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Sue Beckingham, Sheffield Hallam University
Research in Distance Education Conference #RIDE2021
Students as Partners
co-creating innovative scholarship:
Reflections on achievements using
the 4M framework
‘Students as Partners co-creating innovative scholarship:
Reflections on achievements using the 4M framework’
This presentation will share the outcomes (what the
students gained) and the outputs (co-created resources)
of a Students as Partners initiative which began by
looking at how social media could be used in learning
and teaching within their own course. Initially set up as
an extracurricular short term project in 2017, it
continued and has evolved over four years.
Adopting the 4M framework reflections on
achievements will be considered using the following set
of lenses: micro (individual); meso (departmental);
macro (institutional); and mega (broader [higher]
education community).
Students as Partners (SaP)
Cook-Sather et al (2014:6-7) define a student-faculty
partnership as a:
“Collaborative, reciprocal process through which all
participants have the opportunity to contribute
equally, although not necessarily in the same ways,
to curricular or pedagogical conceptualization,
decision making, implementation, investigation, or
analysis."
Types of SaP roles
• Consultant: sharing and discussing valuable
perspectives on learning and teaching.
• Co-researcher: collaborating meaningfully on
teaching and learning research or subject based
research with staff.
• Pedagogical co-designer: sharing responsibility for
designing learning, teaching and assessment.
• Representative: student voices contributing to
decisions in university settings
(Bovill et al 2015:3)
HEA Framework for partnership in learning and teaching
HEA 2014
Students as Partners Values
authenticity all parties have a meaningful rationale for investing in partnership, and are honest about what they can
contribute and the parameters of partnership
inclusivity partnership embraces the different talents, perspectives and experiences that all parties bring, and there are no
barriers (structural or cultural) that prevent potential partners getting involved
reciprocity all parties have an interest in, and stand to benefit from, working and/or learning in partnership
empowerment power is distributed appropriately and all parties are encouraged to constructively challenge ways of working
and learning that may reinforce existing inequalities
trust all parties take time to get to know each other, engage in open and honest dialogue and are confident they will
be treated with respect and fairness
challenge all parties are encouraged to constructively critique and challenge practices, structures and approaches that
undermine partnership, and are enabled to take risks to develop new ways of working and learning
community all parties feel a sense of belonging and are valued fully for the unique contribution they make
responsibility all parties share collective responsibility for the aims of the partnership, and individual responsibility for the
contribution they make
(HEA 2014 cited by Healey et al 2014)
The 4M Framework
(Friberg, 2016)
Used as a lens to consider how the Scholarship of
Learning and teaching (SoTL) was disseminated
Micro
•Individual level
•Personal reasons for engaging in SoTL
Meso
•Department level
•Importance of ongoing collegial and leadership support
Macro
•Institutional level
•Making connection across disciplinary boundaries
Mega
•Beyond the institution
•Discipline and interdisciplinary, national and international impact
The 4M Framework
Adapted from Simmons and Taylor (2019) and Simmons (2020)
https://teaching.utoronto.ca/sotl/scholarship-of-leading/sl-introduction/
https://blogs.shu.ac.uk/socmedhe
Through the 2nd conference #SocMedHE16
students could apply for free places
A Students as Partners Case Study
SMASH = 'Social Media for Academic
Studies at Hallam'
SMASH is a ‘students as partners’ project which considers
the potential of social media for learning.
The aim of this student-led special interest group was to
relook at the affordances digital and social media tools
can provide in learning and teaching.
Exploring new approaches
"While mobile technology is not and never will
be an educational panacea, it is a powerful
and often overlooked tool – in a repertoire of
other tools – that can support education in
ways not possible before” (UNESCO 2013)
Unique benefits of mobile learning include:
anytime/anywhere learning, personalised learning, active learning, bridging of
formal/informal learning, inclusive learning, and can improve communication and
interaction.
Planning achievable outputs
“Scholarship [including SoTL] entails an
artefact, a product, some form of community
property that can be shared, discussed,
critiqued, exchanged, built upon.”
Lee Schulman (1993)
Students as Partners
Co-developed an initial framework:
1. Helping staff to identify and use social media tools
for communication and collaboration within and
beyond the classroom (Learning Activities).
