This document summarizes a session on scaling up and embedding learner-as-change-agent initiatives at three institutions: Blackburn College, University of Greenwich, and University of Winchester. The session included presentations from each institution on their models and projects involving students as change agents. It also provided an overview of the benefits of student-staff partnerships and the role of students as change agents. Group discussions focused on how other institutions could implement similar initiatives and what one thing attendees could do to support student-staff partnerships at their own institutions.
Growing a whole institution culture of commitment to student engagementJisc
As the student engagement agenda has gained momentum in UK higher and further education, there are numerous interesting and complex issues that arise and seemingly prevent a whole institutional commitment to working with students as partners.
Issues such as departmental autonomy, traditional hierarchies and power dynamics, and lack of time invested in innovative student engagement all contribute to a landscape where engaging students remains a project rather than a culture, and something done in a few departments rather than across a whole institution.
Find out more at https://www.jisc.ac.uk/events/growing-a-whole-institution-culture-of-commitment-to-student-engagement-20-jan-2016
In recognition that student partners and change agents are a key enabler in the area of technology change, the change agents' network has been designed to disseminate findings and support other institutions in implementing staff-student partnerships.
Growing a whole institution culture of commitment to student engagementJisc
As the student engagement agenda has gained momentum in UK higher and further education, there are numerous interesting and complex issues that arise and seemingly prevent a whole institutional commitment to working with students as partners.
Issues such as departmental autonomy, traditional hierarchies and power dynamics, and lack of time invested in innovative student engagement all contribute to a landscape where engaging students remains a project rather than a culture, and something done in a few departments rather than across a whole institution.
Find out more at https://www.jisc.ac.uk/events/growing-a-whole-institution-culture-of-commitment-to-student-engagement-20-jan-2016
In recognition that student partners and change agents are a key enabler in the area of technology change, the change agents' network has been designed to disseminate findings and support other institutions in implementing staff-student partnerships.
Best Practices in Online Academic Advising DeliveryLaura Pasquini
The Global Community for Academic Advising (NACADA) has identified the need to educate advisors on how to effectively implement technology into their practice. The NACADA Technology in Advising Commission continues to thrive to support new initiatives and tap into the advising needs for the profession. During the 2009 NACADA Winter Institute, the first hands-on, interactive NACADA Technology Seminar (Pasquini, Steele, Stoller & Thurmond, 2009) introduced participants to a conversation about technology in advising. NACADA continues to support online webinars to share expertise and resources throughout the United States, and across the globe. Other examples of online NACADA development and training initiatives can be found on commission group wikis, regional blogs, slide sharing websites, NACADA Facebook group page and daily on the NACADA Twitter stream.
Overall, a renewed emphasis for collaborative, online engagement in the higher education community is evolving to develop new forms of interaction and assessment. Participants will learn and share examples of online advising delivery being utilized in the advising practice. Session facilitators will share their experience advising with social networks, IM, web conferencing, podcasts, slidecasting, and other online resources. The growing use of social media and online tools, combined with collective intelligence and mass involvement, is gradually but deeply changing the practice of learning (The Horizon Report 2008). Electronic technologies can create a change in pedagogy for students, staff and faculty connected to the advising process. Advising units need to think about online advising development that includes increased participation, self-paced learning design, and continual assessment and feedback.
NITLE Shared Academics - Project DAVID: Collective Vision and Action for Libe...NITLE
As liberal arts colleges and universities consider their missions and contemplate the future, significant challenges lie ahead—financial sustainability, increased competition and public perception of value to name a few. Yet many opportunities lie waiting, too—new technologies and digital tools enable faculty and students to traverse many boundaries, increasing access and furthering support of scholarship and learning. Project DAVID uses a set of themes—distinction, analytics, value, innovation, and digital opportunities—to guide leadership through the various factors, forces, and challenges they face and consider how they might reinvent themselves. In this seminar Ann Hill Duin, professor at the University of Minnesota, founder of Project DAVID and a NITLE Fellow along with contributors to the Project DAVID eBook -- Elizabeth Brennan, Associate Professor and Director of Special Education Programs, California Lutheran University; Ty Buckman, Professor of English and Associate Provost for Undergraduate Affairs & Curriculum, Wittenberg University; Autumm Caines, Academic Technology Specialist, Capital University; and, Wen-Li Feng, Curriculum Technology Specialist, Capital University -- outlines how they are using these themes to examine current challenges and opportunities and to design their futures.
