1. Digital Creations: A Journal Liz Finnigan PG Dip in Digital Learning: Designing Curriculum for the Digital Society Ulster University

2. Design Context Enterprise and Employability on an Arts and Humanities HE programme Establishing a Student Partnership programme that caters for the gap in Work Based Learning activity for the Literary Arts: A Digital Creative Writing Journal Graduating to Success (DEL), QAA benchmarks in Student Employability Profiles (Rees, Forbes and Kuber, 2006) and SRC’s Framework for Success

3. Design Overview The Pedagogic Structure: Constructivist Co-operative Social Theory Digital Literacy Research The Pedagogic Structure: Constructivist Co-operative Social Theory Digital Literacy Research Petty, G. Par Model (2009) The Plan: A structured means of addressing WBL for HE Literary Arts within a digital format The Plan: A structured means of addressing WBL for HE Literary Arts within a digital format The Digital Tools: Podcasts, Forums, Blogs,Padlet, Google Docs, Gmail, Moodle, Wordcloud, Literary Research

4. Curriculum Design Workshop Student Voice: Keep it fun! Can we get assessed on this in the future? Student autonomy Digital flexibility The Design Workshop and Fielding’s (2014) six Levels of Student Partnerships: Students as Co-Authors Students as Co-enquirers Students as Knowledge Creators Students as Active Respondents

5. Stakeholder Feedback Peer comments: ‘Developing employability using an array of tools’ ‘This is different focus on the use of digital learning with fun value added activities’ ‘A very creative approach to delivery and all strategies supported by TEL’ ‘Maybe needs incentives to encourage weaker learners’

6. Design Process Evaluation 6. Intergenerational learning as Lived Democracy: shared commitment responsibility for the common good 5. Students as Joint Authors Students and staff decide joint course of action together 4. Students as Knowledge Creators : Students take lead roles with active staff support 3. Students as Co-enquirers : Staff take lead role with high-profile student support 2. Students as Active Respondents Staff / student dialogue to deepen professional decisions 1. Students as Data source Staff use information about students’ progress / well-being

7. Self and Peer Review The Risks: Only already engaged learners volunteer It is not a self-sustaining project Only appeals to Literature Students on this Joint honours The Benefits: An appropriate means to address student WBL Mapping of digital tools to industrial practice

8. CPD and beyond? Schools should not merely reflect the world of which they are a part, but be critical of it, and show in their own processes that its shortcomings are not inevitable, but can be changed (Dale 2014). Application of this knowledge to other courses and staff Use of digital technology to change perceptions of teaching and learning