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Imaginative collaboration and co-creation: Introduction

Chapter of: Stories of Hope: Reimagining Education(pp. 261–266)

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Metadata
TitleImaginative collaboration and co-creation
SubtitleIntroduction
ContributorSandra Abegglen(author)
Tom Burns(author)
Sandra Sinfield(author)
DOIhttps://doi.org/10.11647/obp.0462.53
Landing pagehttps://www.openbookpublishers.com/books/10.11647/obp.0462/chapters/10.11647/obp.0462.53
Licensehttps://creativecommons.org/licenses/by-nc/4.0/
CopyrightSandra Abegglen; Tom Burns; Sandra Sinfield;
PublisherOpen Book Publishers
Published on2025-07-02
Page rangepp. 261–266
Print length6 pages
LanguageEnglish (Original)
Contributors

Sandra Abegglen

(author)
Researcher in the School of Architecture, Planning and Landscape at University of Calgary
https://orcid.org/0000-0002-1582-9394

Sandra Abegglen, PhD, is a Researcher in the School of Architecture, Planning and Landscape at the University of Calgary, where she explores online education and learning and teaching in the design studio. Sandra has extensive experience both as a social researcher and lecturer/programme leader. She is the project lead for TALON, the Teaching and Learning Online Network, and Playful Hybrid Higher Education. Sandra has published widely on emancipatory learning and teaching practice, creative and playful pedagogy, and remote education. She has been awarded for her work with the Collaborative Award for Teaching Excellence (CATE) 2022 by Advance HE, and the Team Teaching Award 2020 by the University of Calgary. Find her personal website at: https://sandra-abegglen.com/

Tom Burns

(author)
https://orcid.org/0000-0003-1280-0104

Tom Burns (1959–2024) was an Associate Teaching Professor in the Centre for Teaching Enhancement at London Metropolitan University, developing innovations with a special focus on praxes that ignite student curiosity, and develop power and voice. Always interested in theatre and the arts, and their role in teaching and learning, Tom developed theatre and film in unusual places, set up adventure playgrounds, events and festivals for his local community, and fed arts-based practice into his learning, teaching and assessments. Tom was a University Teaching Fellow and has received a Collaborative Award for Teaching Excellence (CATE) 2022 by Advance HE. He co-authored Teaching, Learning and Study Skills: A Guide for Tutors and Essential Study Skills: The Complete Guide to Success at University (5th Edition, 2022), https://us.sagepub.com/en-us/nam/essential-study-skills/book278189.

Sandra Sinfield

(author)
Associate Teaching Professor in Education and Learning Development in the Centre for Teaching Enhancement at London Metropolitan University
https://orcid.org/0000-0003-0484-7623

Sandra Sinfield is an Associate Teaching Professor in Education and Learning Development in the Centre for Teaching Enhancement at London Metropolitan University and a co-founder of the Association for Learning Development in Higher Education. Sandra is a University Teaching Fellow and has received a Collaborative Award for Teaching Excellence (CATE) 2022 by Advance HE. She has co-authored Teaching, Learning and Study Skills: A Guide for Tutors and Essential Study Skills: The Complete Guide to Success at University (5th Edition, 2022), https://us.sagepub.com/en-us/nam/essential-study-skills/book278189. Sandra is interested in creativity as a liberatory and holistic practice in Higher Education; she has developed theatre and film in unusual places—and inhabited SecondLife as a learning space.

References
  1. Abegglen, S., Burns, T., & Sinfield, S. (Eds.) (2021a). Collaboration in higher education: Partnering with students, colleagues and external stakeholders. Journal of University Teaching and Learning Practice [special issue], 18(7). https://open-publishing.org/journals/index.php/jutlp/issue/view/61
  2. Abegglen, S., Burns, T., & Sinfield, S. (2021b). Editorial: Collaboration in higher education: Partnering with students, colleagues and external stakeholders. Journal of University Teaching and Learning Practice, 18(7), 1–6. https://doi.org/10.53761/1.18.7.1
  3. Abegglen, S., Burns, T., & Sinfield, S. (Eds.) (2023). Collaboration in Higher Education: A new ecology of practice. Bloomsbury. https://doi.org/10.5040/9781350334083
  4. Eisner, W. (2001). The educational imagination: On the design and evaluation of school programs (3rd ed.). Pearson.
  5. Honeychurch, S., Stewart, B., Bali, M., Hogue, R. J., & Cormier, D. (2016). How the community became more than the curriculum: participant experiences in #RHIZO14. Current Issues in Emerging eLearning, 3(1). https://eprints.gla.ac.uk/118837/
  6. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
  7. Meyer J. H. F., & Land R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practising. In C. Rust (Ed.), Improving student learning—ten years on (pp. 412–424). OCSLD, Oxford.