Abstract
A student’s view of higher education is often talked about as ‘transformative’ and as a ‘journey’ or ‘pathway’. The student experience of university is time-bound, covering a clearly specified duration. From a learner’s perspective the Higher Education (HE) journey begins at induction and ends at graduation. Through discrete and highly personal steps students move from one state, fresher, to another, graduate. This personal journey is explicitly linear, rather than the cyclic, annualised, time-perspective of the university. The paper investigates how to visualise, in a temporal sense, this transformative journey. Incorporating necessary time bound events that appear in a students academic calendar and time table but in a student centric way that illustrates directly the journey the student takes and reinforces the time-bound, delineated nature of the student’s HE experience. We document the results from development and present recommendations for future work.
Highlights
From a temporally-orientated perspective a student’s term-times, lectures, exams, assignments and other learning related temporally fixed events are way-points on a journey – each formative milestone passed will never be revisited
The Interviews prompted students to reflect on the time-limited period that they would spend within higher education and to investigate this as a progressive journey from one point to another rather than a cyclic activity
Our approach to the design explicitly hinged on the students lived-experience of time in the context of a journey through higher education
Summary
From a temporally-orientated perspective a student’s term-times, lectures, exams, assignments and other learning related temporally fixed events are way-points on a journey – each formative milestone passed will never be revisited. Along this journey reflective vistas and moments of selfevaluation frame the educational dialogue between student and institution. The temporal representation seen by students of their academic life is of a calendar that repeats year after year, and is implicitly institutionally focused. It deals with the cyclic rhythms of the university as organisation. Our project worked with students to develop a range of alternative calendar/time event representations – to help learners think about the past and prepare for the future
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