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Storify Chris Jobling of the event

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Students as Co-Creators: Integrating Research and Learning (with images, tweets) · cpjobling

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Seminar, Panel Discussion and Workshop lead by Dilly Fung from UCL

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LERU League of European Research Universities

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LERU League of European Research Universities

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Check out the link for http://www.leru.org/index.php/public/news/citizen-science-at-universities-trends-guidelines-and-recommendations/

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The League of European Research Universities (LERU) is a network of 23 leading European universities pushing the frontiers of innovative research.

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This information padlet provides useful links to some of the resources referred to and created on the day of the event held on the 10th January 2017 at Swansea University.

HASHTAG FOR THE EVENT #Cocreateswan

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Co-Creation continues to be a hot topic in Higher Education both within the UK and internationally.

The interaction between students and teachers is of course of significant importance to Swansea University particularly as we move forward with the Teaching Excellence Framework Agenda. Professor Dilly Fung ( University College London) will help us to explore how the Co-Creation framework can be developed further at Swansea University.

A Panel Discussion and workshop will explore in more detail what Scholarship, Recognition and Co-Creation means at Swansea University and how we can embed this in practice. Participants will identify the key priorities and issues that should be explored together, barriers, and benefits involved and an outline of the suggested way forward for the Swansea Approach.

This session will provide impactful personal development . Co-Creation is critical to the successful interaction between students and teachers, particularly in light of the Teaching Excellence Framework - Professor Jane Thomas, Director of SALT

The aims of the day are to share practical examples where learners have been involved in curriculum development and research; identify the benefits and barriers in implementing such approaches and explore existing practices and a way forward for Swansea. This event will be of interest to all academic staff and departments. Invited guests representing each College and the student union will also be in attendance. Booking is essential.

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Professor Dilly Fung

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Council Chambers, The Abbey, Singleton Park Campus

10th January 2017

9.00am Registration and Refreshments
9.30am Introduction and Overview
Professor Hillary Lappin-Scott / Professor Jane Thomas
9.40am Students as co-producers: integrating research and learning through a Connected Curriculum (UCL) Professor Dilly Fung
10.30am Refreshments
11.00am Panel Discussion : Professor Martin Stringer: Identifying the Key Issues What does Scholarship, Recognition and Co-Creation mean for Swansea University ?
12.00pm Lunch
1.00pm Workshop led by Professor Dilly Fung What does this mean for Swansea ?
3.00pm Refreshments
3.30pm Closing Summary and Way Forward
4.00pm Close

More detailed information about the event is available from this link
Link to Adobe Spark Event Page or by contacting Debbie Baff Senior Academic Developer, SALT 01792 513166

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Students as co-producers: integrating research and learning through a Connected Curriculum

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Students as co-producers: integrating research and learning through a Connected Curriculum

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Professor Dilly Fung, UCL

How are we, explicitly or tacitly, characterising ‘good’ education, both in the disciplines and across the institution? What are the relationships between our research and student education? By working in partnership with students to build on the synergies between our research, our professional fields and our education, both within and across departments, could we develop an even more distinctive and effective learning and research community?

In this session we will draw on both philosophical underpinnings (Gadamer 2004) and scientific perspectives (Wieman and Gilbert 2015) to take a fresh look at the relationship between education, research and scholarship: what is at the heart of the academic mission? Is the purpose of higher education to provide individuals with what they need to succeed in a competitive world, or is it advancing ‘the global common good’ (UNESCO 2015)? By integrating research and student education more readily, can we achieve both?

Considering issues of academic freedom for both academics and students (Macfarlane 2012), we will then look at new possibilities for enhancing programmes of study, using UCL’s Connected Curriculum initiative as a case study. Connected Curriculum (UCL 2015, Fung forthcoming) takes a distinctive approach to research-based education. Exploring its benefits and some examples of its application at UCL and beyond, we will also consider barriers to educational change, including the need to reward and promote staff who commit time and expertise to education and education leadership (Fung and Gordon 2016).

