Four Corners 3 Teachers Book 138

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Four Corners 3 Teachers Book 138

teacher training is another critical aspect of successful implementation, especially in distance teaching (bovill etal. 2014 ). the diversity of active learning techniques requires continued education of the teacher community, particularly in enabling teachers to adopt new co-creative teaching styles and skills.

leadership: successful co-creation is facilitated and encouraged by leadership that facilitates various transitions between, for example, activities and culture. specifically, creating a learning environment that is co-created is a collaborative task, where everyone works towards a common goal. it follows that co-creating learning is a shared experience, which is one of the reasons why teachers and students need leadership that facilitates this process. this is accomplished by providing a clear vision, structure, and principles of unity.

respect of learners: respect for each other must be genuine and reciprocated. to ensure respect for one another, teachers need to:

• reveal their true intentions

• express their true opinions

• be open to hearing opposing opinions

• listen to what they say

• learn how to listen

• learn how to discuss

the framework can be used as a practical tool to help teachers engage in co-creation, identify potential needs for improvement, and plan to more effectively meet the needs of all involved learners. in the process of co-creation, it is important to address the following issues:

the educator’s role is to facilitate the learning process by helping the learner acquire the desired competences. to achieve this goal, it is important to have the learners take ownership of his/her learning process and manage the process at his/her own pace (turrini etal. 2019 ). therefore, teachers need to design educational experiences where learning becomes meaningful and enjoyable for learners (sargeant etal. 2017 ). the key to a good relationship between learners and teachers is to develop an atmosphere of open communication and respect in the classroom, where learners feel valued (devries and janssen 2004 ). teachers should foster connections with their learners and meet learners where they are in their lives, by supporting and supporting them in their learning process, instead of focusing on the curriculum or content (kipps 2015 ; kipps etal. this also applies to patients, who need to feel empowered by their advisors (bovill 2019). to facilitate respect, learners need to develop self-regulatory skills in terms of being able to: think critically, ask questions, share their opinions, express their fears and anxieties openly, express their ideas in a clear and concise manner, listen to others, and negotiate solutions collaboratively (hsu-kim and pino-yanes 2018 ).

Assigning an appropriate workload to learners and teachers can be difficult. Too little supervision can cause learners to contribute less and lack ownership (Bergmark and Westman 2016 ; Cook-Sather and Luz 2015 ; Marquis etal. 2017 ; Bovill etal. 2016 ). More supervision can lead to less autonomy and responsibility (Cook-Sather and Luz 2015 ; Marquis etal. 2017 ). Some of the challenges associated with co-creation when there is too much supervision can include: learners fail to contribute or make meaningful contributions, teachers feel too restricted and become frustrated and excessively direct criticism of learners (Cook-Sather and Luz 2015 ; Marquis etal. 2017 ), students begin to avoid discussions and assignments with teachers, their peers, or teachers and start competing with peers or other learners to get their needs and contributions attended to (Seale etal. 2015 ; Marquis etal. 2017 ), teachers become demotivated to continue, and roles and needs become misaligned (Marquis etal. 2017 ). It is important to balance these two characteristics (e.g., ensure that enough time is allocated for teachers and learners, and encourage participation), without imposing too much restriction or too much time investment (Bergmark and Westman 2016 ; Marquis etal. 2017 ).
For educators, it can be challenging to let go of control. Teachers may feel bound by the contents of the instructional materials or may experience a fear of failure. Furthermore, educators may perceive participation in a co-creation process to imply a lack of resources or skills, as well as a higher workload. It is important to acknowledge the fact that participation in co-creation requires a change of behavior and ways of working and reflecting on a large scale.
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