Dr Erika Borkoles reports on a project supported\u00a0by the CEL Fusion Investment Fund.\u00a0The project\u2019s aim was to develop a series of co-creational vodcasts to enhance students\u2019 critical thinking skills when applying psychological theories to practice. The vodcasts were co-created with students, who advised staff on the content and format of the vodcasts. There were 5 vodcasts produced.\u00a0 Each of them covering one theoretical framework. It is hoped that students and staff across BU will be using these vodcasts in flipped classroom curriculum and\/or in their units.<\/p>\n
The project enabled media, psychology, and sport students to gain an \u2018outstanding and personalised\u2019 experience during their education at BU. Students and staff from three Faculties (Management, Media & Communication, SciTech) have successfully worked together to co-create five vodcasts pertinent to enhance both teaching and learning skills of participants and wider BU population. In future, sport and main stream psychology students studying the following units will directly benefit from the vodcasts through flipped classroom activities: Intro to Sport and Exercise Psychology (Lev 4); Psychology of Human Performance & Psychology of Exercise (Lev 5) (Management); Applied Sport Psychology; Health Psychology & Eating, Weight, & Behaviour Change (Lev 6) (SciTech). The media students are keen to share the technical skills they\u2019ve learnt and also how to manage \u2018Clients\u2019 when a \u2018production of this scale happens\u2019 (Feedback from a media student). The podcasts will be shared across the three participating faculties and will be hosted on the CEL website. Staff interested in flipped classroom teaching methods would be able to discuss their ideas with our Team (staff & students) and use the vodcasts accordingly. The Team delivered a fun and enjoyable, but academically sound and evidence based teaching material. The creation of the vodcasts contributed to demonstrate BU\u2019s teaching excellence and student engagement.<\/p>\n
The project led to pedagogic achievements, including innovation. Based on Kahu\u2019s (2013) work on framing student engagement in higher education the following can be concluded:<\/p>\n
Student quotes, supporting the above statements:<\/strong><\/p>\n \u2018I\u2019ve learnt a number of things from the project that ranged from technical to people skills. For example, my knowledge of how a production of this scale happens (from beginning to end), and the time it takes to complete such a project, has improved dramatically. However, the most important thing I learnt was how difficult it is to manage\/work with other people.\u00a0 I\u2019ve never really managed a project like this before, and coupled with being in charge of the creative side as well, it meant that I had to learn how to manage the \u2018Client\u2019 (Erika), as well as those on my creative team, and the students that wrote the scripts. I feel that I\u2019ve struggled a lot, but have learnt a great deal about how to process works, and what goes into managing relationships between people (media student).<\/em><\/p>\n \u2018I\u2019ve learnt communication skills and how to effectively organise time to work as a group, so everyone\u2019s view was heard and acted upon\u2019 (psychology student 1)<\/em><\/p>\n \u2018I\u2019ve learnt that team work is vital to the success of the project and communication between the group is essential, to make the vodcasts a success\u2019 (psychology student 2).<\/em><\/p>\n \u2018I\u2019ve learnt how to present information in an alternative way, which both expresses my knowledge of a subject, and allows the audience (of varying, but reasonable ability) to learn from it as well. Interestingly, I feel presenting information this way would be a good way of assessing students (alternative to exam or essay)\u2019 (sport student 1).<\/em><\/p>\n \u2018I learnt theories in more depth especially the one I have done. And also this project enabled me to work with media students and learnt new things such as how to produce a script\u2019 (sport student 2).<\/em><\/p>\n When students were asked what was the most challenging about this project, this is what they said:<\/strong><\/p>\n \u2018Organising time to collaborate across different faculties (Logistics) (sport student 1). NB. Students in all three faculties had very different schedules (teaching, projects, mid-term assignments) and so on.<\/em><\/p>\n \u2018One of the most challenging things would be producing the script as I have never done it before and it totally new for me\u2019 (sport student 2).<\/em><\/p>\n \u2018Getting ideas across to the media department, as the idea that was in our minds when creating the video was not the same as the production team\u2019 (psychology student 2).<\/em><\/p>\n \u2018Trying to make sure what we first envisaged as a group was achieved, and the media group understood what we wanted the end product to look like\u2019 (psychology student 1).