International Conference on Enhancement and Innovation in Higher Education Crowne Plaza Hotel, Glasgow 9-11 June 2015 Welcome

Neil McPherson & Gordon Heggie Transitioning to Students as Partners, Producers, Collaborators and Co-creators: Are We Serious? Background context & rationale Researching the Social World: re-positioning students as partners, producers, collaborators and co-creators Outcomes and experiences Reflections and conclusions

Neil McPherson & Gordon Heggie Transitioning to Students as Partners, Producers, Collaborators and Co-creators: Are We Serious? Engaging students v students engaging (see Bryson 2014) The instruction paradigm (Barr & Tagg 1995) Disrupting hierarchical binary relationships between teaching and learning and research and teaching (see eg, Brew 2006; Lambert, 2009; Taylor & Wilding, 2009) Consumption vs production (see McCulloch, 2009; Neary, 2010a) Students as producers, collaborators & co-creators (Neary & Winn, 2009; Taylor & Wilding, 2009; Bovill, Bulley & Morss, 2011) Partners in learning, partners in change (see, eg Cook-Sather, Bovill and Felten, 2014; Dunne and Zandstra, 2011; Healey, 2014; Healey, Flint and Harrington, 2014; Kay, Dunne and Hutchison, 2010).

Neil McPherson & Gordon Heggie Transitioning to Students as Partners, Producers, Collaborators and Co-creators: Are We Serious? Researching the Social World – what, why, how Learning in partnership Pedagogic partners and learning champions Collaboration and creation Negotiated and flexible learning Learning in ‘discovery’ mode

Neil McPherson & Gordon Heggie Transitioning to Students as Partners, Producers, Collaborators and Co-creators: Are We Serious? connection creation production engagement inclusion participation active, inquiry-based learning research mindedness learning in partnership from object to subject from passive recipient to active agent from instruction to discovery

Neil McPherson & Gordon Heggie Transitioning to Students as Partners, Producers, Collaborators and Co-creators: Are We Serious? Disruption and uncertainty There becomes an over-reliance on traditional methods that makes for a shock when the...change over is made For some people getting to 3rd year and all of a sudden having less guidance is a shock and they are unable to cope with it I had grown somewhat familiar with the usual format of a lecturer telling the class information that should be noted down for future use in essays and exams When I started the course there was no collaboration between the student and lecturer when it came to assessment, seminar and lecture layouts, we were just told what to do and when to meet

Neil McPherson & Gordon Heggie Transitioning to Students as Partners, Producers, Collaborators and Co-creators: Are We Serious? Students reported the experience of the pedagogic shift as initially ‘shocking’ and ‘unnerving’: At first...it was intimidating and scary as we had never experienced this style before and had a thought of not really knowing what to do From the outset of this new course I was apprehensive as to be honest it looked a bit daunting. When the lecturers spoke about this 'new way of learning' truthfully I felt as if I was going to be part of an experiment and many questions went through my mind At first I was nervous as we were told to build a Xerte and had no guidance as to the content of this. Being told what was expected of students eg in essays etc was the norm

Neil McPherson & Gordon Heggie Transitioning to Students as Partners, Producers, Collaborators and Co-creators: Are We Serious? After initial ‘shock’ [The] assessment was largely stressful for me and I found it hard to grasp at first, but with communicating this to the members of my group, we were able to discuss the assessment and then attack it in a manner that we had all agreed upon At first, it was found to be challenging with no clear direction taking place within the group and having to cope with the group having to decide things for themselves without being ‘led by the hand’. However, as the module went on, it became clear that inquiry based learning is in fact helpful, especially with building the confidence of the group members by allowing them to be able to work on coursework...and to have the confidence within to know that the group can chose what to do and that it would still be right.

Neil McPherson & Gordon Heggie Transitioning to Students as Partners, Producers, Collaborators and Co-creators: Are We Serious? Shifting identity There is a clear transition that has definitely taken place...From originally sitting within a lecture hall only taking notes (essentially being the consumer), to growing within myself to start taking a strong part within lectures and workshops At the beginning I was a passive student and through the interaction within group seminars I eventually became a willing and enthusiastic participant. I now feel that I am an active producer and am responsible for my own learning and can think independently and make decisions for myself and where I want to take my learning and knowledge

Neil McPherson & Gordon Heggie Transitioning to Students as Partners, Producers, Collaborators and Co-creators: Are We Serious? The approach taken in the module proves that through putting trust and faith in the abilities of students, and creating an environment for them to grow as autonomous learners, allows for a huge deal of personal and academic development. Students are typically stifled by the traditional lecturer/student relationship, this approach greatly enhance my experience of education It was imperative that students and lecturers worked together to make RSWB a success, this empowered students to take control of their own learning experience but also showed me the importance of collaboration within education

Neil McPherson & Gordon Heggie Transitioning to Students as Partners, Producers, Collaborators and Co-creators: Are We Serious? Reflections and conclusions Are we serious? Dr Neil Dr Gordon