Kristian Bjelbøle Bakken

• Andersen, Gard L.; Bakken, Kristian B.; Dauvi, Adriana Amundsen; Dunnett, Kirsty; Haakens, Torjus & Hansen, Ida Helene Magnor [Vis alle 9 forfattere av denne artikkelen] (2025). Co-Creation in Practice: Redesigning a Geoscience Bachelor Course. Teaching and Learning Inquiry. ISSN 2167-4779. 13. doi: 10.20343/teachlearninqu.13.44. Fulltekst i vitenarkiv Vis sammendrag

  Co-creation has the potential to enhance the quality of university education through its impact on course delivery and the participants’ learning experiences, but it is often not straightforward to realise. We present a case study of a student-initiated co-creation project where students, course teachers, and student administration worked together to improve an introductory geoscience course at a Norwegian university. A thematic analysis of participants’ reflections and interviews shows positive meta-cognitive, affective, and social effects similar to the results of other studies on co-creation. Students and staff brought complementary expertise to course development, and establishing a common pedagogical framework provided a shared language and basis for informed argumentation and negotiation. The process of co-creation also required an expertise of its own. For example, students initially struggled to recognise how they could contribute to the project, and while examples of other co-creation projects were helpful, students found local (culturally, geographically, subject-specific) examples of student involvement most relatable. We discuss how equity and power concerns were addressed in the working group, and how course representatives and discussion-based midterm evaluations partly addressed diversity and inclusivity challenges. The alignment of student initiative, access to funding for student salaries, and teachers primed to try a co-creation approach all contributed to this co-creation project. This suggests that even in an educational system known for its flat hierarchy and promotion of democracy and equality, catalysts and explicit support are important to promote co-creation.

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• Gundersen, Ingelinn Marifjæren; Bakken, Kristian Bjelbøle & Lundmark, Anders Mattias (2025).   Mapping iEarth peer-reviewed education publications: 2019 to present. Fulltekst i vitenarkiv Vis sammendrag

  iEarth was established in 2019 and became a Centre of Excellence in 2020. Since the start, one ambition has been to better understand teaching and learning in the context of geoscience higher education in Norway, to involve staff and students in systematic studies of teaching and learning, and to disseminate new ideas and findings. To date we have registered 35 published and 9 submitted scientific articles by 126 co-authors including 10 students, and 2 submitted Ph.D.-thesis.

• Lundmark, Anders Mattias; Bakken, Kristian Bjelbøle; Anell, Ingrid; Augland, Lars Eivind; Conrad, Clinton Phillips & Dunkel, Kristina G [Vis alle 10 forfattere av denne artikkelen] (2025). Why don’t my students come to class? Fulltekst i vitenarkiv
• Lundmark, Anders Mattias; Bakken, Kristian Bjelbøle; Anell, Ingrid; Augland, Lars Eivind; Conrad, Clinton Phillips & Dunkel, Kristina G [Vis alle 10 forfattere av denne artikkelen] (2025). “Why don’t my students come to class?”. Fulltekst i vitenarkiv
• Lundmark, Anders Mattias; Bakken, Kristian Bjelbøle; Anell, Ingrid; Augland, Lars Eivind; Conrad, Clinton Phillips & Dunkel, Kristina G [Vis alle 10 forfattere av denne artikkelen] (2025). “Why don’t my students come to class?”. Fulltekst i vitenarkiv
• Barnes, Thomas; Lundmark, Anders Mattias; Folkard, Andrew & Bakken, Kristian Bjelbøle (2024). Bridging the gap: Geoscience and Human geography, a practice of interdisciplinarity we should embrace. Fulltekst i vitenarkiv
• Andersen, Guro Lilledal; Dauvi, Adriana Amundsen; Hansen, Ida Helene Magnor; Lundmark, Anders Mattias; Bakken, Kristian Bjelbøle & Haakens, Torjus [Vis alle 8 forfattere av denne artikkelen] (2022). Student and staff co-creation – How to develop geoscience education together. Fulltekst i vitenarkiv
• Andersen, Guro Lilledal; Bakken, Kristian Bjelbøle; Dauvi, Adriana Amundsen; Haakens, Torjus; Hansen, Ida Helene Magnor & Lilleøren, Karianne Staalesen [Vis alle 8 forfattere av denne artikkelen] (2021). Bringing in the experts – an example of pro-active co-planning of a second semester bachelor course. Fulltekst i vitenarkiv Vis sammendrag

  In the spring of 2020, as the 2d semester geoscience-course GEO1110 ended, the students asked for a meeting with the teachers. As the students explained why they struggled with the course, the idea for a student task force was borne. Ahead of and during the course in 2021, five students worked with the teachers on pro-active co-planning of the course. In our presentation, we describe how the task force worked, share our experiences, and evaluate them in a Students as Partners framework1, 2. The challenge ahead is to turn a task force into continuous co-creation involving all interested students3. 1 Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. York: Higher Education Academy. 2 Bovill, C. (2020). Co-creating Learning and Teaching: Towards relational pedagogy in higher education. Critical Publishing. 3 Bovill, C. (2020). Co-creation in learning and teaching: the case for a whole-class approach in higher education. Higher Education, 79, 1023-1037.

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