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Author ORCID Identifier

https://orcid.org/0000-0001-7213-3273

Abstract

Making learner needs the focus in all aspects of their learning journey is increasingly important in higher education. However, ensuring a sustained and impactful voice for learners can be challenging given the multifaceted demands on learners. Here we detail how we built and used a Learner Assembly to address some of these challenges in a large Irish university. Guided by an initial design vision, a set of Learner Assembly Principles and Implementation Framework were collaboratively crafted using a Vision-Based Design approach. Our Learner Assembly manifested as a gathering of learners which convened to explore a topic that was important to the learner population and the university; the TU Dublin Education Model and this is subsequently explored as a use-case. The Learner Assembly permitted a deeper understanding of our learners educational lived realities and enhanced learner participatory engagement. Data gathered during the Learner Assembly was collaboratively thematically analysed and provided clarity on a new, and shared, direction for the TU Dublin Education Model. This was formalised through an integration of the Learner Assembly outputs into the university quality enhancement structures. Through realising the Learner Assembly Principles of autonomy, inclusivity, and accountability, the Learner Assembly offers a robust model for ensuring that learner voices contribute meaningfully to institutional strategy and, ultimately, decision-making processes.

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

DOI

https://doi.org/10.21427/8gyv-mf86

DOAJ Index

1

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