NITLE Shared Academics: An Open Discussion of the 2014 Horizon ReportNITLE
At a time of rapid, systemic change, decision-makers must be skilled at recognizing patterns that point to the future of higher education. Many resources exist that follow, describe, and analyze trends. One such resource is the NMC Horizon Report. The 2014 Higher Education Edition is a collaborative effort between the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI). For more than a decade, the NMC Horizon Project has been researching emerging technologies with the potential to affect teaching, learning, research, creative inquiry, and information management. How might you use this research to make the best possible strategic decisions to ensure mission-driven integration of pedagogy and technology? These NMC Horizon Report slides were used during an discussion led by NITLE Senior Fellow Bryan Alexander in which participants reviewed the Horizon Report, identified local patterns that supported or contradicted the projections described, and evaluated their potential impact for individual programs or institutions.
Capacity Mapping: Re-imagining Undergraduate Business EducationNITLE
The public’s scrutiny of higher education may be at an all-time high. Whether it be parents questioning the value of a college degree, researchers scrutinizing learning outcomes, government officials tracking student debt, or employers evaluating job-readiness, educators face unprecedented pressure to prepare students for life outside of college. For business educators at liberal arts colleges, this external scrutiny is often matched by internal scrutiny from colleagues who question whether pre-professional programs even belong. Other concerns extend beyond the present and focus on preparing students not just for their first job, but on developing capacities for their whole life—personal, professional and civic. How might business faculty respond to this increased demand and multitude of pressures?
In the midst of this new reality, Mary Grace Neville, began a seven-year programmatic study. She led a multi-stakeholder inquiry and organized a national dialogue centered on the question: “What ought we be teaching at the undergraduate business level in order to be cultivating high integrity leaders for tomorrow’s rapidly changing, highly complex, multicultural, and interdependent world?” In this seminar, she introduced the capacity-mapping framework that has emerged from this work (and continues to evolve) and invited participants to consider various ways to integrate capacity development across an undergraduate business curriculum. Review the personal capacity map and consider these questions:
How do you set priorities and achieve balance within the curriculum?
How can business programs orient themselves so that they can be responsive to the constancy of change?
How can colleagues within institutions and across institutions collaborate to strengthen student preparedness?
How might technology support capacity development?
Join NITLE, Dr. Neville, and colleagues across the nation to re-imagine undergraduate business education.
The messy realities of learning and participation in open courses and MOOCsGeorge Veletsianos
Presentation at Canada's Collaboration for Online Higher Education and Research Conference (COHERE), Vancouver, BC. In this presentation, I describe the messy realities of learning and participation in open online courses. I discuss the MOOC phenomenon as a symptom of chronic failures in the higher education system and discuss what we can learn about learning experiences by studying learning "on the ground."
NITLE Shared Academics: Examining IT and Library Service ConvergenceNITLE
Colleges and universities face a variety of pressures. Two pressure points are adjusting to the evolving landscape of higher education and using finite resources efficiently and effectively. Technology-enhanced “flipped” classrooms, the rise of digital scholarship, and a keener focus on assessment are examples of the former. Space, time, money, and staff expertise are examples of the latter. These pressures become even more pointed at smaller institutions. How have academic library and information technology organizations been contributing toward effective solutions? Some have embraced a path toward greater convergence of IT and library services. Has doing so enabled institutions to adjust sooner and more quickly to shifts in our higher education environment? Has it stimulated innovation? Has it helped eliminate duplicative effort?
NITLE Shared Academics seminar leader Terry Metz delves into these questions, explores why and how the work of technologists and librarians is growing more and more similar, and highlights some colleges that have aligned technology and library talent in more integrated ways. Examine the benefits and challenges of converging IT and library services and consider future implications.
Working with students to make the most of digital - Jisc Digifest 2016Jisc
We know how important it is to engage learners in designing their digital learning experience, but how can universities and colleges make this work in practice, and at scale?
