Empowering student learning through knowledge ‘production’.

In this presentation the effects of an altered teaching methodology, in which the
„student as producer‟ approach was adopted, are outlined. Currently, many students
exist as knowledge consumers; however, Neary and Winn (2009) have suggested
the positive effect on students learning through the inclusion of research-like
activities at the core of the undergraduate curriculum; the students act as „producers‟
of knowledge.
In this presentation a third year pharmaceutical technology class were the case
study group for this teaching approach, and the module focussed on pharmaceutical
manufacture quality systems and legislation. Group work formed an integral part of
class time as part of the altered teaching methodology. This presentation will
describe the engaging and creative activities which allowed reduction in class notes
and minimal didactic teaching. Students investigated individual learning styles and
individualised their learning experience based on suggested techniques suitable to
their style. The epistemic process of wondering, critiquing, collaboration,
visualisation and connection in both class activities and the aligned continual
assessments will be discussed. Finally, examples of terminal exam questions
focussing on the higher order skills of analysis, evaluation and creation, which
reflected the teaching methodology followed through the module, will be explored.
Pedagogic evaluation took the form of written student reflection and a student
discussion forum. Students commented that the pedagogical change effectively
improved their interaction, engagement and participation both in and outside class;
however the initial period was difficult as they students struggled with the concept.
This approach is, however, applicable to any module which currently applies a
didactic teaching model.