2007 - Student As Producer - University of Warwick

913 views
858 views

Published on

Presentation given by CILASS student ambassador and staff member at the Student as Producer conference at the University of Warwick in Sept 2007.

Published in: Education, Business
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
913
On SlideShare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
7
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

2007 - Student As Producer - University of Warwick

  1. 1. Widening participation in student publications Laura Jenkins - ega05laj@shef.ac.uk Sabine Little - s.little@shef.ac.uk http://cilass-student-journal.group.shef.ac.uk/
  2. 2. CILASS & the SAN <ul><li>HEFCE-funded CETL working with 24 departments to enhance inquiry-based learning </li></ul><ul><li>Student representation from bid stage onwards </li></ul><ul><li>Student Ambassador Network – 24 SAs, </li></ul><ul><li>60 hours/year, £7/hour, </li></ul><ul><li>1 student co-ordinator, </li></ul><ul><li>130 hours/year </li></ul><ul><li>No sabbaticals </li></ul>
  3. 3. Work of the SAN Student Ambassador Network Evaluation Group Journal Group Film Group Information Materials Group Technology/ user support Group Staff-student Symposium Working with departments on planning & evaluation Film on student perceptions of IBL Creation of student-centred materials/guides CILASS student journal
  4. 4. The CILASS Student Journal
  5. 5. What did we do?
  6. 8. How? <ul><li>Student Ambassador Network (SAN) working group – Journal </li></ul><ul><li>Collaboration with CILASS core team and Learning Development Media Unit </li></ul><ul><li>Whole SAN supported collection of contributions </li></ul>
  7. 9. Why? <ul><li>CILASS´s aim is to embed IBL at the heart of the learning experience and we wanted to know if this is true, to be able to show how true it is to and promote it; </li></ul><ul><li>We wanted to know how IBL works in modules, what students felt they gained from it in terms of their future learning and employability. </li></ul><ul><li>The format means it is accessible to any student at any time. </li></ul>
  8. 10. Key questions for contributors <ul><li>Has your IBL module changed your way of thinking about knowledge? </li></ul><ul><li>Have you been able to engage critically with the work you have been presented? </li></ul><ul><li>Have you used different research techniques and different formats of information e.g. digital formats, archives, datasets? Do you feel more confident in these now? </li></ul>
  9. 11. <ul><li>How has new technology aided your learning? </li></ul><ul><li>Have you learnt to communicate through different media, e.g. blogs, to be able to participate in inquiry-based learning with tutors and peers? </li></ul><ul><li>Have you gained skills when working collaboratively? </li></ul><ul><li>Have you been able to critically reflect upon the knowledge you have learnt in the module? </li></ul><ul><li>Is IBL a fun way to learn? Is it engaging? </li></ul>
  10. 12. Lessons learnt… <ul><li>+ Collaboration between staff and students (including support division) </li></ul><ul><li>+ Sections in journal are flexible and offer various entry points </li></ul><ul><li>+ Wide-spread interest in the publication </li></ul><ul><li>+ High-profile launch </li></ul><ul><li>Interest does not always translate into contribution </li></ul><ul><li>Reliance on SAN to get contributions </li></ul><ul><li>IBL focus (language!) complicates matters </li></ul>
  11. 13. The future <ul><li>Expand the intake of contributions </li></ul><ul><li>More pieces written for the purpose of the journal rather than pre-written </li></ul><ul><li>Raise the profile of the journal </li></ul><ul><li>Encourage submissions from departments that have not yet contributed </li></ul><ul><li>Encourage module convenors to make students aware of the journal from the beginning and throughout that module, in the hope that students will see it as an appropriate outlet to share their experiences </li></ul><ul><li>Recruit new members onto the editorial board </li></ul><ul><li>Ensure that there are submissions for the multimedia section </li></ul><ul><li>For the journal to evolve following the evolutions in teaching at the University of Sheffield </li></ul><ul><li>Look at student journals from other academic institutions </li></ul><ul><li>Special editions? </li></ul><ul><li>… build on success! </li></ul>
  12. 14. Book – call for chapters! <ul><li>Beyond Consultation: Developing Staff-Student Partnerships in Learning and Teaching Development and Research </li></ul><ul><li>Editors: Laura Jenkins & Sabine Little </li></ul>

×