Students as Partners in Redesigning and Delivery of the Curriculum

Nahar, Nurun ORCID: 0000-0001-7683-6953 and Cross, Duncan T. ORCID: 0000-0001-8558-2262 (2019) Students as Partners in Redesigning and Delivery of the Curriculum. EuroSoTL19 : Exploring new fields through the scholarship of teaching and learning. Universidad del País Vasco, pp. 64-73. ISBN 978-84-1319-033-4

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Abstract

Student-Staff Partnership (SSP) encapsulates the pedagogy of teaching and learning in various settings through student-staff reciprocal partnership practices in the Higher Education (HE)sector. The application of SSP for successful redesigning and delivery of the curriculum can be traced across various disciplines in a number of pedagogical contexts. This paper narrates a case study of how educators can partner with first year undergraduate students to redesign and deliver an existing module curriculum through co-creation of e-learning materials for teaching and learning. It also exemplifies how readily accessible digital applications can be used in order to develop students’ digital literacy skills and promote inquiry based learning in the process. An action research project was undertaken to assess the benefits of including specific digital applications in the curriculum in order to promote learners’ digital literacy skills. The impact of SSP as an approach for curriculum redesign, delivery and as a facilitator of research and inquiry skills in undergraduate students was also evaluated in the process through the co-creation of e-learning materials. A focus group was conducted to capture participants’ responses and thematic content analysis was undertaken for data analysis. Findings suggests, using digital applications for co-creation of e-learning materials improved learners’ confidence in embracing and using digital applications for learning, communication and dissemination of evidence based information through the process of inquiry and research based learning. Additionally, students found SSP effective as an approach for redesigning the curriculum since it provides a platform to capture students’ expectations of the use of relevant digital applications in the delivery of the curriculum to facilitate learners’ digital literacy skills development processes. Furthermore, through this project a large database of co-created e-learning materials were generated which were integrated into the module for blended learning and future re-purpose in the delivery of the curriculum.

Item Type: Book Section
Additional Information: Paper given at and published in the proceedings of The 3rd EuroSoTL conference, June 13-14 2019, Bilbao, Basque Country-Spain
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Institute of Management > Bolton Business School
School of Education and Psychology > Education
Depositing User: Ms Nurun Nahar
Date Deposited: 24 Jul 2019 09:09
Last Modified: 25 Jul 2019 09:07
URI: http://ubir.bolton.ac.uk/id/eprint/2391

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