Facilitating Reflective Learning and Co-Creative Teaching by Portfolios in Problem-Based Learning (PBL)
Propelled by advances in global communication and information technologies, the nature of interactions among individuals and their environments has been changing rapidly, driving an ongoing metamorphosis of value creation in business, economy, and society
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3. FACILITATING REFLECTIVE LEARNING AND CO-CREATIVE TEACHING BY PORTFOLIOS IN PROBLEM-BASED LEARNING (PBL)
INTRODUCTION
Propelled by advances in global communication and information technologies, the nature of interactions among individuals and their environments has been changing rapidly, driving an ongoing metamorphosis of value creation in business, economy, and society. Individuals are attempting to push through previously impervious institutional boundaries to express their various demands and expectations and they are active stakeholders, who want to be more intensively engaged in value creation than ever before. In short, all stakeholding individuals have been described as cocreators (Ramaswamy & Ozcan, 2014). The co-creation-based view has had great influence in higher education. Within the literature (Bovill, 2014), there are growing arguments highlighting the roles of active student participation in a range of student engagement, student-centred learning and enquiry-based learning initiatives – for example, Problem-Based Learning (PBL). In this learning environment (Bovill, 2014), students are not submissive, silent individuals in the learning environment, but rather they are viewed as motivated partners in a collaborative enquiry based on dialogue, experimentation and mutual learning for teachers and students. In practice, the models of co-creating curricula design can be found in diverse educational areas such as language teaching, environmental justice and teacher education. In these models, teaching staff and students are partners in learning processes and become co-producers of knowledge. In teacher education, reflection and self-assessment have been regarded as key principles of building a co-creation educational model to enable teachers to examine the relationships between their cognitions and instructional practice (Artze et al., 2007). In a PBL environment, even though the teachers’ role in mediating learner experience can take many different forms, all with different roles in the simplification and facilitation process, teachers can be thought of as “learning experts” among students. It is essential for teaching staff to reflect on their own teaching experiences in order to make sense of learning how to teach better. This reflective phase is likely to uncover difficulties or problems, which if the teacher does not address them, may impede progress towards self-improvement in teaching (Artze et al., 2007). Using informal and formal formative and summative assessment strategies can help teachers engage in accurate, reflective decision-making. For example, a T. Chemi & L. Krogh (Eds.), Co-Creation in Higher Education, 31–47. © 2017 Sense Publishers. All rights reserved.
C. Zhou et al.
teaching portfolio can help to collect and select evidence of learning processes and attainments that are linked and put together in a variety of formats (Pitts, 2010), thereby providing the conditions for exerting reflective capability. Our chapter will focus on the following question: How does the development
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