Interview with Freek Broeren
How did you hear about the COMBINE program and the possibility to be involved in a pilot?
I heard about COMBINE through a colleague who was interested in implementing co-creation in a course we teach together. Although that collaboration didn’t end up going through (at least not yet!), hearing about the plans for COMBINE immediately made me think of my introductory programming course. Shortly after that first meeting, we had already agreed to set up a pilot. It came together really quickly!
Why did you choose to use co-creation in your course?
In my introductory programming course, there are big differences in the prior knowledge students bring with them. For students who already have programming experience, I was looking for an extra challenge to keep them engaged. Having them co-write the study material for the course seemed like a perfect fit for that.
What did co-creation allow you to do in your course that you wouldn’t otherwise have been able to do?
Getting the level of an introductory Python reader right is genuinely difficult, as it can quickly become too abstract or complicated. Having students co-write the material really helps keep that level in check. And maybe unexpectedly, the students who participated also had strong opinions about the content and style of the material. It was great to be able to draw on their ideas and experiences to improve what we had. One student, for example, felt the exercises were too broad and complex for this level. He suggested restructuring them in the style of an experienced teacher walking you through a problem step by step, and then he actually implemented that himself, both in the writing and technically. That kind of input is something I simply couldn’t have produced on my own.
How did students approach co-creation? How did their interaction with the course material change?
The difference compared to a typical student was quite significant. Where other students focused on the programming itself and completing exercises, the co-creation students were writing teaching material. That meant they didn’t just need to understand and apply programming skills; they also needed to be able to explain them. On top of that, we used GitLab to collaborate on the reader, so they picked up Git along the way as well. It was a really layered learning experience!
How will you use the material students made to help teach future classes?
We are currently reviewing the material they contributed to the reader, and I expect to include most if not all of their proposed changes. It’s a great feeling knowing that their work will have a real, lasting impact on the course.
Was there something that surprised you?
I already mentioned how much insight these students have into how they like to learn and what works for them, which was genuinely surprising and impressive. But thinking back, I’m also struck by how quickly they got to grips with writing pages in Jupyter Book, including technically complex material with equations, code and references. They really rose to the occasion!
Would you use co-creation again in a future course? If so, in what ways?
Absolutely! I’m certain I’ll do it again in this course next year. In fact, I’m already going through the reader to identify which parts the students will be working on next time. I’d also make a small adjustment: I’d make sure to have structured weekly meetings with all students rather than leaving it optional. I think that would help keep everyone engaged and make it easier to provide timely feedback. In the end they did great, but that’s one thing I’d do differently from the start.
Do you have tips for other teachers who want to use co-creation in their course as part of the COMBINE program?
Keep some room in your plans for the unexpected! Working together with students in this way will likely lead to surprising results and directions you didn’t anticipate. In my opinion, that’s exactly why we do this and what makes it so worthwhile. Embrace those moments and, together with your students, find out where they lead you.