2. Helping students and staff to identify and use
relevant social media tools to curate and organise
information relating to learning (Organising
Learning).
3. Helping students to prepare digital portfolios to
openly share outcomes and projects to develop a
professional online presence (Showcasing Learning).
Students as Partners
Co-developed a 4th pillar
Reflecting on achievements
using the 4M framework
micro
meso
macro
mega
meso (departmental)
Workshops inviting staff and students
7 ways to use... [card set]
https://socialmediaforlearning.com/smash/7-ways-cards/
Reverse social media [card set]
https://socialmediaforlearning.com/smash/reverse-social-media-card-set/
macro (institutional)
Learning through disruption
2018 #TheBeastFromTheEast
First guest post for the University blog
macro (institutional)
Co-presenting with students:
Social Media for Learning Conference, Sheffield
Hallam University #SocMedHE17
macro (institutional)
Guest blog posts:
• A Remote Learning Guide written by Students for
Students: How to ensure your remote learning
experience is effective, supportive and fun.
• A student toolkit to help you tackle remote learning
written by students for students
• 8 ways students and staff can engage in remote
collaboration
Learning through the disruption of COVID
mega (broader [higher] education
community)
Co-presenting at conferences:
• Change Agents Conference, University of
Winchester #CAN18
• Social Media for Learning Conference, Edge Hill
University #SocMedHE19
• BETT Conference 2020, London ExCel [Invited
speakers] #BETT2020
mega (broader [higher] education
community)
The SMASH work cited by others
mega (broader [higher] education
community)
Co-publishing with students
Beckingham, S., Wood, C., Paddon, J., Butler, A., Trueman, M. and
Rooney, C. (2019) A SMASHing approach for developing staff and
student digital capabilities within a Community of Practice. Journal
of Educational Innovation, Partnership and Change, 5(1)
'Championing Student-Staff Partnerships in an Age of Change.'
Further publications
Beckingham, S. (2020) Co-creating Learning Experiences with
Students as Partners. Journal of Social Media for Learning, 1(1), pp
70-77, 2019 SocMedHE Conference
Edition. https://doi.org/10.24377/LJMU.jsml.vol1article394
Beckingham S. (2019) SMASH: Social Media for Academic Studies at
Hallam. [Case Study 4.3 pp 52-53] In P. Kahn and L.
Anderson Developing Your Teaching Towards Excellence 2nd Edn.
Abingdon: Routledge
micro (individual)
Developing Digital Capabilities
“I’ve learnt the benefits of multiple
social media technologies and how they
can benefit learning.”
Abby
“I’ve gained experience surrounding the
use of social media to enhance learning
and efficient collaboration”
Callum
“I’ve learnt how to overcome
communication obstacles throughout this
year, and the sheer amount of research
on social media there is to be done”
Jess
“Over the past two years, I have learnt about the
flexibility of social media, how it can be used in education
from many different directions & ultimately, how to work
in a team of diverse people.”
Corran
“I’ve learnt how to create engaging
content using digital tools such as
Canva for my social media campaigns”
Matty
“Greater digital knowledge gained through
discussion and companionship”
Matty
“Developing a rapport with team members from
different backgrounds through digital platforms”
Callum
“Enhancing learning through partnerships
with other students ”
Abby
“Using apps such as Skype allow us to meet
virtually in any location, allowing us to keep
flexible with our studies”
Corran
micro (individual)
Overall achievements
The value of a virtual community of
practice (VCoP)
Key themes:
● Peer learning - the significance of helping others
learn;
● Confident communication - learning to utilise
different media to suit the situation and task at hand;
● Companionship and teamwork - taking ownership
and supporting each other to work collaboratively;
● Transferable skills - recognition that these skills can be
applied in the workplace.
(Beckingham et al 2019)
An open educational resource
https://socialmediaforlearning.com/smash/
Thank you for
listening.
Any questions
References
Beckingham, S. (2020) Co-creating Learning Experiences with Students as Partners. Journal of Social Media
for Learning, 1(1), pp 70-77, 2019 SocMedHE Conference
Edition. https://doi.org/10.24377/LJMU.jsml.vol1article394
Beckingham, S., Wood, C., Paddon, J., Butler, A., Trueman, M. and Rooney, C. (2019) A SMASHing approach
for developing staff and student digital capabilities within a Community of Practice. Journal of Educational
Innovation, Partnership and Change, 5(1) 'Championing Student-Staff Partnerships in an Age of Change'.
