Autonomy, negotiation and collaboration : student participation in curriculum development : the development of an on-line learning lexicon for fashion and textiles students

Abstract

This study presents a novel approach in the exercise of autonomy where students were asked to participate in redesigning a course curriculum and materials to suit their personal and professional language needs. In addition, a new learning resource was created tailored to their specific needs. Following an institution-wide restructuring of courses, a new professional English training subject was developed in response to textiles and clothing industry needs, and discussions with teaching staff. Although the content was highly subject-specific and the assessments designed to reflect relevant practices in the industry, students and teachers felt after the first offer of the course, that there was a need to further develop some of the new ideas introduced. A selected group of students interviewed their classmates to identify the changes that they deemed necessary, and to solicit specific ideas for language activities. The information collected by these students was further negotiated with course developers and technical assistants. This paper records the students' achievements in exercising their skills of negotiation and collaboration with their fellow classmates, course developers, and assistants in order to bring a change to the design and materials of the course. The paper draws on data collected through student and staff interviews to investigate the mutual benefits to be reaped from this synergistic relationship in terms of developing materials, as well as students' awareness of how engagement in negotiation and collaboration can lead to increased autonomy in making decisions regarding the course curriculum and materials. Finally, it details the creation of a new learning resource for fashion and textiles students.