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expectations, challenges and real-world gains11/09/2013Students as partners

This session today is a 30 minute presentation on working with students as partners. Please call to mind as we work our way through three real-world experiences of working with students as partners, the challenges and benefits that you have experienced or anticipate would occur, and well come back at the end to reflect on those and provide an opportunity for you to ask questions of the presenters. 1Students as partners: expectations, challenges and real-world gainsExisting resources and models around working with students as agents of change, identified benefits and challengesToday, well be talking about current work around assessment and feedback, and digital literaciesThree experiences presented todayUniversity of Winchester and Bath Spa UniversityQueens University, BelfastUniversity of ReadingStudents as partners 11/09/20132ContextGo 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).2University of Winchester, Bath Spa UniversityStudents as partners 11/09/20133Amy Barlow, Research Fellow in Technology Enhanced Learning, Teaching, Assessment and Feedback, University of Winchester

www.fastech.ac.ukGo 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).3Students as partners 06/09/20134AimsUse pedagogical baseline from TESTA project to investigate and develop technological solutions to assessment and feedback issuesembed good practice across programmes and institutions develop students as change agentsStart a change process!Outcomes16 student fellows trained and working as change agents across 14 degree programmesStaff trained to use and embed new technologies for A&F in their coursesStudent fellowships embedded and rolling out institutionally in 13/14A&F Toolkit - assets built collaboratively by staff and students Student FellowsStudent 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.FASTECH is building on evidence of assessment and feedback challenges researched through the TESTA project, working with course teams to enhance their assessment and feedback practices and processes through technology.

They are working with 16 student fellows, that were trained as change agents and researchers to improve assessment on degree programmes.

The students are now working across their programmes of study on all aspect of the change activities, including research activities, generating ideas, developing case studies, blogging and presenting at conferences. They were involved in the creation of pilot activities, and have helped to gather and evaluate the data recieved. 4Queens University, BelfastStudents as partners 11/09/20135Dr. Anne Jones, Project Developer

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).5Impact/successesAs part of Changing togetherOverall methodology has been Appreciative Inquiry a positive approach to changeIntention 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 feedbackStudents as partners 11/09/20136

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).6ApproachPsychology PhD students worked with staff at the Appreciative Enquiry workshopTwo new PhD Civil Engineering students worked to: Develop exemplars of lab reportsRe-design of assessment and provision of feedback using peer review via PeerMarkStudent is working with core project teamStudents as partners 11/09/20137

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).7Challenges

Staff want to learn new technologies with help from support services rather than studentsRealise that using technology to develop assessment activities is initially time consuming Infrequent use of technology slow learning curveGetting staff to work with students as partners in assessment and feedback

Students as partners 11/09/20138Go 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).8Lessons learnedWorking with students is valuableStudents have good insight into the needs of some of their peersStudent partners can over-estimate the amount of effort students will put into a taskAvailability of students in context of their other workPart of reluctance to work with students is because staff want to be in control of the technology

Students as partners 11/09/20139Go 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).9Next steps

Case study on the benefits of working with students as partnersPromote the model with Phase 2 and 3 participantsHighlight bursaries available for students

Students as partners 11/09/201310Go 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).10University of ReadingStudents as partners 11/09/201311Maria Papaefthimiou, Enhancement Manager (Teaching, Learning and Technology) and Project Manager

Digitally Ready

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).11Approach

Focus: Student Employability and Digital Literaciesensure all of our students have the opportunity to experience work-based and placement opportunities whilst at the UniversityPromote the student engagement agendaEngaged with students in a number of small initiativesPartnered with academics to research, implement change, and learnUniversity placement schemes Positive experiencesstudents for enhancing their skills and employability prospectsstaff for the input by students

Students as partners 11/09/201312

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).12Students 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 .

Students as partners 11/09/201313

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).13Staff 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 years 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.

Students as partners 11/09/201314

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).14Lessons learnedPromote placements on a skills basis Longer placements and/or flexible modelsTo allow students time to develop and make a lasting contributionAsk students to produce a tangible outputProfessional online portfolioAllow students to take ownership of a particular aspect of the projectEnsure regular contactTo ensure students are well-integrated and supported

Students as partners 11/09/201315

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).15Lessons learnedEncourage and support students to reflect on their experience and articulate what they have learntTo enable them to make stronger applications Develop mechanisms for monitoring students skills developmentDevelop assessment criteria for placementsTo take into account the ability to reflect on their learning and articulate their skills

Students as partners 11/09/201316

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).16http://bit.ly/jiscdsaf

Students as partners 11/09/201317

Go to View menu > Header and Footer to edit the footers on this slide (click Apply to change only the currently We have also a number of examples of previous projects who have all worked with students in different ways as change agents.

You can find out more here, which also provides access to summaries of the benefits, barriers and successes of working with students in this way which emerged from a conference led by the University of Exeter back in 2011.

A project is currently running pulling together

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Webinar seriesbit.ly/afwebinarsbit.ly/diglitwebinars

#jiscassess#jiscdiglitwww.netvibes.com/jiscassesswww.netvibes.com/jiscdiglit/www.youtube.com/jisccdd

elearning.jiscinvolve.orgThe JISC Assessment and Feedback programme is covering institutional change projects, evaluation activities and technical transfer projects. To find out more:

The programme has a range of channels for communication using for example twitter around programme meetings and discussions; netvibes for collating project blogs; a programme blog and a YouTube channel for collating project videos. 18Class test:Students complete 1 part at random of a four part test in class

Coursework handed in