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Learning from Collaborative 'Conversations' on the 'Students as Producer' Pedagogic Model: Students' Views

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Title: Learning from Collaborative 'Conversations' on the 'Students as Producer' Pedagogic Model: Students' Views
Language: English
Authors: Katie Strudwick (ORCID 0000-0002-0733-2572), Phil Johnson
Source: Prism: Casting New Light on Learning, Theory & Practice. 2020 3(1):113-126.
Availability: Liverpool John Moores University. Student Life Building, 10 Copperas Hill, Liverpool, L3 5AH, UK. Tel: +44-151-231-4648; Web site: https://openjournals.ljmu.ac.uk/index.php/prism/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Students, Learner Engagement, Research Skills, Employment Potential, Curriculum Design, Student Participation, Change Agents, Partnerships in Education, Teacher Student Relationship
Geographic Terms: United Kingdom (Great Britain)
ISSN: 2514-5347
Abstract: This paper explores and reflects on the outcomes of the application of two different pedagogic models at two Higher Education institutions in the UK, University Centre at Blackburn College and the University of Lincoln. Through a set of collaborative 'conversations' the experiences of the pedagogic practices -- from a sample of participating students -- within and across the two institutions are contextualised in relation to the following projects: the "Community Challenge" project, developed and implemented at University Centre Blackburn College; and, the "Student as Producer" initiative developed and implemented at the University of Lincoln. The reflections and narratives that emerged from the collaborative conversations are grouped (and explored) via four key themes: student engagement, research skills, employability, and curriculum design; a number of similarities and differences are also highlighted in relation to the two projects. These variations support the point made by Bovill (2015: np) that '[i]f we constantly question ourselves and each other about partnerships, we are more likely to gain greater understanding to enhance future partnerships'. Beyond this, the paper addresses wider literature in relation to the "Students as Partners" (Healey, Flint and Harrington, 2014), and "Students as Change agents" as pedagogic approaches (Dunne & Zandstra, 2011). Finally, the paper considers whether a common pedagogic ethos can be identified.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1443961
Database: ERIC
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  Data: Learning from Collaborative 'Conversations' on the 'Students as Producer' Pedagogic Model: Students' Views
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  Data: <searchLink fieldCode="AR" term="%22Katie+Strudwick%22">Katie Strudwick</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0733-2572">0000-0002-0733-2572</externalLink>)<br /><searchLink fieldCode="AR" term="%22Phil+Johnson%22">Phil Johnson</searchLink>
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  Data: Liverpool John Moores University. Student Life Building, 10 Copperas Hill, Liverpool, L3 5AH, UK. Tel: +44-151-231-4648; Web site: https://openjournals.ljmu.ac.uk/index.php/prism/
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  Data: This paper explores and reflects on the outcomes of the application of two different pedagogic models at two Higher Education institutions in the UK, University Centre at Blackburn College and the University of Lincoln. Through a set of collaborative 'conversations' the experiences of the pedagogic practices -- from a sample of participating students -- within and across the two institutions are contextualised in relation to the following projects: the "Community Challenge" project, developed and implemented at University Centre Blackburn College; and, the "Student as Producer" initiative developed and implemented at the University of Lincoln. The reflections and narratives that emerged from the collaborative conversations are grouped (and explored) via four key themes: student engagement, research skills, employability, and curriculum design; a number of similarities and differences are also highlighted in relation to the two projects. These variations support the point made by Bovill (2015: np) that '[i]f we constantly question ourselves and each other about partnerships, we are more likely to gain greater understanding to enhance future partnerships'. Beyond this, the paper addresses wider literature in relation to the "Students as Partners" (Healey, Flint and Harrington, 2014), and "Students as Change agents" as pedagogic approaches (Dunne & Zandstra, 2011). Finally, the paper considers whether a common pedagogic ethos can be identified.
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      – Text: English
    PhysicalDescription:
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        PageCount: 14
        StartPage: 113
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      – SubjectFull: Foreign Countries
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      – SubjectFull: College Students
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Research Skills
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      – SubjectFull: Employment Potential
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      – SubjectFull: Curriculum Design
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      – SubjectFull: Student Participation
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      – SubjectFull: Change Agents
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      – SubjectFull: Partnerships in Education
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: United Kingdom (Great Britain)
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