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Co-creating learning experiences with students
Sue Beckingham
Principal Lecturer and National Teaching Fellow, Sheffield Hallam University
Invited Speaker Pedagogy and Pancakes at University of Lincoln July 2020
Student learning
experiences
Co-curricular vs Extra-curricular
Generally speaking, co-curricular activities are an
extension of the formal learning experiences in a course
or academic program, while extracurricular activities may
be offered or coordinated by a school/college/university
but may not be explicitly connected to academic
learning.
Extra-curricular: Student Union
Sports Societies Volunteering Mentoring
Extra-curricular: Paid roles
PAL (peer
assisted learning)
schemes
Digital
Champions
Student
Ambassadors
Co-curricular
Co-curricular activities are usually
voluntary and are not graded for
academic credit. They have
connections with the course of
study being undertaken.
Examples include:
• visits to organisations
• attendance at talks/events
• participating in
debates/competitions
• presenting at conferences.
Student roles adopted
in co-creation of
learning and teaching
Bovill et al 2015
Co-researcher
Pedagogical co-
designer
Representative
Consultant
A typology of student roles adopted in
co-creation of learning and teaching
1. Consultant: sharing and discussing valuable
perspectives on learning and teaching
2. Co-researcher: collaborating meaningfully on
teaching and learning research or subject based
research with staff
3. Pedagogical co-designer: sharing responsibility for
designing learning, teaching and assessment
4. Representative: student voices contributing to
decisions in university settings
Bovill et al 2015:3
Advance HE 2015
Partnership learning
communities
• Learning designing and
developing
• Researching and inquiring
Personal
Case Studies
Context: The impact of social media
https://wearesocial.com/digital-2020
Data never
sleeps
Version 7.0
https://www.domo.com/learn/data-never-sleeps-7
Social Media Guidance
http://go.shu.ac.uk/socialmedia
Used in class discussions about
using social media responsibly
https://socialmediaforlearning.com/
Case Study 1
Tutor led
experience
The Tutor perspective (Oksana)
Increase learner engagement with theoretical modules by forging stronger links
between theory and creative practice
Promote a stronger engagement with University life, by bringing the students into
contact with several stakeholders and services, and enabling the students to
participate as expert media producers
Expand opportunities for employability development and client-based work
The Client perspective (Sue)
Brief: Create a 2 minute visual artefact (animation
or film) that will portray the importance of using
social media responsibly
Discussion: The whole class were involved in the
Client led seminar on ‘The importance of
responsible use of social media and the value of
developing a professional online presence’.
The project
Part 1 (mandatory)
Following the Client brief the
students on the module had 1 week
to prepare and in pairs pitch their
ideas to the Client.
The Client gave immediate formative
feedback.
Students developed their proposed
visual artefact over 2 weeks, gave a
short presentation to the Client and
once again received feedback.
Part 2 (optional)
Students were then invited to
develop this work further and give a
further presentation showing their
artefact to a panel.
The Client and panel gave feedback
and then shortlisted 4 winning
projects
These 4 groups then polished their
artefacts further and presented their
final work at the L&T Conference.
"The most important thing that I
learnt throughout the client
project was the how crucial it
was to have a detailed plan of
what must be done and when.
The key was to have perfect time
management."
"In this client project I
have learnt how to
show my work,
confidently to a large
audience."
"The most important thing that I
learnt throughout the client
project was the how crucial it
was to have a detailed plan of
what must be done and when.
The key was to have perfect time
management."
"In this client project I
have learnt how to
show my work,
confidently to a large
audience."
Case Study 2
Co-led experience
So what is SMASH?
SMASH = 'Social Media for Academic Studies at Hallam'
SMASH is a ‘students as partners’ project which
considers the potential of social media for learning.
Students as Partners
The focus of this student-led special interest group
began by looking at the affordances digital and social
media tools can provide in and out of the classroom;
as a means to organise learning; to support learning
and to showcase learning.
Continuity
Founding Members
Jess, Corran, Ola and
Sher
Co-developed the three
pillars model and first
Guest blog post
Team expanded
Corran, Jess +
Abby, Matty and Callum
Co-developed SMASH
branding and resources,
and led workshops.
