With ‘technology redefining traditional notions of teaching and learning’ (HEFCE, 2016), a number of universities have embarked on Digital Transformation projects creating a landscape filled with opportunities and challenges but also one where “the different circumstances of each institution” necessitate implementing a custom solution (HEFCE, 2016). Using the example of a pilot project with student videographers, this presentation will provide insight into how Digital Transformation is being implemented at a university with a strong tradition of Student as Producer (SasP). This session will be useful for universities embarking on digital transformation and those engaging in student partnerships through showing how to bring institutional change, with both ground-up and top-down buy in.
This session will critically reflect on the newest SasP initiative at the University of Lincoln. Since 2010, SasP has been the “underpinning principle for teaching and learning” (Neary, 2014, p.28) as well as driving institutional change outside of the curriculum. Up until 2016, this has seen discovery-based learning incorporated into the curriculum and the embedding of students in core processes such as validation and academic interview panels.
In 2016, the University created a new department – Digital Education – to drive digital transformation. An aim of this department is to take SasP further by embedding this idea in digital change. The Digital Education Transformation Programme began in 2016 and encompasses five strands and 25 strategic capabilities. Part of Phase One included recruitment of a student team of Video Based Learning Support Assistants (VBLSAs).
Situated in the Empowerment in Learning Technology strand, this presentation will address the bumpy journey of supporting students through staff/student partnerships, developing students as agents of digital transformation, and normalising the use of students as digital support for staff.
The session will cover: the vision behind the initiative, practical implementation, unexpected benefits and problems, reflections, and plans for taking forward on a bigger scale in Phase Two. Video outputs will feature throughout.
The longer term aim is to normalise Video Based Learning (VBL) and the use of videos across the institution through, on the one hand, empowering staff with training and the tools needed and, on the other, to bring in a dedicated support team of student videographers who can produce video content for staff with the cumulative effect of helping staff better appreciate the power of video for their teaching and student’s learning.
This initiative brought a number benefits. For Digital Education staff, this included cultural change in adapting to being an office that was genuinely shared between staff and student as well as gaining an appreciation of students at Lincoln beyond abstract notions. For the wider university, staff can now engage more easily in video creation and enact their plans in a way that hitherto had not been possible.
Leyland, C. (2016) Technology is redefining learning but ‘one size will not fit all’. Bristol: HEFCE. Available from http://blog.hefce.ac.uk/2016/02/18/technology-is-redefining-learning-but-one-size-will-not-fit-all/ [accessed 24 March 2017].
Neary, M 2014, ‘Student as producer: research-engaged teaching frames university-wide curriculum development’, Council On Undergraduate Research Quarterly, 2, p. 28, Academic OneFile, EBSCOhost, viewed 24 March 2017.