Students worked alongside teaching practitioners as they used many different technologies to enhance their courses. The findings will be shared with the whole sector, through a toolkit that will guide organisations to use and benefit from this innovative approach. The toolkit will be available in May and will set out how the phases of the staff-student partnership process covering the planning – recruitment – launch – action – exit and progression phases. There will be two practice sharing webinars on June 13th where the four projects will explain their projects and what they learned.
The four projects were partnerships led by FE and ACL providers and involved work-based learning providers, trying out different approaches in their different contexts. The projects were led by Heart of Worcestershire College, City Lit, Bishop Auckland College and Basingstoke College of Technology, with over 200 students and staff members participating across the four projects. Staff involved in partnerships were teachers, lecturers and trainers, supported by learning technologists, advanced practitioners and managers.
The four projects used a broadly similar model, with various adaptations and adjustments to reflect their organisations and partners, their different uses of technology, and the types of learners.
The approaches used included:
|During the set-up phase:||
|For implementation and delivery:||
City Lit conducted a digital skills’ initial assessment with staff and students at the beginning – this helped to identify individual and organisational digital skills’ gaps and provided useful data to inform the specific focus of each partnership.
At Mid Kent College, an entire class of a teacher were involved. The whole class engaged in the research stage, looking for tools to suit the prerequisites specified by their teacher. After the session, two students came forward to express an interest in leading on the project – these students then became the partnership member.
City and Islington College assigned the student partners with individual responsibilities. For example, one student was responsible for creating how-to guides for the students to refer to, whilst another was given the responsibility of preparing the teacher for the session.
Basingstoke College of Technology brought in existing Digital Leaders (students in a part-time digital support role) to give advice and guidance to the student partners. The Digital Leaders were able to provide insight into what it’s like to assist staff in using technologies from a student perspective, the benefits it brought and potential challenges to overcome.
Examples and tools from all of the projects and their partners will be available in the programme toolkit that will be published around the end of May.
For further information on the ETF’s EdTEch work visit the EdTech webpages of the ETF website.