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This padlet was co-created by partipcants at the SALT Co-Creators Event held on the 10th January 2017. There is also a main padlet providing links and resources from the day itself which is available at https://padlet.com/Debbaff/Studentsascocreators

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We should stop using the T word. "Teaching" encourages passive students. "Learning" and "education" should inspire active engagement.

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Could give a real time problem for students to solve.

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Accredited programmes are dictated to by accrediting organisations. So barriers are inevitable

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Could design the problem which is fixed with the knowledge you are giving them.
So you will achieve a learning outcome but they will be driving it.

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With expert knowledge on demand.

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Students get so used to getting information they often are nervous about designing. So they should also be designing their courses.
How do we get more design and the students being more creative?
Maybe give a design problem on day one and send them off to find the lecturers to get the knowledge

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But even the engineering council has failed to force this on Engineers!

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The organisational structure in institutions like this often means the people with power aren't necessarily the people who should have it.
Portfolio directors need to be chosen more carefully. Training and cpd should be compulsory for them.

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Leadership training might be needed for those who introduce change in part nets.

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What do the students think of the changes.....?
Challenge - the fees may dictate what is delivered
Most vocal students could sway comments

6. Incentives - charge students $18,000 and refund according to level of attendance...To max of $9,000.
Or get employers to pay towards students debt for those that require a degree.

Look for what incentivizes the student - why is something relevant in the course- and encourage them......We are the cake of knowing the core knowledge required, students provide the icing and cherry!

What would we like?
More flexibility to have a physical space to break large classes to run small groups, more active learning, PBL.

In Sweden Students have timetabled opportunities to work on smaller group. Stressing the importance of and of lecturers making these sessions attractive..what will students gain from the session that they couldn't get by looking online by themselves.

One barrier is the availability of the teaching spaces.
Ensure that senior management are aware of the impact of poor NSS scores as a result of decisions taken with little input from those who teach or understand what the spaces are used for.

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6. How can students be incentivised and empowered to become creative partners in change ?

Relax the focus on assessment and grades.

Meeting and talking to people outside the discipline/college.

Develop their understanding of the value of their learning other than formal assessment.

Getting students to think outside the box, by creating hard and soft incentives.

Setting  good examples, by carving time to be experimental, to take risks in our own practice.

Collaborate with colleagues ourselves to demonstrate the benefits of developing all your skills and interests.

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If there was a way of linking the involvement to having an employability advantage that might work.

It would be a way of singling them out. Could be added to HEAR.
At the moment you get points from going to board of studies.
HEAR is designed that you either get it or you don't. You'd need to create an award for co-creation with a list of what you need to do in order to get it.

Have had examples of suggestions coming from student reps and the ideas are ignored by academics, even though the ideas are good.
Unitu is helping with students putting forward suggestions.

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Blended modules, more choice across the subject disciplines. Selecting their own readings, developing conference, stop spoon-feeding. Building on core-knowledge.    Real world contribution.

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1. What would you like to see changed, and why?

2. Where would you like things to be in three years’ time?

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1. What’s stopping you from achieving those goals?

2. Are there practical and organisational barriers?

3. Are there any imaginary barriers or myths stopping you, or others around you, from changing practices and thinking?

4. Are there any issues of equality preventing you from changing, and from being the change?

5. Who has a voice? Who is excluded or silenced?

6. How can students be incentivised and empowered to become creative partners in change ?

7. How can we work around all of these barriers - or even remove them?