Participants will have the opportunity of hearing from two institutional case studies on student digital partnerships.
The session will help you reflect on where you are with your students’ digital experience, and plan your next steps.
Digital student - understanding students' expectations and experience of the ...ELESIGpresentations
Presentation from the JISC Digital Student project team: Helen Beetham, Dave White, Sarah Knight and Paul Bailey.
At ELESIG/JISC Digital Student Symposium, 26 March 2014
Key Message: We need an open peer-to-peer network to connect the stakeholders (e.g. Bitcoin), create synergies from the dispersed resources (e.g. BOINC), and multiply the opportunities along the chain. We need the Open Source University of the future.
Effective practice in setting up and implementing staff-student partnerships:...Sarah Knight
Effective practice in setting up and implementing staff-student partnerships: lessons learnt from Change Agents Network presented at ALT-C on 8/09/14 by Sarah Knight and Peter Chatterton.
Best Practices in Online Academic Advising DeliveryLaura Pasquini
The Global Community for Academic Advising (NACADA) has identified the need to educate advisors on how to effectively implement technology into their practice. The NACADA Technology in Advising Commission continues to thrive to support new initiatives and tap into the advising needs for the profession. During the 2009 NACADA Winter Institute, the first hands-on, interactive NACADA Technology Seminar (Pasquini, Steele, Stoller & Thurmond, 2009) introduced participants to a conversation about technology in advising. NACADA continues to support online webinars to share expertise and resources throughout the United States, and across the globe. Other examples of online NACADA development and training initiatives can be found on commission group wikis, regional blogs, slide sharing websites, NACADA Facebook group page and daily on the NACADA Twitter stream.
Overall, a renewed emphasis for collaborative, online engagement in the higher education community is evolving to develop new forms of interaction and assessment. Participants will learn and share examples of online advising delivery being utilized in the advising practice. Session facilitators will share their experience advising with social networks, IM, web conferencing, podcasts, slidecasting, and other online resources. The growing use of social media and online tools, combined with collective intelligence and mass involvement, is gradually but deeply changing the practice of learning (The Horizon Report 2008). Electronic technologies can create a change in pedagogy for students, staff and faculty connected to the advising process. Advising units need to think about online advising development that includes increased participation, self-paced learning design, and continual assessment and feedback.
NITLE Shared Academics - Project DAVID: Collective Vision and Action for Libe...NITLE
As liberal arts colleges and universities consider their missions and contemplate the future, significant challenges lie ahead—financial sustainability, increased competition and public perception of value to name a few. Yet many opportunities lie waiting, too—new technologies and digital tools enable faculty and students to traverse many boundaries, increasing access and furthering support of scholarship and learning. Project DAVID uses a set of themes—distinction, analytics, value, innovation, and digital opportunities—to guide leadership through the various factors, forces, and challenges they face and consider how they might reinvent themselves. In this seminar Ann Hill Duin, professor at the University of Minnesota, founder of Project DAVID and a NITLE Fellow along with contributors to the Project DAVID eBook -- Elizabeth Brennan, Associate Professor and Director of Special Education Programs, California Lutheran University; Ty Buckman, Professor of English and Associate Provost for Undergraduate Affairs & Curriculum, Wittenberg University; Autumm Caines, Academic Technology Specialist, Capital University; and, Wen-Li Feng, Curriculum Technology Specialist, Capital University -- outlines how they are using these themes to examine current challenges and opportunities and to design their futures.
NITLE Shared Academics: An Open Discussion of the 2014 Horizon ReportNITLE
At a time of rapid, systemic change, decision-makers must be skilled at recognizing patterns that point to the future of higher education. Many resources exist that follow, describe, and analyze trends. One such resource is the NMC Horizon Report. The 2014 Higher Education Edition is a collaborative effort between the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI). For more than a decade, the NMC Horizon Project has been researching emerging technologies with the potential to affect teaching, learning, research, creative inquiry, and information management. How might you use this research to make the best possible strategic decisions to ensure mission-driven integration of pedagogy and technology? These NMC Horizon Report slides were used during an discussion led by NITLE Senior Fellow Bryan Alexander in which participants reviewed the Horizon Report, identified local patterns that supported or contradicted the projections described, and evaluated their potential impact for individual programs or institutions.
