The Student as Producer: Learning by Doing Research

Watling, Sue; Hagyard, Andy

doi:10.1007/978-0-230-36505-6_14

Cited by 5 publications

(3 citation statements)

References 2 publications

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“…Given the rise of approaches stressing 'students as partners' (Plymouth University, 2012); 'the student as producer' (Hagyard & Watling, 2011) and 'the student voice' (Edinburgh Napier, 2012), there are some indications that the time is right to promote such initiatives. Student-led sessions could offer 'third-space' opportunities to assimilate and gain confidence in academic discourse, as advocated by PALS leaders in this study.…”

Section: Conclusion: Pals Pedagogy and Power Relationsmentioning

confidence: 99%

“…Theoretical ideas on the socially constitutive role of discourse, based on the work of Foucault (1972) and Bourdieu (1992), emphasise the intrinsic relationship between knowledge, language, action, identity and power (Fairclough, 2001). As students are encouraged to explore their subject position by exposing, following, flouting and critiquing the conventions of subject discourse, their agentive potential -and hence their learning through participation -may be strengthened (Hagyard & Watling, 2011;Neary & Winn, 2009). Utilising this perspective, I conducted a small, preliminary study based on informal, semi-structured interviews seeking the views of PALS leaders about how their involvement in the scheme might serve to focus attention not just on individual student needs but on to problems arising from academic practices more broadly.…”

Section: Introductionmentioning

confidence: 99%

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Peer learning for change in higher education

Hilsdon

2013

Innovations in Education and Teaching International

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This paper draws upon small scale, qualitative research at a UK university to present a Learning Development (LD) perspective on peer learning. This approach is offered as a lens for exploring social aspects of learning, cultural change in higher education and implications for pedagogy and policy. Views of a small group of peer learning leaders are considered in relation to notions of learning and identity, within disciplinary or broader student communities.

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Section: Conclusion: Pals Pedagogy and Power Relationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Peer learning for change in higher education

Hilsdon

2013

Innovations in Education and Teaching International

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show abstract

“…Student-as-producer has gained international recognition as a model of good practice and has been taken up in many adapted forms by universities and colleges worldwide (Hagyard & Watling, 2010;Neary, 2016;Neary, Saunders, Hagyard, & Derricott, 2015). Dialogic learning environments characterized by respectful collaboration and open-ended learning opportunities motivates and engages learners (Bovill, 2014;Hodge, Haynes, LePore, Pasquesi, & Hirsh, 2008).…”

Section: The Literature: Refocusing On Student Learningmentioning

confidence: 99%

Students-as-producers: Developing valuable student-centered research and learning opportunities

Hynes¹

2017

IJRSE

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The desire to connect teaching and research to create a productive and progressive framework for student learning has become one of the most significant spaces for academic development in Higher Education over the recent past. The positive effects on student learning through the inclusion of real-life, complex and unstructured research-like activities needs to be at the core of undergraduate education, and following this paradigm the student acts as producer of knowledge instead of simply knowledge consumer. The concept underpinning 'student-as-producer' is that learning is grounded in research and research-like activities so much of what the student learns will be through their own discoveries, working in collaboration with academic advisers and other students in a supportive research-rich environment. This paper focuses on the research practices and activities during a study carried out by undergraduate students from the School of Political Science and Sociology at the National University of Ireland Galway, primarily designed as a student-as-producer project, under the guidance of an academic supervisor/facilitator. Students were placed at the center of deliberations, design, development and implementation of the research and subsequently have become the focus of this particular reflective paper. What were their experiences at various stages of the process, what do they think were worthwhile and valueless in the practice, and what learning principles, if any, were paramount? A series of semi-structured open questions were posed to uncover pressures and barriers to their overall learning experiences resulting in some thoughtful and helpful lessons to enhance such student-centered learning in the future.

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Simulation in Education: Application in Architectural Technology Design Projects

Kumaraswamy¹,

Wilde²

2015

Building Simulation Conference Proceedings

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This paper reports on the development of the building performance simulation delivery within an undergraduate programme in Architectural Technology at Plymouth University, UK. It reviews the lessons learnt from delivering two faculty driven, student developed live design projects over the past years, but also reflects the student voice as captured through focus group sessions. The paper then proceeds to discuss how simulation is currently being embedded in a significant restructuring of this Architectural Technology undergraduate programme, which provides various opportunities for improved delivery. This paper provides insight into the challenges faced at undergraduate level while using simulation in the context of teaching design. This research suggests ways of introducing simulation through negotiated understanding that balances qualitative understandings with more experiential and conceptual design.

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The Student as Producer: Learning by Doing Research

Cited by 5 publications

References 2 publications

Peer learning for change in higher education

Peer learning for change in higher education

Students-as-producers: Developing valuable student-centered research and learning opportunities

Simulation in Education: Application in Architectural Technology Design Projects

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