Driving digital skills enhancement: Student content creators

Authors

DOI:

https://doi.org/10.15173/ijsap.v7i1.5250

Keywords:

digital skills, student authors, digital capabilities, change agents, student developers

Abstract

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.

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Author Biographies

Lucy Bamwo, University of Hertfordshire

Lucy is the Digital Capabilities Training Manager based in the Learning and Teaching Innovation Centre at the University of Hertfordshire.

Michal Kochanowicz, University of Hertfordshire

Michal is a Student Technology Mentor as part of the Learning and Teaching Innovation Centre at the University of Hertfordshire.

Priya Mahey, University of Hertfordshire

Priya is the Digital Capabilities Developer based in the Learning and Teaching Innovation Centre at the University of Hertfordshire

Joanna Szpunar, University of Hertfordshire

Joanna is a Student Technology Mentor as part of the Learning and Teaching Innovation Centre at the University of Hertfordshire.

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

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Published

2023-05-04

How to Cite

Bamwo, L., Kochanowicz, M., Mahey, P., & Szpunar, J. (2023). Driving digital skills enhancement: Student content creators . International Journal for Students as Partners, 7(1), 144–152. https://doi.org/10.15173/ijsap.v7i1.5250

Issue

Section

Case Studies