<\/em><\/p>\n \u2018Managing and working with other people was the most challenging thing. I have worked with people plenty of times in the past, as most of my work is collaborative, but I had never really experienced Account (Client) and Production management before. For example, I was not brilliant at replying to emails between me and the scriptwriters and the Client (Erika), and these issues were seen the most when it got down to the edit process\u2019 (media student).<\/em><\/p>\n The authors were personally very impressed how the students were able to co-create with each other from such differing educational backgrounds and personalities. They\u2019ve engaged with staff in a meaningful and professional way. The PI avers that she was\u00a0very proud of their co-creational work and also have enjoyed working with colleagues from different disciplines and faculties, especially with Dr Richard Wallis. For her, seeing how students worked together, when given a freedom and choice to create a \u2018product\u2019 from scratch, based on their own research, group work, and collaboration was very rewarding.<\/p>\n When students were asked \u2018What piece of advice would you give to the University about developing a project like this in the future\u2019, this is what they said:<\/strong><\/p>\n \u2018Ensure the students are given the freedom in terms of the creativity, but content supported and reviewed by lecturers\/academics. The students need the freedom to present it in a way they would be able to learn from most\u2019 (sport student).<\/em><\/p>\n \u2018It is difficult to say, but I would probably try and perhaps spread the work over a longer period of time. I personally came into the project late, but even so there was not an awful lot of time to shoot and edit everything. Of course Erika and everyone were completely understanding and it wasn\u2019t an issue in that regard, but I think it was underestimated how much time the creative process takes. I feel that a lot of people who aren\u2019t aware of it, think that it is a very short process, especially when it comes to the edit. In this case it wasn\u2019t an issue, as everyone was willing to wait for the project to be finished, but I think that even the amount that me and my creative team were paid shows how the university underestimates the number of hours a creative process like this takes (I have heard that the scriptwriters worked longer that they were paid as well, so perhaps it could be an underestimate all around)\u2019 (media student).<\/em><\/p>\n \u2018Group work and communication is invaluable to a creative outcome\u2019 (psychology student 1).<\/em><\/p>\n \u2018To allow the team developing the scripts to be involved in the production of it, even for guidance\u2019 (psychology student 2).<\/em><\/p>\n \u2018I would take the things I have learnt from the project into my placement year (for example presentation skills or working in the team with students from different courses)\u2019 (sport student 2).<\/em><\/p>\n Please contact the investigators\u00a0Dr Erika Borkoles<\/a>,\u00a0Dr Richard Wallis<\/a>, Dr Remco Polman<\/a> or Dr Emma Kavanagh<\/a> if you need more information about the project.<\/p>\n","protected":false},"excerpt":{"rendered":" Dr Erika Borkoles reports on a project supported\u00a0by the CEL Fusion Investment Fund.\u00a0The project\u2019s aim was to develop a series of co-creational vodcasts to enhance students\u2019 critical thinking skills when applying psychological theories to practice. The vodcasts were co-created with students, who advised staff on the content and format of the vodcasts. There were 5… Read more » about The development of a co-creational toolkit to explain psychological theories and their applications to real life problems.<\/span><\/a><\/p>\n","protected":false},"author":1273,"featured_media":2060,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[2,132,122,326],"tags":[336,17,353,123,352],"class_list":["post-4025","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-case-studies-in-bu","category-co-creation","category-flipped-classroom","category-research","tag-cel-funded-project","tag-co-creation","tag-critical-thinking","tag-flipped-classroom","tag-vodcasts"],"acf":[],"_links":{"self":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/4025","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/users\/1273"}],"replies":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/comments?post=4025"}],"version-history":[{"count":1,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/4025\/revisions"}],"predecessor-version":[{"id":4026,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/4025\/revisions\/4026"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/media\/2060"}],"wp:attachment":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/media?parent=4025"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/categories?post=4025"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/tags?post=4025"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}