The Co-creation of Exam Support: Students as partners in the research, planning, design and quality assurance of learning resources.

Authors

  • Nicola Jane Grayson University of Manchester
  • Jennie Blake University of Manchester
  • Megan Stock University of Manchester

Keywords:

Skills support, Pedagogy, Exams, Feedback, Partnership

Abstract

This case study outlines the role of students as partners in the co-creation of workshops for the University of Manchester Library’s award-winning ‘My Learning Essentials’ (MLE) skills programme. It focuses on a new workshop – developed, piloted and delivered in 2017 and called ’Academic Writing for Exams’ – and situates it within the context of the wider MLE programme. The process of developing new workshops is outlined, to illustrate how student members of staff (the Library Student Team) contribute to the creation of new learning resources. The study reveals the extent of the Library’s partnership with students, in relation to researching the topic area, producing high-quality slides and materials and participating in the quality-assurance processes for all new and refreshed resources. The aim is to share best practice and explore how a student/staff working partnership can be mutually beneficial and lead to the design of excellent, inclusive and relevant academic skills support. The study includes valuation data from the live workshop and reflects on the partnership and the process, with a view to developing current practice for the future.

Author Biographies

Nicola Jane Grayson, University of Manchester

Nicola Grayson is a member of the Learning Development Team at the University of Manchester Library. She has a Doctorate in Philosophy and works to measure and demonstrate the impact of the My Learning Essentials programme as well as designing and delivering support to students.

 

 

Jennie Blake, University of Manchester

Jennie Blake is the Learning Development Manager at the University of Manchester Library. She supports and contributes to high level strategy around the University of Manchester Library’s teaching and learning activity and takes a proactive role in promoting up-to-date and innovative pedagogy and practice.

Megan Stock, University of Manchester

Megan Stock is a third-year Neuroscience UG student at the University of Manchester. After graduation she will be continuing her education by studying a Masters in Psychology, with the aim of completing a Doctorate in clinical psychology. She has been a member of the Student Team since 2016.

References

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Blake, J. (2010) Self Portraits and Perpetual Motion: The Student Experience of Informed Choice and Feedback. Paper presented at the ELSIN, Portugal.

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Jones, R and Blake, J. (2013) ‘Skills Development at the University of Manchester Library.’ SCONUL Focus, 58, 35-36. Available at: http://www.sconul.ac.uk/sites/default/files/documents/11_10.pdf (Accessed: 1 April 2014).

Jones, R. and Grayson, N. (2016) ‘Changing the dialogue: the story of the award-winning Alan Gilbert Learning Commons.’ In: Priestner, A. and Borg, M. (eds.), User Experience in Libraries: Applying Ethnography and Human-Centred Design. Abingdon: Routledge, 121-136.

Hattie, J. and Timperley, H. (2007) ‘The Power of Feedback.’ Review of Educational Research, 77, 81-112. Available at: http://journals.sagepub.com/doi/abs/10.3102/003465430298487 (Accessed: 14 March 2018).

Thomas, L. (2012) Building student engagement and belonging in higher education at a time of change: Final report of the What Works? Retention and Success Programme. Available at: http://www.heacademy.ac.uk/assets/documents/retention/what_works_final_report.pdf (Accessed: 14 March 2018).

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Published

04/04/2018

How to Cite

Grayson, N. J., Blake, J., & Stock, M. (2018). The Co-creation of Exam Support: Students as partners in the research, planning, design and quality assurance of learning resources. The Journal of Educational Innovation, Partnership and Change, 4(1). Retrieved from https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/767

Issue

Vol. 4 No. 1 (2018)

Section

Case Study

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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.