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dc.contributor.author Jacob, Mary
dc.contributor.author Ward, James
dc.date.accessioned 2018-04-20T18:30:58Z
dc.date.available 2018-04-20T18:30:58Z
dc.date.issued 2018-04-13
dc.identifier.citation Jacob , M & Ward , J 2018 , ' Students on Tech : An innovative partnership ' Journal of Educational Innovation, Partnership and Change , vol. 4 , no. 1 . en
dc.identifier.issn 2055-4990
dc.identifier.other PURE: 26056793
dc.identifier.other PURE UUID: 1628c0d0-5fb6-4d0c-a3a6-680106eb284c
dc.identifier.other handle.net: 2160/46421
dc.identifier.uri http://hdl.handle.net/2160/46421
dc.description.abstract 'Students on Tech' is an innovative partnership between students and the E-learning Group at Aberystwyth University. A talk on the project was jointly presented by one of the students and the staff member who led the project at the Jisc Change Agents Network conference, University of Exeter, 20-21 April 2017. The case study offers a model for partnership with students for effective change. Our aims were to listen to the student voice to improve technology-enhanced learning (TEL) provision and raise the profile of good teaching. The E-learning Group had carried out a TEL Learning Experience Survey in 2010 and again in 2013 (Gwella Team, 2011). For this project, we hoped to gain an even deeper understanding of student needs and behaviour. We wanted to make our Blackboard site easier to use and to help staff understand better: students’ needs; how students are using technology; what technology helps them. en
dc.format.extent 10 en
dc.language.iso eng
dc.relation.ispartof Journal of Educational Innovation, Partnership and Change en
dc.rights en
dc.subject students as partners en
dc.subject Jisc en
dc.title Students on Tech : An innovative partnership en
dc.type /dk/atira/pure/researchoutput/researchoutputtypes/contributiontojournal/article en
dc.description.version publishersversion en
dc.contributor.institution Information Services en
dc.contributor.institution Department of Biological, Environmental and Rural Sciences en
dc.description.status Peer reviewed en


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