The Design Sprint Approach
Organising a design sprint to develop co-created course materials benefits greatly from complementary skills, ranging from technical and pedagogical skills to communicative and graphic talents. It is, however, not always feasible to bring together a diverse team in which all elements of the T-PACK model (Technological, Content and Pedagogical Knowledge) are balanced out.
During the try-outs of the co-creation sprint method in local and international teacher teams, we often came across a lack of T: technological knowledge. To avoid this, the four-day design sprint can be adapted with edtech (educational technology) trainings and research instead of extensive prototyping. During these edtech trainings, teachers can explore and learn new technologies and directly develop the necessary components for their course. A list of edtech suitable for co-creating course materials is available on cocos.education and includes Hypothes.is, HackMD, Pressbooks and more.
A final adjustment to the sprint can be made on day 4 (TESTING) according to the time and resources available to the team. If there is no opportunity to involve actual stakeholders (students or people from the professional field), the team can opt for peer testing instead. Here a colleague or team member takes on the role of a stakeholder and provides feedback on the co-creation parts of the developed course.