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Students as partners
- 1. Students as partners Sarah Knight, Student experience, Jisc Bristol 20/11/2015 @CANagogy #JiscCAN http://can.jiscinvolve.org
- 2. Students as change agents- why do it? ‘In order for universities and colleges to foster more inclusive learning environments, we believe that students must be empowered as active and participatory agents, not as mere consumers, so that they can articulate their own conceptions of what makes good learning environments, and work in partnership with academics and administrators to realise these conceptions.’ Report available from http://bit.ly/1L0Q02c » The 2014 NUS Report, radical interventions in teaching and learning:
- 3. Role of students as change agents » Student ‘change agents’ are students who work with staff to lead, support or develop change within an institution » The 2014 UCISA Digital capabilities survey reports that 30% of respondents are working with students as change agents with another 46% of respondents ‘working towards’ this. » Different ways change agents can work from leading their own change to supporting a defined project or taking part in institutional processes such as recruitment and teaching practice observations » Titles may differ: › Champions, change agents, digital leaders, student fellows, student ambassadors, student partners, student researchers, co-designers, co-creators, co-developers » See new Jisc guide on Developing successful student partnerships available from http://bit.ly/jisc-partnership
- 4. Where are you now? Consultation • Opportunities are provided for students to express individual opinions, perspectives, experiences, ideas and concerns Involvement • Opportunities are provided for students as individuals to take a more active role Participation • Decisions are taken by students to take part or to take a more active role in a defined activity Partnership • There is a collaboration between an institution or department or faculty and student, involving joint ownership and decision making over both the process and the outcome NUS Student Engagement toolkit – http://bit.ly/NUStoolkit
- 5. Working in partnership » “Partnership is fundamentally about a relationship in which all involved – students, academics, professional services staff, senior managers, students’ unions and so on – are actively engaged in and stand to gain from the process of learning and working together. Partnership is essentially a process of engagement, not a product. It is a way of doing things, rather than an outcome in itself.” » Healey, M., Flint, A. and Harrington, K. (2014) Engagement through partnership: students as partners in learning and teaching in higher education. York, Higher Education Academy. Available at: http://bit.ly/1gztC3u
- 6. http://can.jiscinvolve.org @CANagogy » The Change agents’ network supports students working as change agents, digital pioneers, student fellows and students working in partnership with staff on technology related change projects » Over 350 members subscribed to the CAN community mailing list » Facilitates the sharing of best practice through › Support for face to face networking events › CAN webinars › CAN case studies – 10 institutional case studies will soon be available » Developing successful student staff partnerships online guide » Journal of Educational Innovation, Partnership and Change » SEDA accredited Jisc Institutional Change Leader online course running from October 15 » What is the Change agents’ network (CAN)?
- 7. Benefits of working in partnership » Gain an experience of leadership and influencing change » Gain experience of using research to shape change » Students can gain recognition through awards such as leadership awards, academic credit, extra-curricular awards and awards accredited through external bodies » Increases confidence and skills (e.g. communication, team-working, management, research skills) » Enhances networking with e.g. employers, community » Improved employability and job prospects » Benefits for students:
- 8. Benefits of working in partnership Staff » Gain from and with students including the development of their own digital capabilities – an important dimension to their CPD » Raising of individual profiles in their institutions and in the sector Institutions » Aids retention » Engages students with research-led change » Students inspire academics in technology-led educational innovation Employers » Stimulates students to engage with employers and communities » Students more likely to become leaders in their professions and communities » Wider benefits:
- 9. Examples of student – staff partnership working
- 10. Student engagement at University of Lincoln
- 11. Students as partners in UCL digiFest » 5 day festival of all things digital » Designed to share and grow innovation across the university » Students and staff collaborated as equal partners » “I learned a lot about project management, having to manage the initiative from start to finish. I also learned about working as part of a wider project team and managing myself in that team as well as marketing and ticket management.” Edward Conder, 2nd year Geography student and President of UCL Film Society http://can.jiscinvolve.org/wp/case- studies/
- 12. Student Academic Partners at Birmingham City » Institutionally embedded » 2009 – present » Funding for around 100 hours student employment, » Around 50 projects a year (339 total to date) Main project themes: » Development of new content » Consultation » Employability » Thematic » http://www.bcusu.com/learning/academicpartnerships/saps/
