Abstract
For students born in the digital age of computers and considered as ‘digital natives’, I feel the current curriculum design on a module I teach provides insufficient scope to explore and challenge students ‘digital bravery’ abilities.
Most students in the current higher education context use technology to access online learning materials. However, relatively few students claim to be digital content creators although many own a web-enabled electronic device with easy access to various useful digital tools that allows for the creation of these online learning materials (Jones, Johnson and Gruszczynska, 2015).
Educators can nurture power-sharing relationship with students over online content creation and help learners ’take control of their learning needs and enhance student engagement by treating students as partners (SaP) as an approach to curriculum design. The concept of SaP emphasizes on engagement as an active process by engaging students as co-creators, co-designers, co-inquirers, coproducers and collaborators in partnership learning communities thus enabling the skills development process of both staff and students alike through learning partnerships (Healey et al., 2016; McPherson and Heggie, 2015; Mercer- Mapstone et al; 2017).