Digital escape activities co-created
with learners (poster link – embedded below)
Working collaboratively on authoring learning materials in a workshop environment aims to build on the student and staff partnership, supporting engagement and empowerment, whilst reinforcing learning in an environment that allows students and staff to develop their digital capabilities. Any outputs would result in educational materials drawn on the experience and expertise of learners (Bovill, 2017; Bovill and Woolmer, 2018, Mihans et al, 2008).
In an effort to encourage student participation (Harden and Fawkner, 2019), this poster describes workshops that were piloted with Master of Public Health students where, in a co-creation environment, they designed and built digital escape room activities around specific contexts from the programme. Using MS OneNote the objectives of the workshops were to encourage student involvement in creating learning spaces and educational materials, and to contribute towards their digital capabilities (JISC, 2019) – as well as having fun!
It will share how the workshops were structured, what went well (and not so well!) as well as review the outputs and the feedback from both students and staff.
Bovill, C. (2017) A framework to explore roles within student-staff partnerships in higher education: which students are partners, when and in what ways? International Journal for Students as Partners, 1(1).
Bovill, C. and Woolmer, C. (2018) How conceptualisations of curriculum in higher education influence student-staff co-creation in and of the curriculum. Higher Education.
Harden, J. and Fawkner, S. (2019) A student partnership project to enhance curriculum development in medical education. Teaching Matters Blog, published 24th January.
JISC. (2019). What is digital capability?. [online] Available at: https://digitalcapability.jisc.ac.uk/what-is-digital-capability/.
Mihans, R., Long, D., Felten, P. (2008) Power and expertise: student-faculty collaboration in course design and the scholarship of learning and teaching. International Journal for the Scholarship of Teaching and Learning. 2(2) Article 16.
No participants were found.