Presented at
#SocMedHE17 and
#CAN18
New members
Jess, Matty, Callum +
Joe, Amy and Ola
Developed new card
resources, guest blog
post and led workshops
Current team
Matty +
Kai, Curtis and Gag
Extending the
framework and
resources. Presented at
SocMedHE19 and
#BETT20
2016-17 2017-18 2018-19 2019-20
Framework – The Four Pillars
Helping staff to identify
and use social media
tools for
communication and
collaboration within &
beyond the classroom.
Learning
Activities
Showcasing
Learning
Helping students to
prepare digital portfolios
to openly share
outcomes & projects to
develop a professional
online presence.
Organising
Learning
Helping students & staff
to identify & use
relevant social media
tools to curate &
organise information
relating to learning.
Student
Support
Helping students to find
resources online to
support their wellbeing
& academic studies
whilst at University.
Resources
Guest blog post for Sheffield
Hallam University and Social
Media for learning blog
All have been given a Creative Commons License
7 Things you can use…
*[add social media tool]
in learning and teaching
Reverse Social Media
What do we want to achieve and
how can social media help
CARD
ACTIVITY
BLOG
POSTS
CARD
ACTIVITY
Workshops
The SMASH team have led workshops with staff and
students. Using the cards, participants have engaged
in conversations about how social media can be used
to enhance learning and teaching; aid collaborative
group work and showcase the work students are
doing.
Guest blog post 1
in response to COVID19
Guest post: A student toolkit to help you tackle
remote learning written by students for students
https://socialmediaforlearning.com/2020/03/22/guest-post-a-student-toolkit-to-help-you-tackle-remote-learning-written-by-students-for-students/
Impact
Guest blog post 2
in response to COVID19
A remote learning guide written by students for
students: How to ensure your remote learning
experience is effective, supportive and fun
https://socialmediaforlearning.com/2020/03/31/guest-post-2-a-remote-learning-guide-written-by-students-for-students-how-to-ensure-your-remote-
learning-experience-is-effective-supportive-and-fun-shusmash/
Impact
Outcomes from the student’s perspective
They developed a virtual community of practice (VCoP)
and co-learning network.
Presented at external conferences: University of
Winchester, Edge Hill University, BETT conference
Published an article: ‘A SMASHing approach for
developing staff and student digital capabilities within
a Community of Practice’. Journal of Educational
Innovation, Partnership and Change
A dedicated space to share what they have achieved
https://socialmediaforlearning.com/smash/
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)
Student gains from this VCoP
“Enhancing learning through partnerships
with other students ”
Abby
“Developing a rapport with team members
from different backgrounds through digital
platforms”
Callum
“Using FaceTime allowed me to participate in
SMASH meetings whilst I was on the other
side of the country!”
Jess
“Using apps such as Skype allow us to meet
virtually in any location, allowing us to keep
flexible with our studies”
Corran
“Greater digital knowledge gained through
discussion and companionship”
Matty
Students as Partners Networks
• RAISE (Researching, Advancing and Inspiring Student Engagement)
http://www.raise-network.com/
Conference: https://raise2020.blogs.lincoln.ac.uk/
Twitter: @RAISEnetwork
• Change Agents’ Network
https://can.jiscinvolve.org/wp/
Conference: https://bcucanconference.wixsite.com/jisc
Twitter: @CANagogy
Students as Partners Journals
• International Journal for Students as Partners
https://mulpress.mcmaster.ca/ijsap/
• Journal of educational innovation, partnership and change
https://journals.studentengagement.org.uk/
• Student Engagement in Higher Education Journal
http://www.raise-network.com/journal/
References
• C. Bovill, A. Cook-Sather, P. Felten, L. Millard, and N. Moore-Cherry
(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
• HEA. (2015). Students as partners. Retrieved from
https://www.heacademy.ac.uk/enhancement/themes/studentspartn
ers

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Co creating learning experiences with students

  • 1. Co-creating learning experiences with students Sue Beckingham Principal Lecturer and National Teaching Fellow, Sheffield Hallam University Invited Speaker Pedagogy and Pancakes at University of Lincoln July 2020
  • 3. Co-curricular vs Extra-curricular Generally speaking, co-curricular activities are an extension of the formal learning experiences in a course or academic program, while extracurricular activities may be offered or coordinated by a school/college/university but may not be explicitly connected to academic learning.
