Drawing upon project outputs from seven staff-student partnership projects, this case study explores the impact of a pilot programme to integrate the use of mobile devices into learning and teaching at the University of Winchester. This iPilot was designed to give students and staff the opportunity to lead change around the integration of technology into teaching, supported by the Student Fellows Scheme (SFS). We outline the principles behind these partnerships and explore the role that having Student Fellows in a pedagogical leadership position had upon the wider project. This article represents the perspectives of both the co-ordinator of the pilot scheme and the SFS to give a centralised view of a project that was devolved to different programmes. While all of the staff-student projects had a degree of success in furthering the way that mobile devices are used in their respective programmes, many projects veered away from the principles of partnership working which were built into the initial plans for the iPilot. We reflect on barriers encountered in this project and make recommendations based on this experience of how to ensure that the key principles of enhancement are being adhered to, rather than using partnership working in a tokenistic way.
|Number of pages
|Journal of Educational Innovation, Partnership and Change
|Published - 6 Sept 2017