Implementing the Guided Learner Journey: A case study of the evolution of institutional wide partnerships, through a set of pedagogic principles

Lucy Bamwo, Samantha Clarkson, Tamara Benford-Brown

Abstract


This case study reflects on institutional wide partnerships through a period of significant change at the University of Hertfordshire. It describes how a review of the online learning environment led to the development of pedagogical principles and the eventual rollout of the new technologies necessary to realise these. Student technology mentors were central to the training and support framework needed to implement this change. This case study explores the successes and challenges faced by the staff and students and summarises the key recommendations for effective partnerships.


Keywords


partnership; student staff partnership; student partners;

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DOI: http://dx.doi.org/10.21100/jeipc.v6i1.1011

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