The Student Rep’s Conference (2nd March) provided space for students and staff to talk to each other. I hope there’ll be lots of dissemination in online/offline student/staff publications because it was worth it. It’s not that students and staff don’t talk to each other – they do – in lots of different ways – but this event raised the quality of those conversations.
In the afternoon students talked about Student as Producer; the Lincoln led, cross-institutional, project which looks to redesign the curriculum along the lines of research engaged teaching. It’s like UROS has become infectious and spread across the university. Under Student as Producer, the opportunity to apply for a bursary to undertake a UROS project has been reintroduced (closing date 11 March see http://studentasproducer.lincoln.ac.uk/funding for details) but the real value lies in plans for restructuring teaching and learning. This is less radical than the language used to describe it. Teaching informed by and engaged with research is not new. The only difference is Student as Producer raises its profile and emphasises research as the primary organising principle of practice.
I’m reminded of a parallel movement across the sector a decade ago; the push for embedding virtual learning environments. It reminds me because Student as Producer can appear on first encounter as something new and radical, almost verging on unsafe because of the revolutionary language it inspires. But looking back over the history of technology in education, you see a similar mixture of adoption of new ways of working. Before Dearing, people were already engaging with digital environments, in the way that teaching already engages with research. What’s needed is time. Adoption of innovation is often less about changing practice and more a shift in emphasis on what people are already doing.
Using Roger’s model of diffusions of innovation, Student As Producer is currently with the innovators and early adopters. As it spreads out across the university via events like the Student Reps Conference, and the Festival of Learning planned for the end of March (details here http://studentasproducer.lincoln.ac.uk/events) it will pick up more interest from whose practice already aligns with its organising principles. It’s ‘stickiness’ will increase until the tipping point is reached. You can see this with technology enhanced learning. At Lincoln, the push towards adopting the institutional VLE has finally got there. Recent surveys conducted by the Student Union and CERD suggest a high level of embedding of Blackboard into daily practice. This has taken time but the shift has happened. Student as Producer is in its early days but given time it will become as ubiquitous as Blackboard has done alongside all its potential opportunities for enhancing the experience of teaching and learning across the whole institution.