- 13. iChamps at the University of Southampton » 16 iChamps work alongside staff partners in academic units and faculties across the university as champions for digital literacies who… › Partner for promoting digital literacies in the curriculum › Communicate beyond the classroom › Develop critical thinking, information literacy › Exemplify and promote online safety, security › Create content using web tools » Students are empowered to take an active role in their subject area, students and staff develop sense of partnership, part of closing the feedback loop through partner engagement » http://www.diglit.soton.ac.uk/ for further information
- 14. Share your ideas » In your groups: › Share how you are working in partnership with your learners? › Share ideas on how you could scale up partnership working in your college or university › List any challenges or barriers to scaling up and embedding partnership working › Make notes on the flip chart › Tweet with #jiscCAN › Add to the Padlet - http://padlet.com/sarahknight/CAN
- 15. Benchmarking the student digital experience »Jisc, NUS andTSEP »bit.ly/digistudentexp
- 16. Developing successful student staff partnerships » New online guide available from: http://bit.ly/jisc-partnership » Benefits of student-staff partnerships » Quick start » Viewpoints implementation framework, resources and guidance › Partnership setup › Partnership implementation › Capabilities, development and accreditation › Sustaining and embedding partnerships based on evaluation of impact » Case studies » Webinars » Other agency initiatives
- 17. Making it happen » Develop a digital strategy and engage students in its development » Support staff to use digital technology in a more innovative way by developing partnerships with students » Develop a continual process of evaluation - understand how current services meet the needs of students and encourage staff to evaluate technology use in the classroom with an ongoing dialogue with students » Ensure there are rewards and recognition for both staff and students
- 18. What one thing? 29/06/2015 Driving institutional change through staff-student partnership » Send a text to 0207 183 8329 starting with digi » NOTE - if you don’t start the text with digi, it won’t go to our inbox What one thing can you do to support student-staff partnership working in your university?
- 19. Find out more… Change Agents’ Network: Sarah.knight@jisc.ac.uk http://digitalstudent.jiscinvolve.org http://can.jiscinvolve.org Follow us @CANagogy Join our mailing list: www.jiscmail.ac.uk/CAN Except where otherwise noted, this work is licensed under CC-BY-NC-ND
Notas do Editor
- I wouldn’t use orange – it’s hard to read for dyslexics and those who are colour blind. Dark, defined colours work best? Font is small.
- I would like you to pause and consider this model and consider where your university is is in relation to its current practices on engaging students in technology related projects and practices? Can you share an example with your neighbour?
- Working in partnership with students facilitates much more than effective engagement of students in the development of their digital environment. It can also prompt and support staff to develop their own digital capabilities and enhance their practice. There is growing evidence that this approach is enabling providers and universities to deliver more effective student engagement activities and to engage their students in active dialogue about the digital aspects of their learning experiences as well as to explore the role of technology in supporting students’ studies and in preparing them for employment.
- http://can.jiscinvolve.org/wp/case-studies (picture is hyperlinked)
- An institutional approach to developing student engagement whereby each and every academic school and professional service is asked to work more collaboratively with students Students on interview panels for staff Each school and professional service takes its own approach to developing student engagement, as led by their Student Engagement Champion and example of one project is reformatting subject committees
- Working as partners to run a university wide digital festival
- Institutional embedding Hearing from Elgan and Stacey from Birmingham City University (less crowded) Development of new content: Learning / resources / assessment approaches / curriculum focus Consultation: Survey / networking projects / community building /student engagement focus Employability: Employment / professional practice and placement experience Thematic: progression / retention / mentoring / internationalisation Stop at 3.05
- In its 3rd year, 16 iChamps work alongside staff partners in academic units and faculties across the university as champions for digital literacies who… Partner for promoting digital literacies in the curriculum Communicate beyond the classroom Develop critical thinking, information literacy Exemplify and promote online safety, security Create content using web tools Students are empowered to take an active role in their subject area, students and staff develop sense of partnership, part of closing the feedback loop through partner engagement From this year, iChamps can collect a set of specially designed badges to recognise their work, based on the Mozilla Open Badges http://www.diglit.soton.ac.uk/ for further information t.
- Develop a digital strategy and engage learners in its development Support staff to use digital technology in a more innovative way by developing partnerships with learners Develop a continual process of audit and evaluation - Undertake an audit to understand how your current services meet the needs and future needs of learners and encourage staff to share their own evaluations of technology use in the classroom Ensure there are rewards and recognition for both staff and students
- Modelling ways to connect with students – using a Text Wall
- Go to ‘View’ menu > ‘Header and Footer…’ to edit the footers on this slide (click ‘Apply’ to change only the currently selected slide, or ‘Apply to All’ to change the footers on all slides).