Co creating an introduction to digital literacies - exeter presentation
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This document discusses co-designing university degrees between staff and students at the University of Southampton. It outlines some key principles of co-design, including regular meetings between staff and students to build empathy and trust, and having students and staff jointly own the learning environment. It provides examples of how co-design has worked at Southampton, such as through student-edited blogs, social media, and events. Students report that teaching their peers as part of this process provided an invaluable learning experience. While challenges remain, co-design has improved staff-student communication and understanding.
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- 1. Co-Designing our Degree Tom Rowledge, Tom Davidson & Lisa Harris CAN2017, Exeter 20th April 2017
- 2. 2 University of Southampton DigiChamps Tom Davidson - @tomjdavidson Thomas Rowledge - @tdrowledge
- 3. Plan for the session • What is co-design? • Co-design at Southampton • Students as teachers – with peer feedback • Next steps 3
- 4. 4 • Staff/students need to collaborate to enhance experiences – Regular and close interaction builds empathy and trust – Working with/across boundaries • Co-design is open to all members of the module/programme community – Participation is action-oriented and fluid • Staff and students take joint ownership of the learning environment – We share many of the module performance measures (e.g. “I have progressed in my understanding”) – We are all designers (or architects) of learning Underlying principles of Co-design
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- 14. Video Submission to EduLearn 2016 14
- 16. Pinterest Student Reading Boards 16
- 18. Publications 18
- 20. Student as Teachers - Reflections • Opportunity to teach Digital Literacy was invaluable for personal learning experience • Students appreciated being taught by other students – with relatable content • An unexpected number of students knew very little about aspects of digital literacies 20
- 21. Student Teaching Experiences Cont. 21
- 22. What have we learned? • There are challenges as well as benefits… • Greatly improved staff/student communication and understanding • Not all students or staff are supportive – seen as threatening by some • As co-design was applied to a large new programme, there is no direct before/after comparison to evaluate • More comprehensive research proposed for 2017/8 (Catalyst B) 22