Capacity Mapping: Re-imagining Undergraduate Business EducationNITLE
The public’s scrutiny of higher education may be at an all-time high. Whether it be parents questioning the value of a college degree, researchers scrutinizing learning outcomes, government officials tracking student debt, or employers evaluating job-readiness, educators face unprecedented pressure to prepare students for life outside of college. For business educators at liberal arts colleges, this external scrutiny is often matched by internal scrutiny from colleagues who question whether pre-professional programs even belong. Other concerns extend beyond the present and focus on preparing students not just for their first job, but on developing capacities for their whole life—personal, professional and civic. How might business faculty respond to this increased demand and multitude of pressures?
In the midst of this new reality, Mary Grace Neville, began a seven-year programmatic study. She led a multi-stakeholder inquiry and organized a national dialogue centered on the question: “What ought we be teaching at the undergraduate business level in order to be cultivating high integrity leaders for tomorrow’s rapidly changing, highly complex, multicultural, and interdependent world?” In this seminar, she introduced the capacity-mapping framework that has emerged from this work (and continues to evolve) and invited participants to consider various ways to integrate capacity development across an undergraduate business curriculum. Review the personal capacity map and consider these questions:
How do you set priorities and achieve balance within the curriculum?
How can business programs orient themselves so that they can be responsive to the constancy of change?
How can colleagues within institutions and across institutions collaborate to strengthen student preparedness?
How might technology support capacity development?
Join NITLE, Dr. Neville, and colleagues across the nation to re-imagine undergraduate business education.
The messy realities of learning and participation in open courses and MOOCsGeorge Veletsianos
Presentation at Canada's Collaboration for Online Higher Education and Research Conference (COHERE), Vancouver, BC. In this presentation, I describe the messy realities of learning and participation in open online courses. I discuss the MOOC phenomenon as a symptom of chronic failures in the higher education system and discuss what we can learn about learning experiences by studying learning "on the ground."
NITLE Shared Academics: Examining IT and Library Service ConvergenceNITLE
Colleges and universities face a variety of pressures. Two pressure points are adjusting to the evolving landscape of higher education and using finite resources efficiently and effectively. Technology-enhanced “flipped” classrooms, the rise of digital scholarship, and a keener focus on assessment are examples of the former. Space, time, money, and staff expertise are examples of the latter. These pressures become even more pointed at smaller institutions. How have academic library and information technology organizations been contributing toward effective solutions? Some have embraced a path toward greater convergence of IT and library services. Has doing so enabled institutions to adjust sooner and more quickly to shifts in our higher education environment? Has it stimulated innovation? Has it helped eliminate duplicative effort?
NITLE Shared Academics seminar leader Terry Metz delves into these questions, explores why and how the work of technologists and librarians is growing more and more similar, and highlights some colleges that have aligned technology and library talent in more integrated ways. Examine the benefits and challenges of converging IT and library services and consider future implications.
Working with students to make the most of digital - Jisc Digifest 2016Jisc
We know how important it is to engage learners in designing their digital learning experience, but how can universities and colleges make this work in practice, and at scale?
Participants will have the opportunity of hearing from two institutional case studies on student digital partnerships.
The session will help you reflect on where you are with your students’ digital experience, and plan your next steps.
Digital student - understanding students' expectations and experience of the ...ELESIGpresentations
Presentation from the JISC Digital Student project team: Helen Beetham, Dave White, Sarah Knight and Paul Bailey.
At ELESIG/JISC Digital Student Symposium, 26 March 2014
Key Message: We need an open peer-to-peer network to connect the stakeholders (e.g. Bitcoin), create synergies from the dispersed resources (e.g. BOINC), and multiply the opportunities along the chain. We need the Open Source University of the future.
Effective practice in setting up and implementing staff-student partnerships:...Sarah Knight
Effective practice in setting up and implementing staff-student partnerships: lessons learnt from Change Agents Network presented at ALT-C on 8/09/14 by Sarah Knight and Peter Chatterton.
