Based on the findings of these two studies one author secured HEFCE funding for a project to develop new OERs to support and enhance face-to-face teaching. These resources are dynamic and combine video content with interactive activities and will be hosted on a streaming law TV channel. Reflecting student feedback (Williams, 2017) the resources will sit outside of specific modules at programme level and will be accessible throughout the programme of study. The OERs will be showcased during the session and attendees will be able to witness how we not only captured the student voice but involved students at every stage of the design and production of the resources. Existing research evidences how the use of student created content engages students in disciplines as varied as chemistry (Benedict and Pence, 2012) and marketing and accounting (Greene and Crespi, 2012) and this presentation will show attendees how to develop high quality OERs that are student centred.
Benedict, L. and Pence, H.E., 2012. Teaching chemistry using student-created videos and photo blogs accessed with smartphones and two-dimensional barcodes. Journal of Chemical Education, 89(4), pp.492-496.
Butcher, J. and Maunder, R., 2014. Going URB@ N: exploring the impact of undergraduate students as pedagogic researchers. Innovations in Education and Teaching International, 51(2), pp.142-152.
Campbell, A. and Groundwater-Smith, S. eds., 2007. An ethical approach to practitioner research: Dealing with issues and dilemmas in action research. Routledge.
Cartwright, N., 2017. Students as Co-creators of content. Unpublished poster at: LJMU Teaching and Learning Conference, June 2017, Liverpool
Greene, H. and Crespi, C., 2012. The value of student created videos in the college classroom–an exploratory study in marketing and accounting. International Journal of Arts and Sciences, 5(1), pp.273-283.
Williams, R., 2017. Law TV. Unpublished poster at: University of Northampton Learning and Teaching Conference, May 2017, Northampton.