Abstract
In this chapter, Gravett, Medland, and Winstone discuss the role of students in the development of educational tools and resources. The chapter explores the processes of co-design, co-construction, and participatory design as counter to the passive role of students as ‘end-users’ of new tools or pedagogic approaches. The chapter interrogates the potential role of students in educational innovation through the case study of the ‘Feedback Footprints’ project, a participatory design initiative through which students designed a feedback e-portfolio in collaboration with staff. The voices of students are used to illustrate their experiences as representatives, consultants, and colleagues and are presented alongside the perceptions of a member of staff involved in the project. The chapter concludes with recommendations for empowering student voices through co-design.
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Acknowledgements
The Feedback Footprints project was supported by a Catalyst Funding grant from the Higher Education Funding Council for England (Ref: PK60). The authors thank the students and staff who participated in the Feedback Footprints project.
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Gravett, K., Medland, E., Winstone, N.E. (2019). Engaging Students as Co-designers in Educational Innovation. In: Lygo-Baker, S., Kinchin, I., Winstone, N. (eds) Engaging Student Voices in Higher Education . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-20824-0_18
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DOI: https://doi.org/10.1007/978-3-030-20824-0_18
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