Available from:
https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/923/pdf
Bovill, C., Cook-Sather, A., Felten, Millard, L. and Moore-Cherry, N. (2015) Addressing potential challenges
in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring
inclusivity in student-staff partnerships. Higher Education. http://dx.doi.org/10.1007/s10734-015-9896-4
Cook-Sather, A., Bovill, C. and Felten, P. (2014) Engaging Students as Partners in Learning and Teaching.
San Francisco: Jossey-Bass.
Friberg, J. (2016) Might the 4M Framework Support SoTL Advocacy? The SoTL Advocate Blog.
https://illinoisstateuniversitysotl.wordpress.com/2016/07/11/might-the-4m-framework-support-sotl-
advocacy/
References cont.
HEA (2014) Framework for partnership in learning and teaching. Higher Education Academy. Available
from: https://www.advance-he.ac.uk/guidance/teaching-and-learning/student-engagement-through-
partnership
Healey, M., Flint, A. and Harrington, K. (2014) Engagement through partnership: students as partners in
learning and teaching in higher education. Available from: https://www.advance-he.ac.uk/knowledge-
hub/engagement-through-partnership-students-partners-learning-and-teaching-higher
Shulman, L. S. (1993) Teaching as Community Property: putting an end to educational solitude. Change 25,
pp 6-7. Available at: https://doi.org/10.1080/00091383.1993.9938465
Simmons, N. (2020). The 4M framework as analytic lens for SoTL’s impact: A study of seven scholars.
Teaching & Learning Inquiry, 8(1), 76-90. https://doi.org/10.20343/teachlearninqu.8.1.6
Simmons, N., & Taylor, K. L. (2019). Leadership for the scholarship of teaching and learning: Understanding
bridges and gaps in practice. The Canadian Journal for the Scholarship of Teaching and Learning, 10(1), 1-
18. https://doi.org/10.5206/cjsotl-rcacea.2019.1.7995
UNESCO (2013) UNESCO policy guidelines for mobile learning. Available at:
http://unesdoc.unesco.org/images/0021/002196/219641e.pdf
Wuetherick, B. & Yu, S. (2016). The Canadian teaching commons: The scholarship of teaching and learning
in Canadian higher education. New Directions in Teaching & Learning. https://doi.org/10.1002/tl.20183

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Students as partners co creating innovative scholarship - reflections on achievements using the 4 m framework

  • 1. Sue Beckingham, Sheffield Hallam University Research in Distance Education Conference #RIDE2021 Students as Partners co-creating innovative scholarship: Reflections on achievements using the 4M framework
  • 2. ‘Students as Partners co-creating innovative scholarship: Reflections on achievements using the 4M framework’ This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years. Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).
  • 3. Students as Partners (SaP) Cook-Sather et al (2014:6-7) define a student-faculty partnership as a: “Collaborative, reciprocal process through which all participants have the opportunity to contribute equally, although not necessarily in the same ways, to curricular or pedagogical conceptualization, decision making, implementation, investigation, or analysis."
