This journal serves as a central archive for the Teaching and Learning Academy’s activities, capturing key project outcomes and a rich collection of resources from the Students at the Heart Conference, Teaching Insights Seminars and other activities. The journal is an archive and showcase of research and practice associated with teaching and learning and the wider student experience.
Authors retain copyright and grant the publication right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this publication.
This case study demonstrates how the complexities of group assessment can be approached differently using a ‘teamwork’ philosophy and the incorporation of other tools such as the BuddyCheck peer assessment. By integrating collaborative learning across multiple contexts, in class, outside class, and across the programme in various team configurations, and using structured monitoring tools, students develop genuine teamwork skills rather than simply completing assignments with others. The approach emphasises social learning as an integral part of the educational experience, with BuddyCheck serving as both a monitoring mechanism and a tool for pushing students toward meaningful collaboration.
Copyright (c) 2025 Dr Amr Al Khateeb http://creativecommons.org/licenses/by-nc-nd/4.0
Case study: Supporting student tutorials with the feedback dashboard
Summary Using the feedback dashboard to support student tutorial meetings. Further Information: Subject Area: Criminology Level: 4-7 Case Study: What have we been doing? Will and Anne are both lecturers on the Criminology programme. The programme team have been working collectively to share and improve feedback practice. Part of this includes an ongoing process of adopting a single rubric added to all Canvas assignments. The aim of this is to help students by providing a consistent framework by which they can gauge their improvements, identify weaknesses to work on, and get to know the underlying aims of the course. Another process that the team is beginning to look at is to develop a consistent approach to written feedback on Canvas, using best practice in this area. Like most programmes, feedback is incredibly time consuming, and finding ways to ensure students get the most from this effort is important to the team. Students recognise the importance of individual tutorials, but tend not to be prepared, therefore not realising this until late in their studies. There is also a risk that in writing feedback tutors can become side-tracked by other demands and start writing feedback to satisfy externals rather than supporting students. Will and Anne are finding that the Feedback Dashboard is helping support students and their own development. What is the feedback dashboard? The feedback dashboard is an online space where staff can access all the electronic feedback in Canvas for each student in a single page Seeing student feedback across the programme The main way Will and Anne are using this dashboard is prior and during individual tutorials and PDPs, using it to help students to see the commonalities across the different assessments leading to plans and strategies to improve. Prior to meeting: prior to a meeting they might go in and have a brief glance at some of the different comments left on the assignments and also a quick overview of their marks in the past semester. “I only spend a couple of minutes on the system before the session. I usually discover that the same things are coming up, this allows me to have a more focused meeting” Anne Talking to students: This can then lead to more targeted dialogue with students in a more in depth way, rather than just fishing for issues you can actually get down to the detail straight away. Developing a relationship: Using the dashboard allows you to be more aware of what is going on. On large programmes, students can feel like a number, this allows you to treat them more personally, and that you are keeping a close eye on their progress. A screenshot of an individual students feedback dashboard showing marks and feedback from different courses combined into one space. When I meet my personal tutees for PDP they feel that I am aware of what is going on with them because I can comment on their strengths and where they need to develop Connecting the dots: Helping the student to see the connections between the assignments “As staff submitting to journals our experience of feedback is usually so useful because eventually you are going to get something out of responding to it and getting your work published. In contrast, for students feedback tends to feel final and there's no chance to resubmit, so it's an important part of the process to work alongside the student to connect those dots and help the student utilise the feedback from a previous submission to improve the next one. Students don't always naturally see that connection” Will Struggling students: For Anne and Will it is particularly helpful with struggling students because then you can analyse why they're struggling in more detail and discuss strengths and weaknesses and try and identify common problems. “If a student is suddenly getting poor marks at level 5 I might even look further back at level 4 to see how they were doing then and perhaps this will help confirm suspicions around the struggles that they might be suffering from.” Anne Transition and looking back as well as forwards: It is also useful for looking at any students who have moved to the masters programme from the undergrad programme because it's easy to look back over the previous years in order to understand that student and how they are progressing on the new level. Seeing from student point