1. Will Page – Student Engagement Officer
• Mapping the impact of our student engagement work to capture outputs
and outcomes
• Promoting the impact of student engagement work to our stakeholders
• Supporting @50 Student as Change Agent projects across the University
(Sixth year of Change Agents at Exeter!)
• Looking at QA & QE processes to increase student engagement
opportunities
• Defining Exeter student engagement and writing College specific
strategies in response to the Guild ‘Visions for Education’
• Lots of other work – Technology Champions, Cascade, Collaborate and
many more…

2. "UCL Students as Change Agents” (name TBD)
• To be launched/piloted in 2014/15
• Students will apply for £500 funding to do a teaching and learning action research
project in their department
• The projects will be student-led from inception to completion
• Students will need to identify a staff partner who they can work with on the project,
ensuring there is departmental buy-in and support for the work they are doing
• Students will be encouraged to disseminate their findings widely, including at the
Student Union Education conference or a specially created event
• We want to establish a ‘Student Action Network’ in order to get students involved in this
and, other partnership schemes, from the start

3. Wednesday 18 February 2014 JISC Change Agents Network 3
Student as Change Agents
• Transforming Teaching Programme
- University-wide remit: technology-enhanced learning
• Informing teaching and learning strategy
- student focus groups & research; student award
• Supporting practice
- students paid to give technical support & expertise to staff

4. Visions for Education Project
• I am leading a research project investigating
student opinions of their educational
experience.
• Various research methods will be used to
gauge opinion and design future strategies for
Exeter Medical School.
• It will embed students in policy and
educational change for years to come.

5. STUDENTS
AS DIGITAL
PARTNERS
Aim: to facilitate both staff and students in
developing the digital literacy, to enhance
learning, teaching and employability
Based on Oxford Brookes InStePP scheme:
• Staff negotiate their digital literacy needs
• Students negotiate their employability and
digital literacy needs
• Staff/student partnerships are
• Students as co-creators
• Students as trainers and coaches
• Supported by Anglia Learning and Teaching
and other services

6. Project: Changing the Learning Landscape - 'Menu' of
TeachingApproaches and Technologies
Purpose: Encouraging staff to make more use of
appropriate and engaging teaching approaches and
supporting technology
Stuart Hepplestone
Ian Glover
Process:
• Survey teaching practice at SHU
• Develop draft 'menu'
• Obtain staff and student feedback
on contents
• Develop workshop activities
Plans:
• Students developing online version
• Embed in course design process

7. Digital Ambassadors’ Network
This project will create a network of Digital Ambassadors at the
university. Staff and students will work together to co-create content
for an open online resource to help students become effective
online learners and manage their digital profiles.
In a second phase, staff – student partnerships in various subject
areas will create resources to enhance digital literacies in their
discipline. Jim Pettiward, London Metropolitan University

8. DigiLit Leicester
https://lccdigilit.our.dmu.ac.uk/2013/06/19/digilit-framework/
#digilitleic is a two year collaboration between Leicester City Council, De
Montfort University and 23 city secondary schools – the core project team are Lucy
Atkins, Josie Fraser and Richard Hall. There are three key project stages:
• Investigate and define digital literacy, in the context of secondary school based
practice
• Identify current school staff confidence levels, and what the strengths and gaps
across city schools are, in relation to this definition
• Support staff in developing their digital literacy skills and knowledge - raising
baseline skills and confidence levels across the city, and promoting existing
effective and innovative practice

9. “Providing a Physical Approach to Learning
and Teaching the Law”
Aims:
O Promote a higher level of interactive and engaged
learning on Winchester’s Law Course.
O Create a more accessible learning environment
within the Law Department.
Methodology:
O Survey/consult Law students’ opinions
O Focus Group consisting of 10 student consultants
O Create resources to be used on the course
O Design a long term plan for lasting impact

10. @lisaharris : current projects
• Curriculum innovation focused on digital
literacies (Living and Working on the Web
#UOSM2008) with Cristina Costa, University of
Strathclyde
• Student Digital Champions #Digichamps
• Student participation in curriculum re-design,
content development and assessment
• Integrating MOOCs into the curriculum
#FLwebsci

11. Change at BCU
Uni. Wide – ‘Partners for Success’ Initiative
Academic Partners, Academic Mentors, Multi - Disciplinary, Student Employment, HEA
What Works?
Cross Faculty – ‘ECO by BCUSU’
HEFCE and NUS Funded Student Green Fund Project, student and staff Volunteering,
Employment, Local Community Partnerships and Sustainability in the Curriculum
Local Level – ‘Rules of Engagement’
Research and Engagement project into Student Engagement and Employability via
Student Mentors and the SU, ELSS Faculty, Careers and HR

12. TECHNOLOGY ENHANCED
INTERNATIONAL LEARNING AT
WINCHESTER
 How can technology be used to allow for internationalisation as
part of students’ learning at Winchester?
 How best to implement this?
 What are students are looking for?
 What are staff are looking for?
 Sharing ideas in seminar setting with institutions and
organisations around the globe through technology
 Skype/collaborative projects/interviews/blogs/live presentations-
endless possibilities
 to benefit learning and
 to enhance the international profile and outlook of the university

13. Investigation into the use of social
media by researchers
• Institution specific project (Brunel University –Shazia Arif)
• Record their activities and then identify the tools that may
be beneficial
• The stages they go through and the needs they have as PhD
students & see how social media can contribute to these.
• Identify the tools, why and how they are used & what areas
they will require more support, in terms of their
development of digital literacy
• Use the Vitae planner to identify and map the different
stages and needs of researchers throughout their PhD
research.