2007 - student as producer - university of warwick
DESCRIPTION
Presentation given by CILASS student ambassador and staff member at the Student as Producer conference at the University of Warwick in Sept 2007.TRANSCRIPT
Widening participation in student publications
Laura Jenkins - [email protected] Little - [email protected]
http://cilass-student-journal.group.shef.ac.uk/
CILASS & the SAN• HEFCE-funded CETL working with 24
departments to enhance inquiry-based learning
• Student representation from bid stage onwards
• Student Ambassador Network – 24 SAs,
60 hours/year, £7/hour,
1 student co-ordinator,
130 hours/year
• No sabbaticals
Work of the SAN
Student Ambassador
Network
Evaluation Group
Journal Group
Film Group
Information Materials
Group
Technology/ user support
Group
Staff-student Symposium
Working with departments on
planning & evaluation
Film on student perceptions of IBL
Creation of student-centred materials/guides
CILASS student journal
The CILASS Student Journal
What did we do?
How?• Student Ambassador Network (SAN)
working group – Journal
• Collaboration with CILASS core team and Learning Development Media Unit
• Whole SAN supported collection of contributions
Why?• CILASS´s aim is to embed IBL at the heart of the
learning experience and we wanted to know if this is true, to be able to show how true it is to and promote it;
• We wanted to know how IBL works in modules, what students felt they gained from it in terms of their future learning and employability.
• The format means it is accessible to any student at any time.
Key questions for contributors• Has your IBL module changed your way of
thinking about knowledge?• Have you been able to engage critically
with the work you have been presented?• Have you used different research
techniques and different formats of information e.g. digital formats, archives, datasets? Do you feel more confident in these now?
• How has new technology aided your learning?
• Have you learnt to communicate through different media, e.g. blogs, to be able to participate in inquiry-based learning with tutors and peers?
• Have you gained skills when working collaboratively?
• Have you been able to critically reflect upon the knowledge you have learnt in the module?
• Is IBL a fun way to learn? Is it engaging?
Lessons learnt…+ Collaboration between staff and students
(including support division)+ Sections in journal are flexible and offer
various entry points+ Wide-spread interest in the publication+ High-profile launch- Interest does not always translate into
contribution- Reliance on SAN to get contributions- IBL focus (language!) complicates matters
The future• Expand the intake of contributions• More pieces written for the purpose of the journal rather than
pre-written• Raise the profile of the journal• Encourage submissions from departments that have not yet
contributed• Encourage module convenors to make students aware of the
journal from the beginning and throughout that module, in the hope that students will see it as an appropriate outlet to share their experiences
• Recruit new members onto the editorial board• Ensure that there are submissions for the multimedia section• For the journal to evolve following the evolutions in teaching
at the University of Sheffield• Look at student journals from other academic institutions• Special editions?• …build on success!
Book – call for chapters!
Beyond Consultation: Developing Staff-Student
Partnerships in Learning and Teaching Development and
Research Editors: Laura Jenkins & Sabine Little