Abstract
The focus of this proposal is student voice and participation as well as the promotion of partnership between staff and students. The overarching aim of PIE therefore, is to provide guidance about how to facilitate effective participatory partnerships between students and teachers that will have a positive impact on the first year undergraduate student experience. Specifically, the project objectives are to:
• Capture “student voices” on the second year BA Education Studies programme in the Faculty of Education regarding their learning experiences by using participatory methods students will have the opportunity to design and choose the methods by which “voices” are captured and shared; • Use these students “voices” to explore whether and how the BA Education Studies programme includes or exclude students with a wide range of learning needs from experiencing positive or high quality learning opportunities; • Involve students in the analysis and exploration of these “student voices” by developing a collaborative partnership whereby students help to develop materials and methods that can be used to inform future teaching on the programme.
Higher Education context: In the Higher Education arena there is a strong emphasis on learner-centred approaches to policy and practice. This is reflected in the HEFCE strategy which acknowledges that Higher Education institutions are increasingly required to promote two-way engagement between all stakeholders in order to ensure high quality learning experiences. The “Student as Producer” initiative positions students as producers of original knowledge and designers of curricula. Whilst there is talk of “participatory pedagogy” and collective construction of knowledge; the teacher is virtually invisible in the proposed collaborative approaches. The PIE project seeks to make both student and teacher visible in the participatory relationships that are developed. The use of participatory methods in Higher Education is an emergent field of activity. For example, ESCALATE, the HEA Education Subject Centre has funded a “Hearing the Student Voice” project which aims to promote and encourage the effective use of the student voice to enhance professional development in learning, teaching and assessment within higher education . At the heart of this project and the PIE project is a commitment to enabling students to have their voice heard, in a way (medium) that they feel comfortable with and with the intention of responding genuinely, with improved insight, to the issues raised by students.
University of Plymouth context: The proposed work, with its emphasis on participation and partnership reflects three key elements of the current UoP Teaching and Learning Strategy. Firstly, it reflects the vision of the Plymouth Learning community where “we see teaching and learning as a partnership between staff and students, based upon co-learning, active participation and mutual respect” [p.3]. Secondly it reflects the stated desire to encourage “ encouraging staff to foster an inclusive community and culture, which encourages a high level of student and staff engagement and interaction” [p.4] Finally it addresses Key Theme 2 of the strategy, that focuses on developing “learner-centred approaches that are responsive to the needs of students as individuals” [p.6]
• Capture “student voices” on the second year BA Education Studies programme in the Faculty of Education regarding their learning experiences by using participatory methods students will have the opportunity to design and choose the methods by which “voices” are captured and shared; • Use these students “voices” to explore whether and how the BA Education Studies programme includes or exclude students with a wide range of learning needs from experiencing positive or high quality learning opportunities; • Involve students in the analysis and exploration of these “student voices” by developing a collaborative partnership whereby students help to develop materials and methods that can be used to inform future teaching on the programme.
Higher Education context: In the Higher Education arena there is a strong emphasis on learner-centred approaches to policy and practice. This is reflected in the HEFCE strategy which acknowledges that Higher Education institutions are increasingly required to promote two-way engagement between all stakeholders in order to ensure high quality learning experiences. The “Student as Producer” initiative positions students as producers of original knowledge and designers of curricula. Whilst there is talk of “participatory pedagogy” and collective construction of knowledge; the teacher is virtually invisible in the proposed collaborative approaches. The PIE project seeks to make both student and teacher visible in the participatory relationships that are developed. The use of participatory methods in Higher Education is an emergent field of activity. For example, ESCALATE, the HEA Education Subject Centre has funded a “Hearing the Student Voice” project which aims to promote and encourage the effective use of the student voice to enhance professional development in learning, teaching and assessment within higher education . At the heart of this project and the PIE project is a commitment to enabling students to have their voice heard, in a way (medium) that they feel comfortable with and with the intention of responding genuinely, with improved insight, to the issues raised by students.
University of Plymouth context: The proposed work, with its emphasis on participation and partnership reflects three key elements of the current UoP Teaching and Learning Strategy. Firstly, it reflects the vision of the Plymouth Learning community where “we see teaching and learning as a partnership between staff and students, based upon co-learning, active participation and mutual respect” [p.3]. Secondly it reflects the stated desire to encourage “ encouraging staff to foster an inclusive community and culture, which encourages a high level of student and staff engagement and interaction” [p.4] Finally it addresses Key Theme 2 of the strategy, that focuses on developing “learner-centred approaches that are responsive to the needs of students as individuals” [p.6]
| Original language | English |
|---|---|
| Publisher | University of Plymouth |
| Publication status | Published - 2012 |