  • 4. Types of SaP roles • Consultant: sharing and discussing valuable perspectives on learning and teaching. • Co-researcher: collaborating meaningfully on teaching and learning research or subject based research with staff. • Pedagogical co-designer: sharing responsibility for designing learning, teaching and assessment. • Representative: student voices contributing to decisions in university settings (Bovill et al 2015:3)
  • 5. HEA Framework for partnership in learning and teaching HEA 2014
  • 6. Students as Partners Values authenticity all parties have a meaningful rationale for investing in partnership, and are honest about what they can contribute and the parameters of partnership inclusivity partnership embraces the different talents, perspectives and experiences that all parties bring, and there are no barriers (structural or cultural) that prevent potential partners getting involved reciprocity all parties have an interest in, and stand to benefit from, working and/or learning in partnership empowerment power is distributed appropriately and all parties are encouraged to constructively challenge ways of working and learning that may reinforce existing inequalities trust all parties take time to get to know each other, engage in open and honest dialogue and are confident they will be treated with respect and fairness challenge all parties are encouraged to constructively critique and challenge practices, structures and approaches that undermine partnership, and are enabled to take risks to develop new ways of working and learning community all parties feel a sense of belonging and are valued fully for the unique contribution they make responsibility all parties share collective responsibility for the aims of the partnership, and individual responsibility for the contribution they make (HEA 2014 cited by Healey et al 2014)
  • 7. The 4M Framework (Friberg, 2016) Used as a lens to consider how the Scholarship of Learning and teaching (SoTL) was disseminated
  • 8. Micro •Individual level •Personal reasons for engaging in SoTL Meso •Department level •Importance of ongoing collegial and leadership support Macro •Institutional level •Making connection across disciplinary boundaries Mega •Beyond the institution •Discipline and interdisciplinary, national and international impact The 4M Framework Adapted from Simmons and Taylor (2019) and Simmons (2020)
  • 10. https://blogs.shu.ac.uk/socmedhe Through the 2nd conference #SocMedHE16 students could apply for free places A Students as Partners Case Study
  • 11. SMASH = 'Social Media for Academic Studies at Hallam' SMASH is a ‘students as partners’ project which considers the potential of social media for learning. The aim of this student-led special interest group was to relook at the affordances digital and social media tools can provide in learning and teaching.
  • 12. Exploring new approaches "While mobile technology is not and never will be an educational panacea, it is a powerful and often overlooked tool – in a repertoire of other tools – that can support education in ways not possible before” (UNESCO 2013) Unique benefits of mobile learning include: anytime/anywhere learning, personalised learning, active learning, bridging of formal/informal learning, inclusive learning, and can improve communication and interaction.
  • 13. Planning achievable outputs “Scholarship [including SoTL] entails an artefact, a product, some form of community property that can be shared, discussed, critiqued, exchanged, built upon.” Lee Schulman (1993)
  • 14. Students as Partners Co-developed an initial framework: 1. Helping staff to identify and use social media tools for communication and collaboration within and beyond the classroom (Learning Activities). 2. Helping students and staff to identify and use relevant social media tools to curate and organise information relating to learning (Organising Learning). 3. Helping students to prepare digital portfolios to openly share outcomes and projects to develop a professional online presence (Showcasing Learning).
  • 16. Reflecting on achievements using the 4M framework micro meso macro mega
  • 17. meso (departmental) Workshops inviting staff and students 7 ways to use... [card set] https://socialmediaforlearning.com/smash/7-ways-cards/ Reverse social media [card set] https://socialmediaforlearning.com/smash/reverse-social-media-card-set/
  • 18. macro (institutional) Learning through disruption 2018 #TheBeastFromTheEast First guest post for the University blog
  • 19. macro (institutional) Co-presenting with students: Social Media for Learning Conference, Sheffield Hallam University #SocMedHE17
  • 20. macro (institutional) Guest blog posts: • A Remote Learning Guide written by Students for Students: How to ensure your remote learning experience is effective, supportive and fun. • A student toolkit to help you tackle remote learning written by students for students • 8 ways students and staff can engage in remote collaboration Learning through the disruption of COVID
  • 21. mega (broader [higher] education community) Co-presenting at conferences: • Change Agents Conference, University of Winchester #CAN18 • Social Media for Learning Conference, Edge Hill University #SocMedHE19 • BETT Conference 2020, London ExCel [Invited speakers] #BETT2020
