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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 2514-5347 |
