2025/02/04 by Sandris Zeivots, Dewa Wardak, Andrew Cram +1 · 1 voice
Social Sciences · #Adult and Continuing Education Topics #Higher Education Practises and Engagement #Higher Education Learning Practices
paper · doi:10.4324/9781003503149-21
openalex publication_date 2025/02/04 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/02
This chapter explores lessons about co-design in transformative practice and academic development. Co-design, defined as a purposeful, collaborative, and participatory design process involving multiple stakeholders, has emerged as a pivotal strategy in addressing the challenges of higher education. The Light Touch Program focuses on transformative course design and curriculum development. Through a three-year journey, this study shares insights on the program’s role in enhancing teaching and learning environments, drawing on experiences from educational developers, learning designers, and other stakeholders. The findings underscore three transformative lessons: (1) intentional flexibility is required to meet academics’ diverse needs, (2) co-design facilitates capacity building, and (3) customisable resources accelerate sharing and adoption. These lessons highlight co-design’s potential to foster innovation, adaptability, and inclusive practices in academic settings, contributing to more dynamic and collaborative design processes in higher education.