Lessons of Researcher–Teacher Co-design of an Environmental Health Afterschool Club Curriculum

Hundal, Savreen; Левин, Д. М.; Keselman, Alla

doi:10.1080/09500693.2013.844377

Cited by 15 publications

(6 citation statements)

References 29 publications

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“…In this sense, although it was not the focus of our study, the experience made us aware of the importance of considering the context and shared understandings of practice among all agents involved in co-design. As stated by Hundal, Levin, and Keselman (2014), we must appreciate teachers' and students' framing as a valid stance based on their experiences and take the constraints teachers experience more seriously, bearing in mind that their systemic expectations may be different to those of researchers, such as: the need to retain students' interest, the importance of content and time pressure to finish the curriculum provisions.…”

Section: Practical Implications and Suggestions For Future Researchmentioning

confidence: 99%

A Co-Design Process Microanalysis: Stages and Facilitators of an Inquiry-Based and Technology-Enhanced Learning Scenario

Barberà

Jordan

Alpiste

2017

IRRODL

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<p class="3">This paper presents a case study of the co-design process for an online course on Sustainable Development (Degree in Tourism) involving the teacher, two students, and the project researchers. The co-design process was founded on an inquiry-based and technology-enhanced model that takes shape in a set of design principles. The research had two main objectives. Firstly, to identify the moments of change that occur during the co-design process and secondly, to describe the causes and agents that motivate them. This study applied design-based research methodology and used a qualitative approach to collect, analyse, and interpret data. The results show that the co-design methodology led to moderate changes consisting of the progressive construction and refinement of the activities, seeking a sense of continuum throughout by including students’ collaboration. The findings also reveal the main role of each of the actors involved. Thus, the teacher focused on basic instructional design related aspects while students focused on improving the use of resources and learning aids. Researchers helped them to embody and achieve the proposed changes and also acted as mediators of pedagogical concepts and vocabulary. CompendiumLD software was a helpful tool to graphically represent and share the prototyping of the activities and to help analyse the design process.</p>

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Section: Practical Implications and Suggestions For Future Researchmentioning

confidence: 99%

A Co-Design Process Microanalysis: Stages and Facilitators of an Inquiry-Based and Technology-Enhanced Learning Scenario

Barberà

Jordan

Alpiste

2017

IRRODL

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“…First there was direct benefit from including expert voices from different fields (researchers and ocean lifeguards) in the survey development phase and the expert workshop. Previous researcher‐teacher co‐design work has identified the value of teachers' practical experience in the classroom for curriculum development 43 ; similarly, the perspective of lifeguard educators challenged some of the approaches conceived by researchers or their supervisors. Moreover, while the actual suggestions and feedback from lifeguards were important, the fact that their voices and perspectives were included and taken seriously alongside researchers, supervisors, and managers served to build trust and buy‐in for the program, which is critical as they are the individuals responsible for delivering it.…”

Section: Discussionmentioning

confidence: 99%

Lessons learned from co‐designing a high school beach safety education program with lifeguards and students

Koon

Brander

Alonzo

et al. 2022

Health Prom J of Aust

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Issue Addressed: School-based beach safety education programs are common, but best practice guidance and information on their design and development is limited.Methods: Researchers, professional ocean lifeguards and students participated in a co-design process to inform a lifeguard-delivered, school-based beach safety education program for a coastal community in New South Wales, Australia. Lifeguards and researchers (experts) provided structured feedback about the program in a survey and facilitated workshop; students (n = 26) aged 11 to 13 years participated in focus group sessions intended to garner in-depth understanding of their experiences at the beach and knowledge of, and attitudes towards, beach safety.Results and Discussion: The co-design process provided a novel and inclusive model for beach safety education program development, and valuable lessons for future efforts. Specifically, student focus groups identified several facets of pre-teens and younger teenagers' beach experience that prompted revision of the education program, primarily framing of program content and safety messages. Peers are a primary motivator for this age group and students' burgeoning independence emerged as an important theme. While knowledgeable about beach hazards and risks, students conveyed mixed safety attitudes and self-reported safety practices, highlighting the importance of designing programs to motivate behaviour and promote safe decisionmaking vs raising awareness alone. Findings illustrate the value of adopting co-design processes for all beach safety programs, school or otherwise.So What?: Beach safety programs may not be delivering information that is needed, wanted or useful. Structured consultation with the priority population must become standard practice in beach safety and drowning prevention education program development.

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“…Recently, the literature has emphasized the importance of information-seeking and decision-making skills that raise awareness and knowledge of EH and could result in health-protective actions [1,4,5,6]. There is also recognition that the sources of environmental exposures are often outside an individual’s control and that health disparities can heighten community concerns [7].…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, socioeconomic and contextual factors influence EHL, including language, education, community networks, and news media [3,8]. Accordingly, it is necessary to address EH concerns utilizing a culturally competent, interdisciplinary, and context-specific approach [3,5,9]. Gray [1] presents three interrelated dimensions of EHL, including awareness and understanding, skills and self-efficacy to reduce harmful environmental exposures and make decisions that protect health, and community change to reduce or remove environmental exposures that are harmful to health.…”

Section: Introductionmentioning

confidence: 99%

Advancing Environmental Health Literacy: Validated Scales of General Environmental Health and Environmental Media-Specific Knowledge, Attitudes and Behaviors

Lichtveld

Covert

Sherman

et al. 2019

IJERPH

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Environmental health literacy (EHL) involves understanding and using environmental information to make decisions about health. This study developed a validated survey instrument with four scales for assessing media-specific (i.e., air, food, water) and general EHL. The four scales were created as follows: 1) item generation: environmental health scientists and statisticians developed an initial set of items in three domains: knowledge, attitudes, and behaviors; 2) item review: items were reviewed for face validity; 3) validation: 174 public health students, the exploratory sample, and 98 community members, the test sample, validated the scales. The scales’ factor structure was based on exploratory factor analysis (EFA) and model fit was assessed through confirmatory factor analysis (CFA). For each scale, the final EFA resulted in an independent three-factor solution for knowledge, attitudes, and behaviors. Good fit for the three-factor structure was observed. Model fit for CFA was generally confirmed with fit indices. The scales showed internal consistency with Cronbach’s alpha from 0.63 to 0.70. The 42-item instrument represents an important contribution towards assessing EHL and is designed to enable meaningful engagement between researchers and community members about environmental health. The intended outcome is sustained community–academic partnerships benefiting research design, implementation, translation, dissemination, and community action.

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Lessons of Researcher–Teacher Co-design of an Environmental Health Afterschool Club Curriculum

Cited by 15 publications

References 29 publications

A Co-Design Process Microanalysis: Stages and Facilitators of an Inquiry-Based and Technology-Enhanced Learning Scenario

A Co-Design Process Microanalysis: Stages and Facilitators of an Inquiry-Based and Technology-Enhanced Learning Scenario

Lessons learned from co‐designing a high school beach safety education program with lifeguards and students

Advancing Environmental Health Literacy: Validated Scales of General Environmental Health and Environmental Media-Specific Knowledge, Attitudes and Behaviors

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