We will finish with time for questions and comments: how relevant are these issues and approaches for staff and students at the University of Swansea?

https://www.ucl.ac.uk/teaching-learning/education-initiatives/connected-curriculum

References

Fung, Dilly (Forthcoming) A Connected Curriculum for Higher Education. London: UCL Press.

Fung, Dilly and Claire Gordon (2016) Rewarding Educators and Education Leaders in Research-Intensive Institutions. York UK: HE Academy: https://www.heacademy.ac.uk/sites/default/files/rewarding_educators_and_education_leaders.pdf

Gadamer, Hans-Georg (2004)Truth and Method. 2nd revised edition. Translated by J. W. Marshall. London: Continuum.

Macfarlane, Bruce (2012) Reframing student academic freedom: a capability perspective.  Higher Education. (63) 719-732.

UNESCO (2015) Rethinking Education: Towards a Global Common Good? Paris:United Nations Educational, Scientific and Cultural Organization.

Wieman, Carl and Gilbert, Sarah (2015) Taking a Scientific Approach to Science Education, Part I–Research and Part II—Changing Teaching.  Microbe, Vol. 10(4), pp. 152-156 (2015) & Vol. 10(5), pp. 203-207 (2015)

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A connected, research-based education is at the core of UCL's Education Strategy 2016-21and UCL 2034, the university's 20-year institutional strategy.The UCL Connected Curriculum is a way of framing and developing the future of education. There is a tradition in some disciplines of students participating in research and making strong connections between disciplines and with each other. The UCL Connected Curriculum is a chance to ensure all students have these opportunities. It's also a chance to inspire education enhancement in all programmes.

YouTube Widget Placeholder https://www.youtube.com/watch?v=JNj2_kLtz00

Improving experiences for both students & staff

Through engaging in research and enquiry, through taking students to the edge of knowledge, and through changing the nature of the dialogue between staff and students, UCL will offer an even richer and more rewarding education experience. Students will be better equipped with a range of essential skills needed for an unknown future; they will be more engaged with their learning, and will be more autonomous thinkers.

Six dimensions of connectivity

Comprising six dimensions of connectivity, Connected Curriculum sets out a plan for a joined up approach to education. As well as defining the relationship between students' learning and their participation in research, it also describes the connections to be made between disciplines, years of study and staff and students.

The term 'research' signifies very different kinds of activity in different subject fields. The Connected Curriculum initiative encourages individuals and teams within each discipline to think deeply about the nature and practices of their own research, and to invite students, even at undergraduate level, to learn through engaging in some of those distinctive practices. It also promotes interdisciplinary questions and challenges, encouraging both staff and students to question critically the nature of evidence and knowledge production across different subject fields in our digitally mediated world.

1. Students connect with researchers and with the institution's research

2. A throughline of research activity is built into each programme

3. Students make connections across subjects and out to the world

4. Students connect academic learning with workplace learning

5. Students learn to produce outputs - assessments directed at an audience

6. Students connect with each other, across phases and with alumni

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A connected, research-based education is at the core of UCL's Education Strategy 2016-21and UCL 2034, the university's 20-year institutional strategy.The UCL Connected Curriculum is a way of framing and developing the future of education. There is a tradition in some disciplines of students participating in research and making strong connections between disciplines and with each other.

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PADLET is a useful interactive collaborative tool for encouraging two way communication and is great for attaching images, videos and other media to encourage rich interaction through users commenting and making other posts.

We will be using PADLET throughout the workshop element of the day to capture contributions from participants. There are three PADLETS covering the themes of a) Be the Change b) Imagine and c) Create Your Path.

To access the padlets please go to the following URLS or use the
relevant QR Codes shown below.

https://padlet.com/Debbaff/Bethechange
https://padlet.com/Debbaff/Imagine
https://padlet.com/Debbaff/Createyourpath

To make a contribution double click anywhere on the blank area of the board.  If you don't have your own PADLET account make sure you type your name in so that we can identify it as yours.

Links to this information resource padlet and all  Co-Created Padlets from the day are publicly accessible.   If you would like more information on using padlet please view this video.

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https://padlet.com/Debbaff/Bethechange

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https://padlet.com/Debbaff/Imagine

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https://padlet.com/Debbaff/Createyourpath