  • 4. Extra-curricular: Student Union Sports Societies Volunteering Mentoring
  • 5. Extra-curricular: Paid roles PAL (peer assisted learning) schemes Digital Champions Student Ambassadors
  • 6. Co-curricular Co-curricular activities are usually voluntary and are not graded for academic credit. They have connections with the course of study being undertaken. Examples include: • visits to organisations • attendance at talks/events • participating in debates/competitions • presenting at conferences.
  • 7. Student roles adopted in co-creation of learning and teaching Bovill et al 2015 Co-researcher Pedagogical co- designer Representative Consultant
  • 8. A typology of student roles adopted in co-creation of learning and teaching 1. Consultant: sharing and discussing valuable perspectives on learning and teaching 2. Co-researcher: collaborating meaningfully on teaching and learning research or subject based research with staff 3. Pedagogical co-designer: sharing responsibility for designing learning, teaching and assessment 4. Representative: student voices contributing to decisions in university settings Bovill et al 2015:3
  • 9. Advance HE 2015 Partnership learning communities • Learning designing and developing • Researching and inquiring
  • 11. Context: The impact of social media
  • 15. Used in class discussions about using social media responsibly
  • 17. Case Study 1 Tutor led experience
  • 18. The Tutor perspective (Oksana) Increase learner engagement with theoretical modules by forging stronger links between theory and creative practice Promote a stronger engagement with University life, by bringing the students into contact with several stakeholders and services, and enabling the students to participate as expert media producers Expand opportunities for employability development and client-based work
  • 19. The Client perspective (Sue) Brief: Create a 2 minute visual artefact (animation or film) that will portray the importance of using social media responsibly Discussion: The whole class were involved in the Client led seminar on ‘The importance of responsible use of social media and the value of developing a professional online presence’.
  • 20. The project Part 1 (mandatory) Following the Client brief the students on the module had 1 week to prepare and in pairs pitch their ideas to the Client. The Client gave immediate formative feedback. Students developed their proposed visual artefact over 2 weeks, gave a short presentation to the Client and once again received feedback. Part 2 (optional) Students were then invited to develop this work further and give a further presentation showing their artefact to a panel. The Client and panel gave feedback and then shortlisted 4 winning projects These 4 groups then polished their artefacts further and presented their final work at the L&T Conference.
  • 21. "The most important thing that I learnt throughout the client project was the how crucial it was to have a detailed plan of what must be done and when. The key was to have perfect time management." "In this client project I have learnt how to show my work, confidently to a large audience."
  • 22. "The most important thing that I learnt throughout the client project was the how crucial it was to have a detailed plan of what must be done and when. The key was to have perfect time management." "In this client project I have learnt how to show my work, confidently to a large audience."
  • 23. Case Study 2 Co-led experience
  • 24. So what is SMASH? SMASH = 'Social Media for Academic Studies at Hallam' SMASH is a ‘students as partners’ project which considers the potential of social media for learning.
  • 25. Students as Partners The focus of this student-led special interest group began by looking at the affordances digital and social media tools can provide in and out of the classroom; as a means to organise learning; to support learning and to showcase learning.
  • 26. Continuity Founding Members Jess, Corran, Ola and Sher Co-developed the three pillars model and first Guest blog post Team expanded Corran, Jess + Abby, Matty and Callum Co-developed SMASH branding and resources, and led workshops. Presented at #SocMedHE17 and #CAN18 New members Jess, Matty, Callum + Joe, Amy and Ola Developed new card resources, guest blog post and led workshops Current team Matty + Kai, Curtis and Gag Extending the framework and resources. Presented at SocMedHE19 and #BETT20 2016-17 2017-18 2018-19 2019-20
  • 27. Framework – The Four Pillars Helping staff to identify and use social media tools for communication and collaboration within & beyond the classroom. Learning Activities Showcasing Learning Helping students to prepare digital portfolios to openly share outcomes & projects to develop a professional online presence. Organising Learning Helping students & staff to identify & use relevant social media tools to curate & organise information relating to learning. Student Support Helping students to find resources online to support their wellbeing & academic studies whilst at University.
