Case Studies on
Students as Producers
ETUG Fall Workshop 2013
Student as Producer is a development of the University of
Lincoln’s policy of research-informed teaching to
research-engaged teaching. Research-engaged teaching
involves more research and research-like activities at the
core of the undergraduate curriculum.
...emphasises the role of the student as
collaborators in the production of
knowledge. The capacity for Student as
Producer is grounded in the human attributes
of creativity and desire, so that students can
recognise themselves in a world of their own
(Neary) argues students should move from
being the object of the educational process to
its subject. Students should not be merely
consumers of knowledge but producers,
engaged in meaningful, generative work
alongside the university’s faculty.
What makes a course a “Students as Producers” course?
● Students are asked to work on problems that haven’t been
fully solved or questions that haven’t been fully answered.
● Students are asked to share their work with others, not just
● Students are given a degree of autonomy in their work.
and Student Producers
● advancing and sharing knowledge
● seeks every opportunity to share them broadly
Given its mission, seems that it is natural to have student
creating; we seem to have the goodwill, tools etc..
Case Studies: Open Impacts
Murder, Madness and Mayhem: Number of Wikipedia articles where several
got the featured article status.
Jon Beasley-Murray: “in the end, an essay or an exam is an instance of
busywork: usually written in haste; for one particular reader, the professor;
and thereafter discarded.”
Students are advising on soil improvement
The University’s Mission;
The Educational Technologists’ Responsibility
● Neither of these examples are using University provided
technology, while still making impact on two extreme ends.
● Great, but how often can we have these types of scenarios?
● University is committed with its mission, vision and values,
and it needs to find the means to connect to local and global
● We do need University-provided technology to make an
impact that starts locally and can scale globally:
robust, user-friendly, flexible, scalable
Case Studies: Rethink Curriculum
Judy Chan asks students to create wiki pages rather than posters: http://wiki.
Jon teaches Video Game Law and wants lectures online, exposure, sharing and
Christina teaches Arts One and wants students to create and share discussion,
knowledge, with each other and the world
Eduardo sends 300 students to explore, engage with community and document:
Math students create sharable, reusable resource
● Quality of work went up significantly
● Viewing went from dozens to thousands
● On permanent display at UBC, promotes UBC, aligned
● Students learn open culture, wiki editing, keep their work
● Open to ongoing improvements and additions (students,
● Contribution to public knowledge, can be republished
and remixed (cannot do this with Coursera or most LMSs)
● Increased interactions with local and global community
● The best way to promote a university is to expose the
work of its people
Where Do We Go From Here
Technology: Robustness, Flexibility, Scalability
Buy-in on Pedagogy, Openness: LMS in the centre?
User Experience (adopt new means of interaction)
Teaching entrepreneurs, lead users, generalists
We cannot afford to plan, have recipes, hire specialists
Lots of resources so we need validation, Lean, MVP
Phylo game and this changed my practice - running on the
same platform - very different looks, incentives for learners
How Learning Works:
Ambrose, Susan A.. How Learning Works :
Seven Research-Based Principles for
BC Open Open Education Chats
A series of online discussions on the state and
progress of open education in the province.
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