Jisc Change Agents' Network webinar 30 June 2015Ellen Lessner
Dr. Eleanor Quince, University of Southampton and Charlotte Medland, a student on the project, presented an overview of the Mission Employable; a student-led employability activity.
'Reflect and review' the webinar series led by Sarah Knight.
Developing a technology enhanced learning strategySarah Knight
This presentation was presented jointly with Sarah Davies at University of East London on the 15th January 2014 as part of the Changing Learning Landscapes programme of support.
Identifying and driving change in partnership with students - Simon walker, M...Jisc
Jisc has supported the creation of a UK wide Change Agents Network to support staff and students working in partnership on technology enhanced curriculum change projects. The network provides a virtual and face-to-face forum for staff and students across the UK to share approaches/experiences and offer support. The network was created as it was identified that working in partnership increases the success of technology-led projects and delivers the identification of student need and appropriate action. Delegates will have an opportunity to hear examples of how institutions are working in partnership with students to identify and affect sustainable change. Students who have participated in the network will share their experiences and outline the benefits they have experienced in working in partnership with staff on curriculum change initiatives.
The network has worked with the Staff and Educational Development Association (SEDA) to develop an award for staff and students working in partnership on change projects, the Institutional Change Leader award and this session will offer an insight into how colleges and universities are recognising and rewarding student participation in change projects. Participants will engage in discussion around this award and will be given access to the accreditation resources and materials, which they may wish to take to their own institution.
The network has also developed a guidance toolkit to support colleges and universities with implementing student partnerships, which has been developed from the collective resources of a range of Jisc, Higher Education Academy, QAA and institutional initiatives in this area. Delegates will participate in a group activity using these interactive materials so as to evaluate their use in supporting their own practice in taking forward student partnership working in their own institutions. Find out more about the Change Agents Network and follow it on Twitter (or #CAN2014)
Slides for the presentation given by Victoria Passant, Student Engagement Officer, National Union of Students (NUS), at the National Law Students Forum 2011.
Jisc Change Agents' Network Webinar 13 May 2015Ellen Lessner
Presentations from Deb Millar, Head of e-Learning at Blackburn College on the 'DigiPals project' and from Peter Chatterton and Clare Killen on the Jisc Student Engagement Toolkit.
In this session, we’ll delve into the ways that institutions have been engaging faculty, creating courses and pathways, and working to build sustained infrastructure for civic learning and community engagement.
Badges in HE, exploring the potential >>> presentation used for the TLC debateChrissi Nerantzi
26 October 2015
Prof. Ale Armellini & Chrissi Nerantzi
https://tlcwebinars.wordpress.com/2015/10/08/debate-is-there-a-role-for-badges-in-higher-education/
explaining multiple uses of badges
JIsc Digital discovery tool pilot 2018 WebinarSarah Knight
JIsc Digital discovery tool pilot 2018 start up webinar for those institutions working with us on the pilot to support staff and students' digital capabilities
Jisc student digital experience tracker webinar 28 Nov 2017Sarah Knight
This webinar gives an overview of the Jisc student digital experience tracker for non UK organisations and how they can get involved. Delivered by Helen Beetham, Sarah Knight and Tabetha Newman
Tracking learners digital experience: the benefits and impactsSarah Knight
This session outlines the key findings from the Jisc Student digital experience tracker survey of 22,000 UK learners. The session also includes links to how institutions are using the tracker to engage their students to support their digital developments
Jisc Digital Student Data Workshop MaterialsSarah Knight
This presentation contains the materials used by Livework to facilitate discussions at the Jisc Digital Student data collection and analysis workshop on 29 April 2015.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. ALT-C
10/09/2015
From pilot to embedded practice: Scaling up and
embedding learner as change agent initiatives
@CANagogy #JiscCAN can.jiscinvolve.org
2. Who we are
» Deborah Millar, Head of e-Learning, BlackburnCollege
» SimonWalker, Head of Educational Development, University of Greenwich
» Monika Pazio, Lecturer in Educational Development, University of Greenwich
» Duncan McKenna,GGSN – Student Partnership Coordinator, University of
Greenwich
» Dr Stuart Sims, Research andTeaching Fellow (Student Engagement), University
ofWinchester
» Cassie Shaw, Student EngagementAssistant, University ofWinchester Student
Union
» Clare Killen,Consultant
» Sarah Knight, Senior Co-design Manager, Jisc
10/09/2015 From pilot to embedded practice: Scaling up and embedding learner as change agent initiatives
3. Overview of session
»5 mins presentation of 3 institutional examples
› Blackburn College
› University of Greenwich
› University ofWinchester
»Facilitated discussions – with the 3 institutions on how they are
scaling up and embedding student staff partnership working
»Group discussions – How can I do this in my own institution
»Closing plenary –What one thing can you do…
»Join us for part 2 - How do we do it? Skills for effective student
change agency after the coffee break
10/09/2015 From pilot to embedded practice: Scaling up and embedding learner as change agent initiatives
