How might we achieve an academic-student partnership for the university of the future?
Our design space consists of Universities, with a specific focus on Trinity College Dublin. Three main stakeholders were identified: students, lecturers and course coordinators
Lack of transparency in communication and timely availability of information hampers the relationship between staff and students - affecting organisation, causing work overload and wasted time
Then you should work on your academic-student partnership!
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Our needfinding discovers that the 4 key themes to problems in the academic-student partnership.
These themes are interlinked by trust, and addressing one will affect the others.
ModuleM is a planning and communication tool that allows easy management of information regarding classes, assignments and all aspects of student learning - strengthening the academic-student partnership and optimising the university experience for everyone.
Students, lecturers and coordinators benefit from planning the module at a programme level at the beginning of the year. It saves time, reduces complaints, relieves stress and motivates students to do better quality work.
It impacts student learning with more meaningful assessment, creating a better experience. Lecturers can focus on quality over quantity, avoiding unnecessary duplication - reducing overall staff workload.
Lecturers can easily receive feedback from students and make positive changes. Students feel their voices are being heard and will be much happier.
ModuleM brings together diverse systems into one single, easy to use platform that allows all users to input, edit and view the information critical to them. Their data, when they need it.
ModuleM is the first, significant step towards revolutionising higher education. Building on our platform, additional data can be layered to transform the student and staff experience
ModuleM provides the template to understand and manage student workload accurately. It can also inform how resources are allocated or to make judgement on the effectiveness of current resource deployment. Extra time, teaching support or facilities can be provided in response to real student need.
With knowledge of what the students are being asked to do, and the level of effort required, programme coordinators can assign learning outcomes or skills development to these efforts. Individual students can combine this information with their own attainment/grades to form a realistic picture of their own skills profile at any point in their studies.
Accreditation and quality review processes typically require huge effort in collating, processing and presenting data about processes, inputs, outputs, learning objectives, student feedback etc. ModuleM already captures much of this data, reducing the effort required during accreditation or quality review processes
The typical student experience of assessment today is one that emerges bottom-up from the individual elements in each module. ModuleM will allow co-ordinators to design assessment from a programme level - ensuring that valuable time and effort (for both staff and students ) is most efficiently allocated.
With education become more international, more flexible and more modular, the prior knowledge of students in any one module can vary hugely. ModuleM would allow individual student's profiles to be rapidly and accurately developed in terms of their prior learning. Unnecessary repetition can be avoided, freeing student time without sacrificing overall programme outcomes - every student would have their own personalised education experience.