\u00a0also attend a workshop on the topic<\/a><\/p>\n <\/div>\n <\/div> \n\n \n

Engaging students in co-creation<\/h3>\n

Co-creating learning experiences with students increases ownership and belonging. Collaborative teaching and learning approaches allow students to contribute their unique backgrounds and perspectives, enriching our academic community. To build an inclusive environment we need to apply culturally responsive teaching strategies, such as recognising and valuing students\u2019 unique backgrounds and experiences, and the impact of this on their learning.<\/p>\n \n\n

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The student perspective<\/h3>

Engaging Students in Co-creation<\/b><\/p>\n

It's important to clearly explain to students that academic staff are not just teaching them but working with them in partnership. When I personally understood this (when it was made clear that my input was genuinely valued, it completely changed how I engaged). I didn\u2019t just give generic answers on surveys or keep quiet in class discussions; I gave thoughtful responses because I knew they mattered. I felt like my voice had weight, and that encouraged me to participate more actively, both academically and in shaping the learning experience. This kind of honest, open collaboration helps staff too. When students feel safe and respected enough to give meaningful feedback, staff gain real insight into what\u2019s working and what could improve. It creates a shared sense of ownership, which leads to stronger learning communities and better outcomes for everyone involved.<\/p>\n

Cardiff University Student, 2025<\/p>\n <\/div>\n <\/div> \n\n \n

Advance HE\u2019s values of partnership are particularly helpful when considering drawing on the diversity of the community:<\/p>\n

\"Advance<\/figure>\n

Figure 2: Advance HE\u2019s values of partnership (Advance HE 2019)<\/strong><\/p>\n

It can be helpful to think of Student Engagement in terms of increasing levels of student control, as indicated by Healey and Healey (2019):<\/p>\n

\"Healey's<\/figure>\n

Figure 3: Levels of Agency in Student Engagement Activities (Healey and Healey 2019, from Student Voice Australia)<\/strong><\/p>\n

Working in partnership with students enables staff to use a range of methods, working with individuals with particular needs, or groups of students who experience particular barriers to learning, or whole cohorts of students, to develop practice. The figure below provides examples of different types of student-staff partnerships in relation to designing, teaching and assessing the curriculum.<\/p>\n

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Figure 4: Student-staff partnerships in designing, teaching and assessing the curriculum (Healey 2019)<\/strong><\/figcaption><\/figure>\n

Practical strategies for inclusive student engagement:<\/p>\n