Students as digital partners – empowering staff and students together
Keywords:
digital literacies, student engagement, student development, students as partners,Abstract
Over the last four years, students from across the University of Southampton have been working in partnership with academic teams to support the development of digital skills for both staff and students. The ethos of everything that they do is ‘working together’ and they understand that they must evidence their activities, using open badges combined with a portfolio. This combination supports their online presence as well as providing an evidence base for impact, providing the University with a rich source of good practice and authentic learning. Students are working on a range of projects in education and some research activities have also been supported, including eBooks, blogs, the creation of resources and engagement with new tools. This case study explains the process of setting up and managing a cross-university digital literacies development programme, including plans for expansion to cover pathways for students and, potentially, staff, as they work together to become engaged and empowered learners.
References
Caldwell, R. (2003) ‘Models of Change Agency: a Fourfold Classification.’ British Journal of Management, 14(2), 131-142. DOI: 10.1111/1467-8551.00270
Conforto, E.C., Salum, F., Amaral, D.C., da Silva, S.L. and de Almeida, L.F.M. (2014) ‘Can Agile Project Management Be Adopted by Industries Other than Software Development?’ Project Management Journal, 45(3), 21-34. doi: 10.1002/pmj.21410.
Devedžić, V. and Jovanović, J. (2015) ‘Developing Open Badges: a comprehensive approach’, Educational Technology Research and Development. US: Springer. 63(4), 603–620. doi: 10.1007/s11423-015-9388-3.
Harvey, F. (2017) ‘Non-traditional’ learning (for higher education)…portfolios and badges – Fiona Harvey. Personal blog. Available at: https://fionajharvey.co.uk/2017/02/08/non-traditional-learning-for-higher-education-portfolios-and-badges/ (Accessed: 20 May 2017).
Jisc (2011) Developing digital literacies. London: Jisc.
Littlejohn, A., Beetham, H. and Mcgill, L. (2012) ‘Learning at the digital frontier: A review of digital literacies in theory and practice’, Journal of Computer Assisted Learning, 28(6), 547-556. doi: 10.1111/j.1365-2729.2011.00474.x.
QAA (2015) QAA Database of Good Practice: University of Southampton case study. London: QAA.
Reputation and Rankings (2016) Reputation and rankings / University of Southampton. Available at: https://www.southampton.ac.uk/about/reputation.page (Accessed: 9 March 2018).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 The Journal of Educational Innovation, Partnership and Change
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright is held by the journal. The author has full permission to publish to their institutional repository. Articles are published under an Attribution-NonCommercial-NoDerivatives 4.0 International licence.