of view: Seeing the range of feedback helps you to understand the student experience from receiving all of these comments, and the emotional affects that might have. Helping to catch up on where they are at: Because of the increased numbers of students on the course using the tool helps you get to know where the student is at, and what they have been doing recently. Hidden problems: Feedback can also contain hints of deeper more hidden problems. “I may even find that there are comments about particular issues that the student might be facing so this will help me point the student towards student welfare.” Anne Improving my feedback by seeing good examples: When reviewing the feedback you can identify good practice from other staff. “I read other people's comments and I do pick up on good practice, for instance there was an example where staff were pointing students to study skills and their feedforward sessions so I now use that idea in my own feedback” Anne What next After positive comments from the programmes external reviewer during validation on its use, Anne and Will are looking are developing its use across the team. Will and Anne are both happy with the design and find it easy to use. It is designed to provide an overview when you first own it, allowing you to explore elements of feedback if required. From Anne and Will’s input the Teaching and Learning Academy are going to look at developing and improving: The search function The display of rubric information Link to the submission to access annotations if needed The possibility of allowing students to access their own dashboards Further reading/more information: Staff feedback dashboard guide Blog Post: Recent Assessment and Feedback Developments in Canvas (Staff) How to use Canvas rubrics Winstone, N.E., Carless, D., 2021. Who is feedback for? The influence of accountability and quality assurance agendas on the enactment of feedback processes. Assess. Educ. Princ. Policy Pract. 0, 1–18
Copyright (c) 2025 Will Jackson, Anne Hayes http://creativecommons.org/licenses/by-nc-nd/4.0
Case study: Reaching out beyond the module space and connecting with others to support studentlearning
Summary Clare will continue to teach this module completely online next year as she continues to connect students across the institution and through the alumni to understand the challenges of employability in a post covid world. Further Information: Subject Area: Media and Culture Level: 6 Class Size: 30 Case Study Clare has found that her students have been remained highly motivated during the process of moving her module online and Clare thinks this has been ‘great’ for her too. The redesign has created different opportunities to engage with a much wider range of people both internally and externally. The design was collaborative in terms of students and Clare sharing ideas, online tools and perspectives in the area of employability. Tools identified by students might be then built into workshops and discussions with students. The delivery for each week did change which required the students to be more proactive in their own time management and learn and develop those skills. This was very different from the previous year when it was taught face to face as students would tend to drift off during the workshop based activities. Alumni One group that has always been useful to motivate, inspire and inform students are past students. This group has been easier to reach out to and engage with because suddenly everyone was online. Clare has become more engaged with her alumni using social media such as LinkedIn. here she follows her past students to help her understand where their careers are developing but also to see how the knowledge and skills they've gained are also influencing their career paths. This knowledge helps her feedback to the current students but also helps her consider the current curriculum. In the past Clare would need to arrange times, dates, travel etc to get a past student to attend physically. The convenience of all being online and having the skills to engage in live online sessions has meant alumni and current students can get together with a minimum amount of fuss and the maximum amount of engagement. Her alumni have been particularly supportive with one of them offering two free tickets to Cambridge Universities ‘Social Media Day’ worth £200 per ticket, and donated 2 social media kits to the students that created the most effective online presence. This has helped students to engage with course activities and content but see the relevance and connection with possible career paths. Clare's students have really benefited from this engagement and are further ahead in terms of learning than previous years. Working across the institution Clare also reached out to engage with other departments. Similarly the ability to run session online meant it was more convenient for staff to engage. She worked with the careers centre, the digital incubation hub, and the equality and diversity team. She incorporated their resources, such as the online careers 24/7 tools , and the prospect career planner , into the resources on the course. She's also developed her own skills audit tools using the canvas quizzes function. Digital skills There was a lot for students to get used to in terms of the tools and methods through which this module was delivered. There was some resistance and students did struggle in places but what is interesting is the clear communication of the modules aims and helping students to understand the commitment that they would need to make in order to succeed in this particular module increased engagement. An important outcome from the module