The purpose of co-creation is to get students working together to extend their learning in the subject area. The goal is to get students with different backgrounds and experiences sharing their points of view with each other and thus come away with a fuller examination of the topic. The principle method for co-creation is the discussion forum but there can be many other activities that serve the same purpose.
Some common strategies or examples include:
- Weekly reading questions – Assuming the topics are distributed by week, the instructor posts 3-5 questions that relate to the assigned readings for that topic. Questions should ask the students to apply or use the concepts from the readings in some way. For a class with a significant number of working students, a questions asking them to relate the readings to some aspect of their work can be very powerful.
- Topical lectures – Instructors can record brief (less than 5 minute) video lectures on the major topics covered in the class. Students should be encouraged to ask questions about any lecture by posting on the site. These lectures should be organized as a topical guide and be listed with other significant resources on the same topic.
- Weekly media highlights – The instructor can ask any number of students to post interesting news items that are related to the topics covered in the course. This is particularly effective in a course like cyber-security or business intelligence where such articles are a daily occurrence.
- Weekly discussion – The instructor should set a minimum number of comments/replies each student should make to their peers’ reading questions answers or media post. The instructor must continually remind people to make substantive posts, not mere statements of agreement.
- Guest commentators – In addition to guest speakers, the instructor can arrange for industry experts to join a topical discussion with the students on the class blog. This gives students another point of view and can generate significant insights into the nature of the topic in the real world.
- Group projects – Teams can be assigned to work together offline to create work products that should be posted on the class blog. In addition to traditional deliverables, student can be asked to create video and other media output as an alternative to presentations. For example, instead of writing a policy for a hypothetical company and then presenting it in class, students can be challenged to write the policy and then create a five-minute video that the hypothetical company can then use to introduce the policy to their employees. This forces students to understand the policy itself, but also think about what would need to be communicated to implement it.
- Content collection – Students can be encouraged to share meaningful content about the topics covered in the class such as online training resources, videos, podcasts, tutorials, references, etc. The instructor can then take the best of this material to create and extend a compilation of the best resources for each topic covered in the class.