Increased value has been placed on involving and empowering students as active participants in student-centred learning initiatives within contemporary higher educationliterature. (Bovill, 2014; Cook-Sathers, 2013; Carey, 2013). Bovill, Cook-Sather and Felten (2011) contend that student voices are frequently overlooked in the design of teaching approaches, courses and curricula in higher education and students oftenlack agency within university educational structures. The notion of student participation is frequently limited to gathering student feedback to inform academic-led curricula design (Bovill, 2014). Cultural change is needed to “ensure that students are recognised as, and treated as, full partners in the process of ensuring and enhancing the quality of their learning experience” (The Quality Assurance Agency for Higher Education, 2013, p.3). To address these issues, a team of two academics and two learning designers undertook a project to redesign an essential course within the Bachelor of Nursing Science program in 2014/15. The project focus was to find a way to partner with students in order to achieve the goal of promoting a learner-centred culture in which the student voice has a valid place. Course redevelopment was undertaken in alignment with a blended learning approach (USC Blended Learning Strategy 2014-2016). The inclusion of technology into pedagogy is complex; it requires faculty to work in new contexts and spaces and rethink how they design and deliver courses. Our discussion will address two of the emergent issues in course redesign and delivery highlighted by the 2014/15 project: 1) the practice of establishing partnerships with students to design course curriculum, and 2) the role and value of student partnerships in designing and embedding technology and digital learning initiatives into curriculum.
2016 Learning & Teaching Week: 2020 Teaching Visions. 2020 - What's Next?, Sunshine Coast, Australia 31 October - 4 November 2016