is the developing digital confidence of the students. This is embedded into a reflective process where students saw understanding and reviewing their progress as they make different representations of themselves online. Some of the formative activities included a discussion board on the impact of covid on the workplace, where they responded to recent podcasts highlighting different issues. Personal reviews and reflections Clare ran 4 hour online workshop where she would set up a single Zoom room and then allowed students 15 minute slots where she reviewed where they were up to. She found the process of having students attend a single room easier because it allowed her and them the simplicity of a single link, but also allowed her to easily connect emerging issues from previous students to the next appointee. This was major improvement on face to face sessions where interruptions would lose the focus, flow and direction of the discussions. Self-reflection activities such as discussion board posts allowed students to engage and leave their own digital footprint inside canvas to explore, reflect on and include in ongoing assessments. Creating a community Clare's tip for creating stronger engagement and community is to focus on understanding where students are up to and their individual interests. Students set up their own WhatsApp group to help develop a supportive online community. They might mention to Clare that they were discussing particular things in this community and Clare would ask them to highlight particular resources to review rather than join their space. Next year Clare will be feeding into the faculty employability group as she learns more about how her students are adapting to an increasing online working environment. This module has been given the ‘green light’ to run completely online next semester and feedback from the students showed that they agreed with this approach
Copyright (c) 2025 Clare Horrocks http://creativecommons.org/licenses/by-nc-nd/4.0
Case study: Providing an authentic and engaging online simulated placement
Summary Creating immersive simulations to support work-based learning. Further Information: Subject Area: Faculty of Health Level: 4 Class Size: 400 Case Study: The undergraduate nursing programme needs opportunities for work-based learning in order to learn valuable skills. This department has worked to provide an authentic, effective and engaging online learning experience through simulated placements. This includes simulation, gamification, and scenario-based learning using a range of technologies and techniques (both sophisticated and simple). This demonstrates how engaging an online experience involved like this can be. Simulation The use of Healthcare Simulation Based Education has been growing generally, particularly in the last 20 years. There is now considerable research evidence showing students develop confidence, secure thinking, reasoning, and technical and non-technical skills, through this method. The increasing numbers of students and the decreased number of clinical placements for our students, means students need different spaces and ways to practice the very important skills and understanding of roles within organisations. All of which must meet the very high standards set by the Nursing and Midwifery Council governing body. Liverpool John Moores University’s Faculty of Health department has been the first in the UK to recognise the potential of using simulation-based education. A simulation is the artificial representation of the real world within which you can recreate real world practice-scenarios. This project used Canvas for its underlying structure, weaving graphics and videos to create daily activities capturing these in a number of ways. To create a truly immersive experience students need to suspend disbelief, this is really quite a core, and key part of simulation based education. To do this completely online is very difficult, but there are some approaches that might be useful for others to learn from including: Creating sense of identity through the idea of ownership and belonging Building an online community that replicates the work environment Thinking of the different ways to replicate an organisation The team created a Liverpool John Moores University Hospital NHS simulated trust with all the usual processes required when joining the organisation, such as induction and orientation. This trust wasn’t a perfect organisation, it had business process issues that new recruits could help identify and suggest improvements. Graphics were developed to further enhance the feeling of immersion; this theming was throughout was added to other documentation and additional resources. Simulations allow students to repeat and reflect on each process to perfect and get deeper understanding of the development of their own skills and knowledge. Activities need to be designed to allow the collections of student generated data to allow them to self-analyse their own progress and review critical issues with their tutor. The feeling of a working day was created through the timetabling, release of activities, so that students worked through a day completing various task during that virtual ‘shift’. There were also connected with a team and senior lead to allow them to collaborate in real time as situations unfolded. This also allowed them to celebrate and be proud of their team achievements as they progressed. To help this, a weekly competition accumulator showed a corporate style league table of the top team members. An example of this was witnessing a particular clinical process in the form of a recorded video, and then being asked to monitor a