This blog is part of a series on ‘New Proposals for Digital Pedagogies’ that launches the Sussex Digital Pedagogies Toolkit. 

This toolkit conceptualises new ways to think through digital teaching and learning, gathering data from members of the University of Sussex community who shared their thoughts, fears and hopes about digital pedagogy. This toolkit has been created collaboratively by a staff-student research team and uses material from a series of online workshops with members of the Sussex community, including faculty, professional services and students. Those who took part will be introduced as ‘participants’ to emphasise their active participation in knowledge production for this project. 

This post will explore the challenges and proposals for teaching and learning with technologies in relation to student agency, as well as some questions for reflective practice and resources to explore these ideas further.

‘Students don’t have any autonomy in their learning journey.’

Workshop participant

Challenges in Student Agency

When considering digital pedagogies, the role of the student in the classroom is vital: how might students be more critical or involved in their learning and education? Participants noted a certain amount of passivity in students. This passivity was not necessarily in terms of engagement or class participation, but rather something that arose from the structure and content of student’s education, which is often entirely reliant on the teacher. The student is usually only assessed through quantitative data, such as attendance and grades. Yet it was pointed out that this method of recording data does not actually reflect students’ own academic and personal journey at university. The quantitative data produced primarily serves the needs of the university and the teacher as opposed to the student.

Proposals for Student Agency

Participants suggested a range of solutions to re-engage students and encourage them to reclaim agency in their education. Participants felt it was important to place students in an active role, where they would be able to take agency in recording their own learning journey (Gibson et al., 2016). A digital model was suggested as a space where students could explore their learning journey. Students could:

• Write week to week academic reflections about what they have learnt or struggled with.
• Upload a selection of their favourite work or readings, and then reflect and self-report on these.
• Have access to their own metrical data, for example how many readings they have downloaded and how many seminars they have attended. Students would be able to see their different engagements and narrativise these experiences.
• Access their learning journey without institutional or teacher oversight. It was debated if this could be marked, with suggestions that it could be built into part of a contributory grade.

Participants raised concerns that this kind of student learning journey tool might be difficult in some ways for students. Looking at data that confirms low attendance or submission rates can further isolate and demotivate students. Therefore, this kind of tool needs to be promoted alongside confirmation that it is okay to make mistakes or not meet expectations, as part of a broader process of community building. This kind of community building might look like autonomous chat groups in student cohorts, as they provide spaces for students to talk freely.

Questions and Resources

• What role does the teacher play in sessions? How much space do they take up? 
• What role does the student play in sessions? How much space are they invited to take up? 
• How could students be more empowered to take ownership over their learning journey?

• Structuring Effective Learning Journeys
• Integrating digital learning hubs to support the student learning journey and build community

Read the full toolkit:

References

Gibson, D., Coleman, K. and Irving, L., (2016) ‘Learning Journeys in Higher Education: Designing Digital Pathways Badges for Learning, Motivation and Assessment’ In D. Ifenthaler, Foundation of Digital Badges and Micro-Credentials: Demonstrating and Recognizing Knowledge and Competencies, Switzerland: Springer International Publishing, pp. 115-138.