Abstract:

Knowledge remains a contested subject in education at all levels: To what extent we need to build up students’ factual knowledge before they can engage with higher level learning remains an open question. Bloom’s taxonomy (Bloom, 1956) was explicitly developed as a hierarchy of learning. Thus to achieve the higher levels (analysis, synthesis etc), a student must first memorise and understand facts. Similarly, Willingham (2009:19) insisted that ‘factual knowledge must precede skill’, the argument being that foundational knowledge is an essential prerequisite to critical thinking and using knowledge in practice. However, recent research by Agarwal (2019) demonstrated that factual quizzes did not improve higher order test performance, suggesting that transferability of such memorisation exercises may be low. Other academics, including Mehta (2022), would argue that it is crucial to engage students in using and creating knowledge, and to promote authentic learning experiences where skills are developed through practice – rather than focusing on traditional classroom instruction. This paper will discuss these issues through consideration of a project funded by the Office for Students and Research England which explored student learning through knowledge exchange – and focused on authentic learning experiences. Through the project, we developed a model of student-led knowledge exchange (SLKE) which has important implications across all subject areas.

Our research explored the conditions which allow a SLKE culture to flourish in undergraduate teaching and learning. The initial phase of the project consisted of a stakeholder analysis exploring drivers and barriers for SLKE from the perspective of students, academics, and partners, as well as impacts on student learning. Data collection took the form of semi-structured online interviews conducted, analysed through a series of phases culminating in development of the model. This paper will identify and discuss key elements of the SKLE model, together with evidence from the data which support each aspect. The model is divided into four phases: Preconditions, Prior Knowledge, Pedagogic Context, and Product. A key element of the SLKE model concerns the different forms of KE which occur between individuals in a learning triad consisting of a student, a facilitator (often a member of staff) and an external participant or partner in the activity. The types of KE will vary but all three individuals are seen as having valid expertise, and the presence of students encourages all to take the role of learner and to be more open to new ideas. Elements of the pedagogic context which help facilitate KE activities include an interdisciplinary, collaborative and research-based context; the use of real world, stretching, active learning approaches in a playful and low stakes setting; strong scaffolding and support for students and participants and encouragement of reflection on action to promote change. It can be adapted for use in diverse contexts and offers a potential opportunity for institutions to contribute to post-COVID recovery efforts, whilst providing students with an authentic learning experience. We conclude that using SLKE could be considered much more widely in educational contexts where transformative learning and development of confidence and employability are aspirations.

Keywords:

Knowledge exchange, higher education, authentic learning, experiential learning, learning model, employability, transformative learning.