Students as Change Agents Changing the Learning Landscape – Where are we now with digital literacies ?

1. Students as Change AgentsChanging the Learning Landscape – Where are we now with digital literacies?

2. Plan For this session: Introduction to broader Student Engagement activity and frameworks Introduction to Change Agents Activity Change Agents and digital literacies Questions

3. My role

4. Student Engagement at the University of Exeter Four areas emerging: Learning Quality assurance and enhancement Academic community Extra-curricular activities

5. Student Engagement at the University of Exeter Four areas emerging: Learning Quality assurance and enhancement Academic community Extra-curricular activities HOW?

6. Student Engagement at the University of Exeter How? Governance structures Feedback surveys You said we did Standard ‘service-based’ opportunities

7. Student Engagement at the University of Exeter How? Support them to spot opportunities and to make changes themselves Expecting and enabled to be true partners in their University experience

8. Students as Change Agents • Simple: • Students have an idea • Do some research • Come up with solutions • Implement recommendations • Showcase & benefit • Can you lead a project? • Could you support a project?

9. Projects this year 40-50 across the University • Mentoring schemes • Employability • Module choice • Student research • Dissertation supervisor allocation

10. More information • Prezihttp://prezi.com/rljuyz_sn8iw/change-agents-university-of-exeter/ • ELE http://vle.exeter.ac.uk/course/view.php?id=2930&topic=0#section-10 or ELE►All courses ► University Resources ► Students as Change Agents • Webpage – www.exeter.ac.uk/changeagents • Twitter – http://twitter.com/ : UoEChangeAgents    • Blogs - http://blogs.exeter.ac.uk/studentprojects/

11. Activity!

12. Student Engagement in Lectures – Student-led research Student use of Lecture Capture; Turning Point ‘clickers’; SMS in Lectures Findingsfor ‘clickers’- Student/Lecturer interaction improved- Allows Peer comparison - Promotes discussion- International engagement improved- Increases student concentration Recommended that increased use of these technologies be made

13. Real Change! 4,000 audience response handsets were issued across undergraduate and masters students (2009-10). This has continued for all first year students.

14. CASCADE – DIGITAL LITERACIES • Postgraduate researchers • Small bursaries/ support group • As digital ‘Supporters’ of their peers • As digital ‘Producers’ or ‘Creators’ • As innovators and digital ‘Pioneers’ in their subject areas • As ‘Transformative agents of change’

15. ‘Supporters’ - through sharing expertise with each other and supporting others in learning ways of working with technology (e.g. showing each other their favourite referencing tools). ‘Producers’ or ‘Creators’ - for example by developing resources that will be useful to others across the University (e.g. the production of online resources for new international students, or a Facebook site) • ‘Pioneers’ - in their subject areas, using their personal technologies in novel ways and finding new uses for technology (e.g. for data visualisation and presentation).

16. ‘Transformative agents of change’ - where post graduates who are digital specialists and/or are strongly motivated by change help to transform the culture of their department (e.g. by deliberately finding ways to change conversations and practices amongst peers and other stakeholders). ‘Student engagement and learning is more effective, gratifying, and personally meaningful when all stakeholders are collaboratively involved in co-creating and developing a community of practice … [with students as] active co-creators of knowledge – apprentice researchers, authors, teachers, scholars and practitioners.’ Blessinger and Wankel, 2012

17. EMPHASIS ON STUDENT ACTION EMPHASIS ON THE UNIVERSITY AS DRIVER EMPHASIS ON THE STUDENT AS DRIVER Integrating students into educational change EMPHASIS ON THE STUDENT VOICE

18. Thank you!Any questions?