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Students as partners

Students as partners. expectations, challenges and real-world gains. Students as partners: expectations, challenges and real-world gains. Existing resources and models around working with s tudents as agents of change, identified benefits and challenges

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Students as partners

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  1. Students as partners expectations, challenges and real-world gains

  2. Students as partners 11/09/2013 Students as partners: expectations, challenges and real-world gains • Existing resources and models around working with students as agents of change, identified benefits and challenges • Today, we’ll be talking about current work around assessment and feedback, and digital literacies • Three experiences presented today • University of Winchester and Bath Spa University • Queen’s University, Belfast • University of Reading • Context

  3. Students as partners 11/09/2013 University of Winchester, Bath Spa University • Amy Barlow, Research Fellow in Technology Enhanced Learning, Teaching, Assessment and Feedback, University of Winchester www.fastech.ac.uk

  4. Students as partners 06/09/2013 • Aims • Student Fellows • Use pedagogical baseline from TESTA project to investigate and develop technological solutions to assessment and feedback issues • embed good practice across programmes and institutions • develop students as change agents • Start a change process! • Outcomes Student fellows have assisted with FASTECH in nearly all aspects of the project. They receive a bursary, training and support from project developers, and are seen as work as members of their programme team. Our fellows were involved in the creation of A&F enhancement pilots and helped gather and evaluate data. • 16 student fellows trained and working as change agents across 14 degree programmes • Staff trained to use and embed new technologies for A&F in their courses • Student fellowships embedded and rolling out institutionally in 13/14 • A&F Toolkit - assets built collaboratively by staff and students

  5. Students as partners 11/09/2013 Queen’s University, Belfast • Dr. Anne Jones, Project Developer

  6. Students as partners 11/09/2013 Impact/successes • As part of ‘Changing together’ • Overall methodology has been Appreciative Inquiry – a positive approach to change • Intention was that as well as students providing information, some would collaborate with academic staff to develop the use of technology and/or redesign assessment and feedback

  7. Students as partners 11/09/2013 Approach • Psychology PhD students worked with staff at the Appreciative Enquiry workshop • Two new PhD Civil Engineering students worked to: • Develop exemplars of lab reports • Re-design of assessment and provision of feedback using peer review via PeerMark • Student is working with coreproject team

  8. Students as partners 11/09/2013 Challenges • Staff want to learn new technologies with help from support services rather than students • Realise that using technology to develop assessment activities is initially time consuming • Infrequent use of technology – slow learning curve • Getting staff to work with students as partners in assessment and feedback

  9. Students as partners 11/09/2013 Lessons learned • Working with students is valuable • Students have good insight into the needs of some of their peers • Student partners can over-estimate the amount of effort students will put into a task • Availability of students in context of their other work • Part of reluctance to work with students is because staff want to be in control of the technology

  10. Students as partners 11/09/2013 Next steps • Case study on the benefits of working with students as partners • Promote the model with Phase 2 and 3 participants • Highlight bursaries available for students

  11. Students as partners 11/09/2013 University of Reading • Maria Papaefthimiou, Enhancement Manager (Teaching, Learning and Technology) and Project Manager Digitally Ready

  12. Students as partners 11/09/2013 Approach • Focus: Student Employability and Digital Literacies • “ensure all of our students have the opportunity to experience work-based and placement opportunities whilst at the University” • Promote the student engagement agenda • Engaged with students in a number of small initiatives • Partnered with academics to research, implement change, and learn • University placement schemes • Positive experiences • students for enhancing their skills and employability prospects • staff for the input by students

  13. Students as partners 11/09/2013 Students said..... • I believe that the project has enabled me to become a more competitive employee for the Web 2.0 environment. • Thanks to my internship my confidence and belief in my own abilities has grown enormously. • I have really valued being able to blog about my experiences and make videos that have signposted my progress throughout my research. Without these digital outputs I think it would be harder to communicate to a potential employer how I am developing my skills .

  14. Students as partners 11/09/2013 Staff said..... • The focus of the project was to allow final year students to evaluate the programme and make recommendations for future developments…. • has allowed students to develop resources which will be beneficial for the programme on Open Day s, Freshers, ‘Top tips for surviving Year 4′ is being developed for next year’s finalists. • …students can be active partners in curriculum design and development as their input has been vital in driving forward change. • continue to work with our students to continue improving the student experience.

  15. Students as partners 11/09/2013 Lessons learned • Promote placements on a skills basis • Longer placements and/or flexible models • To allow students time to develop and make a lasting contribution • Ask students to produce a tangible output • Professional online portfolio • Allow students to take ownership of a particular aspect of the project • Ensure regular contact • To ensure students are well-integrated and supported

  16. Students as partners 11/09/2013 Lessons learned • Encourage and support students to reflect on their experience and articulate what they have learnt • To enable them to make stronger applications • Develop mechanisms for monitoring students’ skills development • Develop assessment criteria for placements • To take into account the ability to reflect on their learning and articulate their skills

  17. Students as partners 11/09/2013 http://bit.ly/jiscdsaf

  18. Follow us #jiscassess #jiscdiglit www.netvibes.com/jiscassess www.netvibes.com/jiscdiglit/ Webinar series bit.ly/afwebinars bit.ly/diglitwebinars www.youtube.com/jisccdd elearning.jiscinvolve.org

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