1. The document discusses involving students as partners in curriculum design to make higher education more accessible and inclusive. It suggests students should be involved in the design, delivery, and evaluation of learning to foster a sense of community and ownership. 2. Quotes from students and academics advocate for students as partners rather than just consumers. This could help prevent students feeling changes are "done to them" and instead feel they are "done with them". It could lead to greater ownership over their education. 3. Involving students as partners and "change agents" supports viewing them as active collaborators rather than just consumers. This has the potential to help bring about social and educational transformation.

1. Presentation to new teaching staff at UWS
PGCert Teaching and Learning in Higher Education programme
Learning in Partnership:
Students as partners in curriculum design
Embrace uncertainty, encourage creativity, empower the learner
Rachel Brownlie, Kety Faina, Gordon Heggie, Jade McCarroll, Neil McPherson

2. Learning in partnership
Heggie & McPherson, 2014

3. Reconfiguring the curriculum in the 21st
century learning environment
“What kind of world is it that curricula in higher education are
preparing students for?
What kinds of capability, therefore, in general terms might curricula
be fostering?”
Barnett & Coate 2005, p. 53
Questions

4. Web
1.0
Web
2.0
Web
3.0
structured
dependent
passive engagement
self directed
independent
active participation self determined
interdependent
active ownership
Reconfiguring the curriculum in the 21st
century learning environment
From instruction to discovery

5. Reconfiguring the curriculum in the 21st
century learning environment
Learning outcomes
Quality assurance
Structure learning
Provide measure of performance
However
Prescriptive
Restrictive
Dampen creativity
Outcomes to outputs
Learning outputs
Open to creativity
Support originality
Builds on the work of others
Encourages critique
Open ended
See Neary, 2010

6. Reconfiguring the curriculum in the 21st
century learning environment
Healy & Jenkins, 2009, p. 56
“The principles of the teaching-research nexus should inform curriculum
development and delivery from the first year as a way of promoting a sense of
belonging to a community of scholars with a focus on discovery and creation of
knowledge”
(Kerri-Lee Krause, 2006, pp.6-8)

7. •to design and deliver engaging student learning experiences;
•to make higher education more accessible and inclusive;
•to develop a sense of community and belonging;
•as a response to the current multi-faceted challenges facing HE;
•to offer a constructive alternative to consumerist models of higher
education
(see Healey, Flint and Harrington, 2014: 19)
;
Why students as partners?

8. “We have spent enough time condemning consumerism in education,
and now we need to articulate the alternative. Student engagement is
a great concept but it needs to be deployed to radical ends. Students
as partners is not just a nice-to-have, I believe it has the potential to
help bring about social and educational transformation”
Wenstone, VP (HE) Higher Education, NUS. 2012
Why students as partners?

9. “Such involvement would perhaps go some way to preventing students
from feeling like changes in curriculum are being 'done to them' and
would instead foster a sense that changes were being 'done with them'.
This would allow the student full insight into the pedagogic principles
that drive curriculum changes and the perceived benefits that such
changes are expected to have for students' education. In turn this
would arguably lead to a greater sense of ownership of the
development of HE”
(Taylor and Wilding, 2009: 3)
Why students as partners in curriculum design?

10. Let students become ‘change agents’
“The concept of ‘listening to the student voice’ – implicitly if not deliberately
– supports the perspective of student as ‘consumer’, whereas ‘students as
change agents’ explicitly supports a view of the student as ‘active
collaborator’ and ‘co-producer’, with the potential for transformation.”
Dunne & Zandstra, 2011, p.4
“It is to our own academic tradition and custom
that we should look to for progressive change”
Neary, 2009, p.23

11. our experience

12. For this exercise, use the questions below
to guide your group discussion. You
should also map your answers against
Bovill and Bulley’s ladder.
1. To what extent, and how, should
students be involved in curriculum design?
2. To what extent, and how, should
students and staff be involved as partners
in the delivery and assessment of
learning?
3. To what extent, and how, should
students and staff be involved as partners
in the evaluation of learning and teaching
practices?