Driving digital skills enhancement: Student content creators
DOI:
https://doi.org/10.15173/ijsap.v7i1.5250Keywords:
digital skills, student authors, digital capabilities, change agents, student developersAbstract
The student technology mentor (STMs) team at the University of Hertfordshire have worked together to create an engaging online digital skills course for students. They have designed, developed, and authored content for their peers with the eventual aim of staff learning from these resources. This project will continue to be enhanced and added to over time by fellow students. The STMs have worked closely in partnership with the digital capabilities team to lead digital skills development for employment development. The content is currently aimed at our Level 6 and 7 students and is integrated as part of the Go Herts award so that students gain recognition and reward for engagement in extra curricular activity. This case study outlines how students can drive change, lead strategy, and design and author content whilst working in partnership with staff.
Downloads
References
Bamwo, L., Clarkson, S., & Benford-Brown, T. (2020). Implementing the guided learner journey: A case study of the evolution of institutional wide partnerships, through a set of pedagogic principles. Journal of Educational Innovation, Partnership and Change, 6(1). https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/1011
Bovill, C., Cook-Sather, A., & Felten, P. (2011). Students as co-creators of teaching approaches, course design, and curricula: Implications for academic developers. International Journal for Academic Development, 16(2), 133–145. https://doi.org/10.1080/1360144X.2011.568690
Dollinger, M., & Mercer-Mapstone, L. (2019). What’s in a name? Unpacking students’ roles in higher education through neoliberal and social justice lenses. Teaching and learning inquiry, 7(2), 73–89. https://journalhosting.ucalgary.ca/index.php/TLI/article/view/61620/53296
Lorber, P., Rooney, S., & Van Der Enden, M. (2019) Making assessment accessible: a student-staff partnership perspective. Higher Education Pedagogies, 4(1), 488–502. https://doi.org/10.1080/23752696.2019.1695524
Marquis, E., Puri, V., Wan, S., Ahmad, A., Goff, L., Knorr, K., Vassileva, I., & Woo, J. (2016) Navigating the threshold of student-staff partnerships: a case study from an Ontario teaching and learning institute. The International Journal for Academic Development, 21(1), 4–15. https://doi.org/10.1080/1360144X.2015.1113538
McCulloch, A. (2009). The student as co-producer: Learning from public administration about the student-university relationship. Studies in Higher Education, 34(2), 171–183. https://doi.org/10.1080/03075070802562857
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Lucy Bamwo, Michal Kochanowicz, Priya Mahey, Joanna Szpunar
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process - this applies to the submitted, accepted, and published versions of the manuscript. This can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).