  • 22. mega (broader [higher] education community) The SMASH work cited by others
  • 23. mega (broader [higher] education community) Co-publishing with students Beckingham, S., Wood, C., Paddon, J., Butler, A., Trueman, M. and Rooney, C. (2019) A SMASHing approach for developing staff and student digital capabilities within a Community of Practice. Journal of Educational Innovation, Partnership and Change, 5(1) 'Championing Student-Staff Partnerships in an Age of Change.' Further publications Beckingham, S. (2020) Co-creating Learning Experiences with Students as Partners. Journal of Social Media for Learning, 1(1), pp 70-77, 2019 SocMedHE Conference Edition. https://doi.org/10.24377/LJMU.jsml.vol1article394 Beckingham S. (2019) SMASH: Social Media for Academic Studies at Hallam. [Case Study 4.3 pp 52-53] In P. Kahn and L. Anderson Developing Your Teaching Towards Excellence 2nd Edn. Abingdon: Routledge
  • 24. micro (individual) Developing Digital Capabilities “I’ve learnt the benefits of multiple social media technologies and how they can benefit learning.” Abby “I’ve gained experience surrounding the use of social media to enhance learning and efficient collaboration” Callum “I’ve learnt how to overcome communication obstacles throughout this year, and the sheer amount of research on social media there is to be done” Jess “Over the past two years, I have learnt about the flexibility of social media, how it can be used in education from many different directions & ultimately, how to work in a team of diverse people.” Corran “I’ve learnt how to create engaging content using digital tools such as Canva for my social media campaigns” Matty
  • 25. “Greater digital knowledge gained through discussion and companionship” Matty “Developing a rapport with team members from different backgrounds through digital platforms” Callum “Enhancing learning through partnerships with other students ” Abby “Using apps such as Skype allow us to meet virtually in any location, allowing us to keep flexible with our studies” Corran micro (individual)
  • 27. The value of a virtual community of practice (VCoP) Key themes: ● Peer learning - the significance of helping others learn; ● Confident communication - learning to utilise different media to suit the situation and task at hand; ● Companionship and teamwork - taking ownership and supporting each other to work collaboratively; ● Transferable skills - recognition that these skills can be applied in the workplace. (Beckingham et al 2019)
  • 28. An open educational resource https://socialmediaforlearning.com/smash/
  • 30. References Beckingham, S. (2020) Co-creating Learning Experiences with Students as Partners. Journal of Social Media for Learning, 1(1), pp 70-77, 2019 SocMedHE Conference Edition. https://doi.org/10.24377/LJMU.jsml.vol1article394 Beckingham, S., Wood, C., Paddon, J., Butler, A., Trueman, M. and Rooney, C. (2019) A SMASHing approach for developing staff and student digital capabilities within a Community of Practice. Journal of Educational Innovation, Partnership and Change, 5(1) 'Championing Student-Staff Partnerships in an Age of Change'. Available from: https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/923/pdf Bovill, C., Cook-Sather, A., Felten, Millard, L. and Moore-Cherry, N. (2015) Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships. Higher Education. http://dx.doi.org/10.1007/s10734-015-9896-4 Cook-Sather, A., Bovill, C. and Felten, P. (2014) Engaging Students as Partners in Learning and Teaching. San Francisco: Jossey-Bass. Friberg, J. (2016) Might the 4M Framework Support SoTL Advocacy? The SoTL Advocate Blog. https://illinoisstateuniversitysotl.wordpress.com/2016/07/11/might-the-4m-framework-support-sotl- advocacy/
  • 31. References cont. HEA (2014) Framework for partnership in learning and teaching. Higher Education Academy. Available from: https://www.advance-he.ac.uk/guidance/teaching-and-learning/student-engagement-through- partnership Healey, M., Flint, A. and Harrington, K. (2014) Engagement through partnership: students as partners in learning and teaching in higher education. Available from: https://www.advance-he.ac.uk/knowledge- hub/engagement-through-partnership-students-partners-learning-and-teaching-higher Shulman, L. S. (1993) Teaching as Community Property: putting an end to educational solitude. Change 25, pp 6-7. Available at: https://doi.org/10.1080/00091383.1993.9938465 Simmons, N. (2020). The 4M framework as analytic lens for SoTL’s impact: A study of seven scholars. Teaching & Learning Inquiry, 8(1), 76-90. https://doi.org/10.20343/teachlearninqu.8.1.6 Simmons, N., & Taylor, K. L. (2019). Leadership for the scholarship of teaching and learning: Understanding bridges and gaps in practice. The Canadian Journal for the Scholarship of Teaching and Learning, 10(1), 1- 18. https://doi.org/10.5206/cjsotl-rcacea.2019.1.7995 UNESCO (2013) UNESCO policy guidelines for mobile learning. Available at: http://unesdoc.unesco.org/images/0021/002196/219641e.pdf Wuetherick, B. & Yu, S. (2016). The Canadian teaching commons: The scholarship of teaching and learning in Canadian higher education. New Directions in Teaching & Learning. https://doi.org/10.1002/tl.20183

Editor's Notes

  1. https://blogs.shu.ac.uk/narrowingthegaps/2018/03/04/guest-post-keep-calm-and-carry-on-learning/