Engaging students and staff with educational development through appreciative inquiry

Kadi-Hanifi, Karima; Dagman, Ozlem; Peters, John; Snell, Ellen; Tutton, Caroline; Wright, Trevor

doi:10.1080/14703297.2013.796719

Cited by 23 publications

(23 citation statements)

References 8 publications

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“…Do not allow a complaints culture (Carey 2013). Appreciative inquiry and a positive focus on opportunities help developing a shared passion (K€ onings et al 2010a;Kadi-Hanifi et al 2014).…”

Section: Develop Shared Responsibilitymentioning

confidence: 99%

Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138

et al. 2020

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This AMEE guide aims to emphasize the value of active learner involvement in the design and development of education, referred to as co-creation, and provides practical tips for medical educators interested in implementing co-created educational initiatives at their own institutions. Starting with definitions of co-creation and related terms, we then describe its benefits and summarize the literature in medical and higher education to provide an appropriate context and a shared mental model for health professions educators across the world. Potential challenges and barriers to implementation of co-creation in practice are described in detail from the perspective of learners, teachers, and institutions. Challenges are linked to relevant principles of Self-Determination Theory, Positioning Theory and theory on Psychological Safety, to provide direction and fundamental reasons for implementation of co-creation. Finally, solutions to listed challenges and practical approaches to education design and implementation using co-creation are described in detail. These tips include strategies for supporting learners and teachers in the process, enhancing the collaboration between them, and ensuring appropriate support at the organizational level.

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Section: Develop Shared Responsibilitymentioning

confidence: 99%

Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138

et al. 2020

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“…In general, working with youth‐serving or youth‐focused community organizations was a commonly described strategy for recruiting adolescent research participants. Specific strategies discussed ranged from hiring other youth involved in the partner organization to recruit their peers (e.g., Flicker & Guta, ; Kadi‐Hanifi et al, ; Wershler & Ronis, ), to integrating “[the research project] into existing program planning” (Flicker et al, , p. 289). As a creative approach in data collection, Tanjasiri et al () described how youth fitted with GPS devices went around their communities and inputted waypoints according to perceived pro‐ versus antitobacco marketing.…”

Section: Resultsmentioning

confidence: 99%

A scoping review: The utility of participatory research approaches in psychology

Levac

Ronis

Cowper-Smith

et al. 2019

Journal Community Psychology

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Consistent with community psychology's focus on addressing societal problems by accurately and comprehensively capturing individuals’ relationships in broader contexts, participatory research approaches aim to incorporate individuals’ voices and knowledge into understanding, and responding to challenges and opportunities facing them and their communities. Although investigators in psychology have engaged in participatory research, overall, these approaches have been underutilized. The purpose of this review was to examine areas of research focus that have included participatory research methods and, in turn, highlight the strengths and ways that such methods could be better used by researchers. Nearly 750 articles about research with Indigenous Peoples, children/adolescents, forensic populations, people with HIV/AIDS, older adults, and in the area of industrial‐organizational psychology were coded for their use of participatory research principles across all research stages (i.e., research design, participant recruitment and data collection, analysis and interpretation of results, and dissemination). Although we found few examples of studies that were fully committed to participatory approaches to research, and notable challenges with applying and reporting on this type of work, many investigators have developed creative ways to engage respectfully and reciprocally with participants. Based on our findings, recommendations and suggestions for researchers are discussed.

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“…The core value of AI is in its focus on positive inquiry: "its ability to engage, enthuse, energize and enhance learning communities" (Kadi-Hanifi et al, 2014, p. 584). The four stages of AI, known as the 4D cycle, are discovery, dream, design, and destiny (Kadi-Hanifi et al, 2014). The discovery phase facilitates an exploration of the things people value most in their current environments and relationships.…”

Section: Conceptual Influences On the Collaborative Mapping Modelmentioning

confidence: 99%

“…The dream phase encourages thinking beyond the scope of the current environment, instead imagining and casting a vision for the best future built on the foundation of the elements shared in the discovery phase. The design phase focuses on conceptualizing a plan to realize the future and vision from the dream phase; destiny, the final phase, outlines a commitment to change, fueled by the shared investment created in the previous phases of the 4D cycle (Kadi-Hanifi et al, 2014). Appreciative inquiry influenced the CMM as the means for building shared investment between instructional designers and faculty; rather than focus on perceived problems in a course or with the people designing the course, appreciative inquiry promotes the things that matter most and elevates those in the design of learning experiences.…”

Section: Conceptual Influences On the Collaborative Mapping Modelmentioning

confidence: 99%

“…The collaborative designer piece was missing from the literature leading to the development of the collaborative mapping model (CMM) that puts relationship at the center of higher education instructional design and addresses issues of scale, quality, and empowerment. Development of the CMM was informed by several key theories and concepts, including authentic leadership theory (Kiersch & Byrne, 2015), shared leadership theory (Bolden, 2011), and appreciative inquiry (Kadi-Hanifi et al, 2014). After several years of implementation and refinement, the preliminary research described here was conducted to examine the effectiveness of the model toward facilitating the collaborative relationship between instructional designer and faculty.…”

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confidence: 99%

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The Collaborative Mapping Model: Relationship-Centered Design for Higher Education

Drysdale

2019

OLJ

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Collaborating with faculty is an integral part of the instructional designer's role. However, faculty can be skeptical regarding the added value of the instructional designer's expertise and contribution in helping them (Intentional Futures, 2016). Additionally, instructional designers experience a high degree of job misperception and struggle to advocate for clear and defined roles (Drysdale, 2018). Four primary responsibilities of instructional designers in higher education were defined by evaluating the industry standard models of instructional design, comparing their structure and usage for relevance to the consultative role designers assume in higher education. The collaborative designer piece was missing from the literature leading to the development of the collaborative mapping model (CMM) that puts relationship at the center of higher education instructional design and addresses issues of scale, quality, and empowerment. Development of the CMM was informed by several key theories and concepts, including authentic leadership theory (Kiersch & Byrne, 2015), shared leadership theory (Bolden, 2011), and appreciative inquiry (Kadi-Hanifi et al., 2014). After several years of implementation and refinement, the preliminary research described here was conducted to examine the effectiveness of the model toward facilitating the collaborative relationship between instructional designer and faculty. Fifty faculty who had designed a course in partnership with an instructional designer through the CMM were surveyed regarding their experience with the process. Among the results, 92% of the 37 respondents indicated an improvement in the quality of their courses and 73% indicated that they saved time by working with an instructional designer in the CMM. Key themes included an increased value and respect for the expertise of the instructional designer, a significant improvement to the quality of online courses designed and developed through the CMM, and enthusiasm for continued collaboration with instructional designers. This study describes the development of the model, an overview of theoretical influences and processes, and the results of research examining the effectiveness of the CMM of instructional design. Drysdale, J. (2019). The collaborative mapping model: Relationship-centered instructional design for higher education.

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Engaging students and staff with educational development through appreciative inquiry

Cited by 23 publications

References 8 publications

Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138

Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138

A scoping review: The utility of participatory research approaches in psychology

The Collaborative Mapping Model: Relationship-Centered Design for Higher Education

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