4. Students as change agents- why do it?
‘In order for universities and colleges to foster more inclusive learning
environments, we believe that students must be empowered as
active and participatory agents, not as mere consumers, so that they
can articulate their own conceptions of what makes good learning
environments, and work in partnership with academics and
administrators to realise these conceptions.’
Report available from http://bit.ly/1L0Q02c
The 2014 NUS Report, radical interventions in teaching and
learning:
10/09/2015 From pilot to embedded practice: Scaling up and embedding learner as change agent initiatives
5. Role of students as change agents
» Student ‘change agents’ are students who work with staff to lead, support or
develop change within an institution
» The 2014 UCISA Digital capabilities survey reports that 30% of respondents are
working with students as change agents with another 46% of respondents
‘working towards’ this.
» Different ways change agents can work from leading their own change to
supporting a defined project or taking part in institutional processes such as
recruitment and teaching practice observations
» Titles may differ:
› Champions, change agents, digital leaders, student fellows, student
ambassadors, student partners, student researchers, co-designers, co-
creators, co-developers
» See new Jisc guide on Developing successful student partnerships available from
http://bit.ly/jisc-partnership
10/09/2015 From pilot to embedded practice: Scaling up and embedding learner as change agent initiatives
6. Working in partnership
»“Partnership is fundamentally about a relationship in which all
involved – students, academics, professional services staff, senior
managers, students’ unions and so on – are actively engaged in and
stand to gain from the process of learning and working together.
Partnership is essentially a process of engagement, not a product. It
is a way of doing things, rather than an outcome in itself.”
» Healey, M., Flint,A. and Harrington, K. (2014) Engagement through partnership: students as partners in learning and
teaching in higher education.York, Higher EducationAcademy. Available at: http://bit.ly/1gztC3u
29/06/2015 Driving institutional change through staff-student partnership
7. Benefits of working in partnership
» Gain an experience of leadership and influencing change
» Gain experience of using research to shape change
» Students can gain recognition through awards such as leadership awards,
academic credit, extra-curricular awards and awards accredited through external
bodies
» Increases confidence and skills (e.g. communication, team-working,
management, research skills)
» Enhances networking with e.g. employers, community
» Improved employability and job prospects
Benefits for students:
10/09/2015 From pilot to embedded practice: Scaling up and embedding learner as change agent initiatives
8. http://can.jiscinvolve.org @CANagogy
» The Change agents’ network supports students working as change agents, digital
pioneers, student fellows and students working in partnership with staff on technology
related change projects
» Over 250 members subscribed to the CAN community mailing list
» Facilitates the sharing of best practice through
› Support for face to face networking events
› CAN webinars
› CAN case studies – 10 institutional case studies now available
» Developing successful student staff partnerships online guide
» Journal of Educational Innovation, Partnership and Change
» SEDA accredited Jisc Institutional Change Leader online course running in October 15
What is the Change agents’ network (CAN)?
10/09/2015 From pilot to embedded practice: Scaling up and embedding learner as change agent initiatives
11. Our Partnership Projects
The University of Greenwich runs two main student
partnership projects, via the EDU:
• TESTA@Greenwich
• Greenwich Graduate
Student Network
12. Some existing models
Cascaded Model
Students in various
partnership roles within
and across an institution
empowered to build,
foster and promote
networks that focus on
developing student
confidence and
transformation through
innovation activity
Feedback
Model
Research
Model
Students running student feedback
questionnaire systems and interpreting
existing performance indicators such as
NSS scores
Students acting as evaluators or
educational researchers, exploring in
more detail issues educational, raised
through routine feedback and
Performance Indicators
Adapted from: El Hakim,Y., (2014) Student Engaged Educational Development Structures (catalyst) proposal.