  • 28. Resources Guest blog post for Sheffield Hallam University and Social Media for learning blog All have been given a Creative Commons License 7 Things you can use… *[add social media tool] in learning and teaching Reverse Social Media What do we want to achieve and how can social media help CARD ACTIVITY BLOG POSTS CARD ACTIVITY
  • 29. Workshops The SMASH team have led workshops with staff and students. Using the cards, participants have engaged in conversations about how social media can be used to enhance learning and teaching; aid collaborative group work and showcase the work students are doing.
  • 30. Guest blog post 1 in response to COVID19 Guest post: A student toolkit to help you tackle remote learning written by students for students https://socialmediaforlearning.com/2020/03/22/guest-post-a-student-toolkit-to-help-you-tackle-remote-learning-written-by-students-for-students/
  • 32. Guest blog post 2 in response to COVID19 A remote learning guide written by students for students: How to ensure your remote learning experience is effective, supportive and fun https://socialmediaforlearning.com/2020/03/31/guest-post-2-a-remote-learning-guide-written-by-students-for-students-how-to-ensure-your-remote- learning-experience-is-effective-supportive-and-fun-shusmash/
  • 34. Outcomes from the student’s perspective They developed a virtual community of practice (VCoP) and co-learning network. Presented at external conferences: University of Winchester, Edge Hill University, BETT conference Published an article: ‘A SMASHing approach for developing staff and student digital capabilities within a Community of Practice’. Journal of Educational Innovation, Partnership and Change A dedicated space to share what they have achieved https://socialmediaforlearning.com/smash/
  • 35. 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)
  • 36. Student gains from this VCoP “Enhancing learning through partnerships with other students ” Abby “Developing a rapport with team members from different backgrounds through digital platforms” Callum “Using FaceTime allowed me to participate in SMASH meetings whilst I was on the other side of the country!” Jess “Using apps such as Skype allow us to meet virtually in any location, allowing us to keep flexible with our studies” Corran “Greater digital knowledge gained through discussion and companionship” Matty
  • 37. Students as Partners Networks • RAISE (Researching, Advancing and Inspiring Student Engagement) http://www.raise-network.com/ Conference: https://raise2020.blogs.lincoln.ac.uk/ Twitter: @RAISEnetwork • Change Agents’ Network https://can.jiscinvolve.org/wp/ Conference: https://bcucanconference.wixsite.com/jisc Twitter: @CANagogy
  • 38. Students as Partners Journals • International Journal for Students as Partners https://mulpress.mcmaster.ca/ijsap/ • Journal of educational innovation, partnership and change https://journals.studentengagement.org.uk/ • Student Engagement in Higher Education Journal http://www.raise-network.com/journal/
  • 39. References • C. Bovill, A. Cook-Sather, P. Felten, L. Millard, and N. Moore-Cherry (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 • HEA. (2015). Students as partners. Retrieved from https://www.heacademy.ac.uk/enhancement/themes/studentspartn ers

Editor's Notes

  1. Co-creating learning experiences with students In this talk I will share some examples of where I have worked in partnership with students on co-created initiatives that have enabled us to explore the use of social media for learning and teaching. https://chrisheadleand.com/pedagogy-and-pancakes/
  2. Outside of teaching what learning experiences can students engage in?
  3. https://www.edglossary.org/co-curricular/
  4. When leveraging students'voices to co-create learning experiences it opens new opportunities
  5. Together with Alison Purvis and Helen Rodger we put together some guides on: How to use social media responsibly, Managing your digital footprint and Using social media for learning for staff to use with students.
  6. Through our collaboration together we decide on the focus of the research we wanted to undertake, the outcomes we hoped to achieve, and planned the actions needed to undertake these.
  7. https://socialmediaforlearning.com/2019/02/02/student-guest-post-8-ways-students-and-staff-can-engage-in-remote-collaboration/ https://socialmediaforlearning.com/2018/03/04/guest-post-keep-calm-and-carry-on-learning-by-students-corran_shu-abbybutler96-matty_trueman-callum_rooney95/ Tweet by @ACHIEVE_Hallam: https://twitter.com/ACHIEVE_Hallam/status/970994129705500673 Tweet by Simon Horrocks: https://twitter.com/horrocks_simon/status/943067775932796928