Recently, a paper I co-wrote about the ‘Student Teaching and Learning Consultant’ scheme was published. I wrote it with Dawn Bagnall, who was one of the students working as a consultant, and it was a really valuable experience to be able to discuss and analyse what the scheme had been about with someone who had worked with the staff. I was the project co-ordinator and co-trainer of the student consultants and although I did get feedback from staff who participated in the scheme, I did not participate in the consultancy activity itself.
Although the scheme is not running this year, for a variety of reasons, I continue to reflect on the space that was created as a result of the scheme. I have characterised this space as ‘liminal’ in other posts (and in another forthcoming paper, link added 25th June 2015) because the roles of students/staff became ambiguous and existed to some extent outside the normal or traditional framing of that relationship. Liminality is also connected to a blurring of identity, which is something that came through in the analysis of the scheme and is reflected in the title of a poster I developed with two students for the ALDinHe conference back in April 2014.
Open learning spaces and identity
Similarly, Catherine Cronin talked about learning spaces in her keynote entitled ‘Openness in HE: Choosing our Paths’ which she delivered at the Festival of Teaching and Learning at the University of Huddersfield on 12th June 2015. Catherine talked very passionately about the need to support students in bridging the divide between formal and informal learning and to reflect on the types of spaces that we engage in and their characteristics in relation to notions of openness. Catherine’s work also looks at how educators and students can navigate the boundary between formal and informal learning and how the characteristics of open online spaces have implications for the identities, roles and relationships that students and educators develop (Cronin 2014).
You can freely access the papers/presentations/posters:
Cronin, C. (2014). Networked learning and identity development in open online spaces. Proceedings of the 9th International Conference on Networked Learning 2014, Edited by: Bayne S, Jones C, de Laat M, Ryberg T & Sinclair C. ISBN 978-1-86220-304-4
Jensen, K. and Bennett, Liz (2015). Enhancing teaching and learning through dialogue: a student and staff partnership model. The International Journal of Academic Development, 20 (4). ISSN 1470-1324 (In Press).
Jensen, K.S.H and Bagnall, D. (2015) Student Teaching and Learning Consultants: developing conversations about teaching and learning. Journal of educational innovation, partnership and change, Vol. 1, No.1.
Jensen, K. (2014) Blurring Staff and Student Identities: the impact of learning partnerships. In: ALDinHE 2014: Learning Development Spaces and Places, 14-16 April 2014, University of Huddersfield, Huddersfield, United Kingdom. (Unpublished)
Jensen, K., Kendrick, J. and Swinburn, S. (2014) Blurring Staff and Student Identities: the impact of learning partnerships. In: ALDinHE 2014: Learning Development Spaces and Places , 14th – 16th April 2014, University of Huddersfield, Huddersfield, United Kingdom.
The ‘Students as Teaching and Learning Consultants’ scheme was funded by the Higher Education Academy in 2012/2013 and was supported collaboratively by the Teaching and Learning Institute and the Students’ Union in the academic year 2013/14. All of the outputs can be accessed via the central project webpage and they are available under a Creative Commons Attribution Non-Commercial Share Alike copyright licence. http://www.hud.ac.uk/tali/projects/proj_archive/central_init/heastlc/