13. Our Cascade Model
COHORT
Cascade Model
Students working in direct partnership (Scholars/Change Agents)
Students working with scholars/change agents as assistants
‘Normal’ Students who interact with activities and processes and engaged in and outside the
classroom
Interactions with student body
Escalating
engagement due to
interactions
with partnership work
14. Escalating
engagement due to
interactions
with partnership
work
Technology and Communication
Viral Communication amongst
students
(face-to-face, messaging
apps, social media)
Post-digitalTechnologies
(Email, Doodle, Ning,
Survey Monkey)
OfficialChannels of
Communications.To Students
(Blogs, Facebook,
Twitter, mail shots)
Staff interaction with
students
(Adobe Connect, Skype,
Padlet)
15. TESTA@Greenwich What is it?
• Programme-level feedback and analysis toolkit
• Uses qualitative and quantitative data
• Gathers data from both staff and students
• Used to feed into programme review and evaluation
16. Example of direct student input having an effect on programmes:
Programme Leader BA Media and Communication:
“The variety of feedback, the verbal feedback the discussion in
tutorial[s], we’ve put in a lot more of that as a response to theTESTA
[process] – it’s subject to conversation...rather than retrospective after
somebody’s handed in an assessment.”
TESTA – Progress and Impact
• 23 Programmes
• Over 2700 blog views, 380 Youtube views
17. GGSN – What is it?
• A student-led network
• A student-led, institution-wide, cultural
transformation
• To support the development of the Greenwich
Graduate Attributes
18. GGSN – Progress and Impact
• Over 8000 blog views
• Over 700 likes/followers on Facebook page
• Regular reach of 50-100 per post
Claire Clarke, UoG Equality and Diversity Manager on attendingCulturosity:
“This displayed our strong commitment to equality and diversity and enhances
the cross working relationship between staff and students.”
20. Developing successful student staff partnerships
»Select 2 of the institutions you would like to hear more
about:
› Blackburn College
› University of Greenwich
› University ofWinchester
»2 x 10 minute slots
Institutional showcase:
29/06/2015 Driving institutional change through staff-student partnership
21. Share your ideas
»In your groups:
› Share how you are working in
partnership with your learners?
› Share ideas on how you could scale
up partnership working in your
college or university
› List any challenges or barriers to
scaling up and embedding
partnership working
› Make notes on the flip chart
› Tweet with #jiscCAN
› Add to the Padlet -
http://padlet.com/sarahknight/CAN
30/06/2015 Driving institutional change through staff-student partnership
22. What one thing?
»Send a text to 0207 183
8329 starting with digi
»NOTE - if you don’t start
the text with digi, it won’t
go to our inbox
What one thing can you do
to support student-staff
partnership working in
your college or university?
29/06/2015 Driving institutional change through staff-student partnership
23. Developing successful student staff partnerships
New online guide available from: http://bit.ly/jisc-partnership
29/06/2015 Driving institutional change through staff-student partnership
24. Benchmarking the student digital experience
Jisc, NUS andTSEP
bit.ly/digistudentexp
09/09/15 Enhancing your learners’ digital experience
25. jisc.ac.uk
Except where otherwise noted, this work
is licensed under CC-BY-NC-ND
29/06/2015 Driving institutional change through staff-student partnership
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Editor's Notes
Visual?
I wouldn’t use orange – it’s hard to read for dyslexics and those who are colour blind. Dark, defined colours work best?
Font is small.
Working in partnership with students facilitates much more than effective engagement of students in the development of their digital environment. It can also prompt and support staff to develop their own digital capabilities and enhance their practice.
There is growing evidence that this approach is enabling providers and universities to deliver more effective student engagement activities and to engage their students in active dialogue about the digital aspects of their learning experiences as well as to explore the role of technology in supporting students’ studies and in preparing them for employment.