Erin Nordal Educational Congress Karolinska Institutet Stockholm, 17. mars 2016 Student-centred learning: What’s in it for the students and how can we make that happen?

Who am I? Second year master’s student in higher education at the University of Oslo -Thesis: The politics and percpetions of academic freedom for students: a comparative European analysis Quality assurance expert reviewer in the Norwegian Agency for Quality Assurance in Education (NOKUT) Vice-Chairperson for European Students’ Union (ESU) Project lead for Peer Assessment of Student- Centred Learning (PASCL), co-financed by the EU- Commission International Officer of the National Union of Students in Norway (NSO)

Learning outcomes By the end of this presentation, students should be able to: Understand the basics principles, benefits and challenges of student-centred learning Have more in-depth knowledge about specific themes of student-centred learning Begin analysisng the current state of student-centred learning in your work Initiate and contribute in constructive ways to change processes and improve the status of student-centred learning

Student-centred learning: the basics

Student-centred learning 101 Active vs. passive learning Deep learning and understanding vs. surface learning Ensure critical thinking, analytical skills and reflection Student autonomy and ownership and responsibility for their learning Mutual respect in the learning process between teachers and students Students as a part of the academic community and co-producers of knowledge

Principles of SCL SCL requires an ongoing reflexive process No «one size fits all» approach to SCL Creating an inclusive learning environment - Students have different learning styles -Students have different needs and interests -Students have different experiences and backgrounds Choice central to effective learning SCL is about ‘enabling’ not ‘telling’; the teacher as a facilitator Learning is a collaborative effort between staff and students

Benefits Improves the status of teaching -Rewarding good practice Improves working conditions -A more interesting role for teachers that can academically challenge students as a facilitator of learning Permits opportunities to connect academic content to the real world Meeting students’ needs attracts new students Solution to tackling a more diversified group of students Students come from diverse backgrounds with a lot to contribute; valuable experiences that can foster both pedagogical and scholarly development and innovation within the field

Benefits Fosters lifelong learning -Students are more independent, critical and adaptable after HE -Transferrable skills for life and career: prioritisation of tasks, teamwork, written and verbal communication, problem solving

Retention rates Improved knowledge retention -Deeper learning -Tasks require individual thought -Increased interest in subject-matter Improved completion rates -Flexibility in studies -Motivational environment

Time for Student-Centred Learning (T4SCL): A Checklist online.org/pageassets/projects/projectarchive / SCL.pdf

Time for Student-Centred Learning (T4SCL): Barriers for change

How do we make it happen?

The necessary conditions for SCL Organisational development and power to change Continuous professional development for academic staff at both the disciplinary and institutional level Inclusive, representative governance on all levels Role of ICT, libraries and information systems Support through quality assurance mechanisms Flexible rules and paths for a diverse student population Adequate resource allocation!

Contextualising the learning experience: Constructive alignment (Biggs 2003) Learning outcomes Learning forms and activities Assessment forms How should students learn? How should their learning be measured? What should students learn?

Learning outcomes Gives students a better opportunity to choose and take responsibility for their learning Should be easily understood using active verbs and taxonomic level Student evaluation and input should form the basis for regular revision Recognise unexpected learning outcomes

Learning activities

Student assessment ”Everyone is a genius. But if you judge a fish on its ability to climb a tree, it will live its whole life believing that it is stupid.” -Albert Einstein

Partnership: principles and values Builds on the idea of community and belonging A constructive alternative to regarding students as customers Inclusiveness: all parties appreciate each other's different backgrounds and experiences; there are no barriers for all perspectives to be included Reciprocity: Everyone has a genuine interest in, and see the benefits of working and learning in a partnership Power is distributed evenly and everyone is encouraged to challenge the learning and working methods that work to maintain existing inequalities Responsibility: all parts share a collective responsibility for achieving the goals of the partnership, and an individual responsibility for their contribution Source: Higher Education Academy (2014) Framework for partnership in learning and teaching in higher education

Partnership principles and action points Can be used to: -Plan or reflect on initiatives aimed at engagement through partnership -Evaluate study programmes and take pedagogical decisions -Strengthen the relationship with student representatives -Develop strategies for strengthened cooperation and partnership

Specific examples

Research & teaching: two peas in a pod Student-active and student-initiated research -Students are integrated in the entire research process and learn through their participation in research -Students’ research is treated equally with academic staffs’ research -Strengthens students’ sense of belonging in the academic environment -Active learning through practicing their field -Mutual learning process between academic staff and students  Students can contribute with new areas for research and the development of the field  Students have the opportunity to influence research priorities

The role of technology in creating inclusive learning environments Strategic use of technology in the classroom to enhance and improve the learning experience Blended learning -Recognise different learning styles -Balance and variation Connect with students in their digital spaces Source critique Train staff in how to use digital learning forms

Ask the students Evaluation forms must embrace disciplinary differences and academic content "Closing the feedback loop": communicating the results of evaluations provides greater motivation for students to give constructive feedback and participate in quality enhancement Reference groups: on-going dialogue with student representatives throughout the semester (for courses) and throughout study programmes -How do the students view their opportunities for participation? -Do students feel that they are part of a community? -What kind of learning activities do students participate in? -Do students feel that assessment methods vary and fit the expected learning outcomes? -Is the learning experience flexible?

Other measures Reduce the distance between students and academic staff -For example, ”Hug a professor-day”

Concluding remarks

Reccomendations Giving ownership to learning means involving students as full partners in governance on all levels, from programme review panels and course design to employment processes, choice of pedagogical methods and forms of assessment Partnership means more than representation in formal arenas, but also influence through informal channels and dialouge Focus on the carrot, rather than the stick = provide support and guidance for teachers and reward positive developments -Incentivise teaching equally with research

Recommendations Make a clear strategy for how to implement SCL, but involve students and staff. SCL is about changing the culture and mindset at the grassroots level Evaluate competence in teaching in criteria for appointment and promotion Use quality assurance systems for continuous improvement

What have we learned? Take students seriously!

Thank you!