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Encouraging student autonomy through collaborative curriculum development

Encouraging student autonomy through collaborative curriculum development

Lewis, Jesmond (2013) Encouraging student autonomy through collaborative curriculum development. In: Shift 2013: Sharing Practice, Developing Community, 03/07/2013, University of Greenwich. (Unpublished)

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Abstract

The intention of this session is to present the use of a co-constructed curriculum that enables students to take on a management role and eventually schedule and run their own course structure, agree their own deliverables, deadlines and grading structure. This will be followed with a discussion with myself, and students regarding enhancement of confidence, employability and management skills. The course in question is project based and practice-led with progress, deadlines aside, at the student’s pace. The ideal is to engender a state of flow (Csikszentmihalyi (1996).

Students use industry standard production management software to allocate and schedule work, share documents, discuss work in progress, keep an eye on each others’ level of contribution and, therefore, maintain autonomy throughout the process. The tutor’s role in this is to provide the initial skills and concepts, enable safe practice of the different stages of production and development and to gradually hand over the leadership to the students whilst maintaining a supportive presence and gently pushing them back on track when necessary. Don’t run a project based course? I strongly believe it is the pedagogy of enablement that is the important aspect of this approach.

Item Type: Conference or Conference Paper (Lecture)
Uncontrolled Keywords: collaboration, student autonomy, curriculum development, flow
Faculty / Department / Research Group: Faculty of Architecture, Computing & Humanities > Department of Creative Professions & Digital Arts
Last Modified: 25 May 2016 16:49
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
URI: http://gala.gre.ac.uk/id/eprint/15114

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