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Drawing on the authors’ collaborative journey after the course, the paper frames learning as uncovering pre-established but buried ideas, moving beyond rote recall toward holistic understanding, and sustaining critical reflection. It describes student-led content contributions, co-researcher roles, theme development, and findings centered on choice and flexibility, balancing challenge and risk, and creating reflective contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/participatory-pedagogy-a-compass-for-transformative-learning/598652/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/participatory-pedagogy-a-compass-for-transformative-learning/598652.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper define participatory pedagogy in relation to learner experience?","Question",{"text":112,"@type":113},"It frames participatory pedagogy as an approach that does not predefine all curricular needs before interacting with learners, emphasizing multiple perspectives and active creation by learners.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did students contribute under the participatory pedagogy framework?",{"text":117,"@type":113},"Students helped shape course content through student-led seminars, activities, readings, course topics, and learning outcomes, including developing conference presentation work as co-researchers.",{"name":119,"@type":110,"acceptedAnswer":120},"What key elements are presented as essential for successful participatory pedagogy?",{"text":121,"@type":113},"The paper identifies providing ample choice and flexibility, navigating the balance between challenge and risk, and creating contexts for critical reflection that support potential transformative learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598652,1792165843,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","14  \nParticipatory Pedagogy: A Compass for Transformative Learning?  \n1Nicola Simmons & Michelle Barnard  \nBrock University  \nWendy Fennema  \nDundas Calvin Christian School  \nIn the Fall 2009 term, we participated as students and instructor in a graduate education course modeled after participatory pedagogy. Siemens (2008) defines this approach as “one that does not fully define all curricular needs in advance of interacting with learners...Multiple perspectives, opinions, and active creation on the part of learners all contribute to the final context of the learner experience.”Since completing this course, we have continued our collaborative travel reflecting on our course experiences and how this learning has affected us beyond the course boundaries. In this synthesis of our journey we invite readers tojoin us in understanding the impact of this pedagogical approach and its transformative possibilities.  \nRoad Map  \nWeepeesoldearningic event,asasaajo“urneyreflectiravether thaprocessanhat  \nbrings to consciousness knowledge one may have acted on but not fully realized or elaborated, making possible future, purposeful action” (Lyons, 2002, p. 96). Framing learning this way recognizes the need to build on pre-established but often buried ideas in an ongoing process of uncovering what  \nthe students already know and helping them create new meanings as additional concepts are integrated. It necessitates moving away from rote recall towards a holistic understanding, for both instructor and students, of choice and flexibility, challenge and risk, and critical reflection about the learning process. In this paper, we discuss our perceptions of each of these areas and conclude with some recom-  \n1 With our warmest thanks to our student co-investigators Kristen Armstrong, Kim Henrie, Christine McGeachy, Nancy Stewart, and Sandra VanderKaay.  \nmendations for others interested in travelling this journey.  \nPlanning the Travel  \nThe application of participatory pedagogy as a guiding framework for this course, which grew from the instructor’s philosophy of education, meant that students were invited to contribute course content through student-led seminars, activities, readings, course topics, and learning outcomes. This was outlined in the syllabus:  \nYou will be actively involved in shaping the course. Topics will reflect areas participants wish to explore; readings will be chosen by participants as well as the instructor.  \nThis is not to say that there was no guide for the overall intent of the course. Students were told,  \nYou will be asked to consider various perspectives including but not limited to appreciative inquiry, study groups, personal narrative, formal education, and alternatives to formal education.  \nIn each instance, you will be challenged to consider their usefulness as professional development for educators and learning organizations, and ultimately, their impact on educational reform. In addition, you will be asked to consider how these approaches relate to your own ontology: who are you as teacher and learner.  \nHowever, this description and the entire syllabus served only as a starting point for discussions about the course topics and process.  \nMode of Transportation  \nAbout halfway through the course, the instructor  \nasked if any students were interested in developing a conference presentation that would capture the essence of their learning. Seven of the 21 students chose to participate as co-researchers, two taking a leadership role for additional academic credit. This co-leadership role included identifying relevant literature, creating questions, collecting the reflections, developing themes, preparing the conference presentation (given in co-authorship with peer researchers), and contributing to writing this article.  \nThe instructor and co-leaders discussed the questions and process for the study. We emailed questions to the student co-investigators to guide reflection. After examining the responses, the co","cbCais3ywX1zGzZf","https://ap.wps.com/l/cbCais3ywX1zGzZf","pdf",675527,"English","# Road Map\n# Planning the Travel\n## Mode of Transportation\n# Scenic Views\n## Choice and flexibility","[{\"question\":\"How does the paper define participatory pedagogy in relation to learner experience?\",\"answer\":\"It frames participatory pedagogy as an approach that does not predefine all curricular needs before interacting with learners, emphasizing multiple perspectives and active creation by learners.\"},{\"question\":\"What did students contribute under the participatory pedagogy framework?\",\"answer\":\"Students helped shape course content through student-led seminars, activities, readings, course topics, and learning outcomes, including developing conference presentation work as co-researchers.\"},{\"question\":\"What key elements are presented as essential for successful participatory pedagogy?\",\"answer\":\"The paper identifies providing ample choice and flexibility, navigating the balance between challenge and risk, and creating contexts for critical reflection that support potential transformative learning.\"}]","Participatory Pedagogy - A Compass for Transformative Learning | PDF",1792087323,18]