11/09/2013

Students as partners

expectations, challenges and real-world gains

Students as partners 11/09/2013

Students as partners: expectations, challenges and real-world gains

Context

» 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 2

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

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www.fastech.ac.uk

Aims • • • • 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!

Students as partners 06/09/2013 4

Outcomes

• • • • 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

Student Fellows

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.

Students as partners 11/09/2013

Queen’s University, Belfast

Dr. Anne Jones, Project Developer

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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 6

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 core project team Class test: Students complete 1 part at random of a four part test in class Handed in Tests scanned and uploaded to PeerMark Coursework: Students take away full test to complete in own time on paper and using LUSAS Students randomly peer review one class test using CW and LUSAS calculations Staff review peer reviews Self review Student sees peer review (10%) Coursework handed in Coursework marked Class Test – Pass/Fail Examination (90%) Student receives feedback on class test Student receives feedback on coursework and peer review 7

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 8

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 9

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 10

Students as partners 11/09/2013

University of Reading

Maria Papaefthimiou, Enhancement Manager (Teaching, Learning and Technology) and Project Manager

Digitally Ready

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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 12

Students as partners 11/09/2013

Students said.....

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I believe that the project has enabled me to become a more competitive employee for the Web 2.0 environment.

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Thanks to my internship my confidence and belief in my own abilities has grown enormously.

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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 .

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Students as partners 11/09/2013

Staff said.....

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The focus of the project was to allow final year students to evaluate the programme and make recommendations for future developments….

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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.

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…students can be active partners in curriculum design and development as their input has been vital in driving forward change.

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continue to work with our students to continue improving the student experience.

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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 15

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 16

Students as partners 11/09/2013

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