Reflections on learning in partnership

1. Our outputs: Researching the Social World: a template for learning
What we did?
• Focus - developing a culture of research
mindedness in Social Science students
• Engaged in HEA Students as Partners
Change Programme
• Introduced pilot module – ‘Researching the
Social World’
• Emphasised research/learning in discovery
mode focus
• Embedded Interdisciplinary, inquiry-based
learning
Doyle, L. (2013). Curriculum for Excellence: Impact on Higher Education Final Report.
Glasgow: QAA Scotland.
Education for All! Commission for Developing Scotland’s Young Workforce Final Report.
2014. Edinburgh: Scottish Government
Education Scotland (n.d.) The Curriculum in Scotland. Online. Available at:
http://www.educationscotland.gov.uk/thecurriculum/
Healey, M. & A. Jenkins (2009). Developing undergraduate research and inquiry. York,
HEA.
Land, R. and G. Gordon (2008). Research-Teaching Linkages: enhancing graduate
attributes, Sector-Wide Discussions Volume 1. Glasgow, QAA.
Levy, P., et al. (2011). The Sheffield Companion to Inquiry-based Learning. Sheffield, The
University of Sheffield.
Mayes, T. (2013). Developing and Supporting the Curriculum: A synthesis of the second
year of the Enhancement Theme 2012-13. Glasgow: QAA Scotland.
The learner experience of the pilot moduleHarnessing the potential of active, partnership learning
Key drivers – internal & external
• UWS Strategic Framework
• Curriculum for Excellence
• Enhancement Themes
• Quantitative Methods Initiative
Avoid passive consumption
Encourage active production
Enable learner-led learning
Encourage discovery
Empower learners
Why we did it?
engagement,
inclusion,
participation
connecting,
creating,
constructing
active, inquiry-
based learning
research
mindedness
learning in
partnership
Evidence across the HE sector suggests that involving
students in research-type activities and the development of
research ‘mindedness’ enhances engagement and supports
progression and retention. It also creates an environment
conducive to peer support and peer-assisted learning,
empowering students to become co-creators of their own
learning experience
(see Land & Gordon 2008; Healey & Jenkins 2009).
Learners will comfortably push the boundaries of their own and
others learning if they are provided with a safe and supportive
environment
Providing learners with autonomy and freedom to experiment
encourages innovation and commitment to learning
What is required is trust and the opportunity to fail, to get it
wrong, to work out what is required, and to be supported in
that process.
Our experience
“I enjoyed the freedom, creativity and peer led
learning aspects of the module”
“I liked the structure of the module and how as
students we were included more in decisions
regarding our learning experience and the
flexibility around what we chose to do for
assessments”
“The whole dynamic of the module was exciting,
enjoyable and highly interesting. Being able to
take charge of my learning and actively engage
with the lectures as academic partners on my
work was highly confident building’
“For me, I was more engaged as I was actually
doing work and participated more as I had more
freedom to do what I wanted”
“It was more relaxed and informative and allowed
a free flow of conversations between myself, my
group and the lecturers”
“[The] student led learning environment was
enjoyable. Using class time productively.
Choosing own academic focus. Directing my own
learning. The trust the lecturers have in students
is evident, and is encouraging”
Reference points
‘Students as Partners in the Curriculum’ Change programme