Digital media interns

Students as partners for technology support and educational innovation

Authors

  • Priya Modi Western University
  • Michelle Yeschin Department of Epidemiology & Biostatistics, Western University
  • Sarah McLean Western University

DOI:

https://doi.org/10.15173/ijsap.v8i2.5601

Keywords:

technology, digital media, partnership, graphic design

Abstract

While COVID-19 dramatically changed the way that we taught during the pandemic, not all of these changes were negative. In response to the pivot to remote learning, Western University employed student digital media interns (DMIs) to support faculty in adapting their courses. This resulted in the formation of the Digital Media Intern program at the Schulich School of Medicine & Dentistry (SSMD), a students-as-partners (SaP) approach that supports faculty in the adoption and use of educational technology. Despite moving back to in-person learning, the DMI program is thriving and has expanded its scope. An understanding of the learner context of technology can be missing when faculty are designing and updating their courses. The DMI program helps bridge this gap by creating a way for students to directly contribute to their education, gain meaningful employment or experience, and provide feedback to instructors. Instructors benefit in two ways: by gaining hands-on support and ongoing, actionable feedback. This case study will outline the evolution of the DMI program, its implementation and its impact. Leader and student perspectives will also be shared. It describes the evolution of this student intern strategy from a band-aid solution to a fully integrated and supported unit in one academic faculty.

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Author Biographies

Priya Modi, Western University

Priya Modi recently completed her undergraduate studies in Interdisciplinary Medical Sciences at Western University, and is pursuing a Master's in Biomedical Communications at the University of Toronto. Her interests include medical illustration and accessible media.  

Michelle Yeschin, Department of Epidemiology & Biostatistics, Western University

Michelle Yeschin graduated with an Honours Specialization in Epidemiology & Biostatistics Bachelor of Medical Sciences degree at Western University. She is currently pursuing a Master’s degree in Epidemiology at Western University. Her interests include: optimizing medical sciences education and mental health equity research. 

References

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Evans, C., & Robertson, W. (2020). The four phases of the digital natives debate. Human Behavior and Emerging Technologies, 2(3), 269–277. https://doi.org/10.1002/hbe2.196

Martin, F., Polly, D., Coles, S., & Wang, C. (2020). Examining higher education faculty use of current digital technologies: Importance, competence, and motivation. International Journal of Teaching and Learning in Higher Education, 32(1), 73–86. https://eric.ed.gov/?id=EJ1259547

Prensky, M. (2001). Digital natives, digital immigrants part 2: Do they really think differently? On the horizon, 9(6), 1–6. https://doi.org/10.1108/10748120110424843

Riddell, J., Gadoury-Sansfaçon, G. P., & Stoddard, S. (2021). Building institutional capacities for students as partners in the design of COVID classrooms. International Journal for Students as Partners, 5(2), 111–122. https://doi.org/10.15173/ijsap.v5i2.4603

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Published

2024-10-15

How to Cite

Modi, P., Yeschin, M., & McLean, S. (2024). Digital media interns: Students as partners for technology support and educational innovation. International Journal for Students as Partners, 8(2), 82–94. https://doi.org/10.15173/ijsap.v8i2.5601

Issue

Vol. 8 No. 2 (2024)

Section

Case Studies

License

Copyright (c) 2024 Priya Modi, Michelle Yeschin, Sarah McLean

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