patient, reporting on their progress in real time. These recorded procedures might contain errors that the students should be aware of and were aimed at increasing attentiveness to the video. In this way students could become critiques of the organisation. Another example was to record experiences of patients from their point of view to allow students to ‘walk in their shoes’ to appreciate the stresses and issues from their point of view. It was important to capture some of the reality of this situation and the feelings of confusion and helplessness, rather than an ‘artificially’ perfect institution. There were a number of issues relating to this approach: Cohort size. The cohort was so large they needed to be sub-divided. Canvas is difficult to use when trying to sub-divide a group of enrolled students, in terms of releasing content to specific groups of students and monitoring across groups. The answer was to use Canvas group pages and timetable functions to delineate which group was working on any process at any given time. This increased the admin load for the team. However, students could then click on their group name and see all the activities, times and resources in one space. Digital literacy. There were a lot of new tools and processes involved that the students needed to get to know how to use such as Canvas discussion board. Rather than externalise this process from the simulation and train them before hand, this learning happened within the simulation. Rather like a digital game where you learn the functions of the tools as the game progresses, the same process was used here. For instance, students learnt the functions of Office 365 as part of learning the job. The simulation involved a role out of Office 365 around the hospital, requiring everyone to learn it and feedback on its capabilities, as any large institution might do. This also included a project for groups to create public health materials in Microsoft Sway. This worked well with all students being able to use the tool with minimal hands-on training and support. Articulate was also used to create bespoke interactive tools, such as identifying risks within a ward. Overall students were very supportive of the process, reporting very high levels of satisfaction. The delivery team have learnt a huge amount and want to take the process forward. Here are some useful points that could be transferred to other subject areas if you are thinking of introducing simulations to your students. Make it Authentic: It is key to try to surround students with graphics, documents, resources, and activities that keep the learning in the feeling of being in.
Copyright (c) 2025 Chris Gillies, Janet Williams, Mark Murphy, Neal Hughes, Niall McCann http://creativecommons.org/licenses/by-nc-nd/4.0
Case study: Engaging Students Through the Creative use of Padlet
Summary Ivan is engaging students through collective activities captured within the Padlet system . Further Information: Subject Area: Public Health Level: 4, 5, 7 Class Size: 30 Technology Requirements Individual Padlet account (The institution does not have an institutional account) Details of the Process Ivan’s team have invested in a local Padlet account to support their teaching. Padlet is an online tool that is best described as an online notice board. Padlet can be used by students and teachers to post notes on a common page. The notes posted by teachers and students can contain links, videos, images and document files. This create space can be structured in a number of different ways using templates to allow different ways to organise these ‘notes’. Ivan had previous experience of using this tool, once at an online conference he attended but also his own experiments with students. He was asked to deliver quite a dry subject and was looking for ways to get the students more motivated and engaged. Ivan uses them in two different ways, one in a live online session, or as an ongoing space for students to share. He also keeps these spaces anonymous to encourage interaction. The non-live activities are usually the most successful as they allow students time to think, research and read each other’s contributions. The Padlet spaces can also be embedded into Canvas allowing students and staff to access them easily and have them incorporated within the rest of the materials. “The big benefit is how intuitive it is for the students and staff to use, they need very little support and just get on with it, it just works” The tasks need to be carefully described with instructions so that the students can carry them out independently: Most tasks are based around individuals or groups researching something and posting the resources they have found. Ice breaker. Share something that is important in your life. This encouraged student to share images of things that are important to themselves. Water treatment task – each group had a different method and had to research this. The Padlet then presents each group’s work in a column, with an overall summary statement and links to resources. This then become a set of resources for all the students to use. Each student is given a different word to define, they need to research it and then place it on the page, again becoming a resource for all. Follow up tasks. Follow on tasks could include confirming the quality and relevance of the materials by peers and editing to improve the overall usefulness of the materials. Monitoring. Ivan reviews the different Padlets running that week about once a week, just to leave comments, encouraging responses and likes. Padlet has some limitations. If too many students (over 50n) attempt to interact at once it can become ‘laggy’ and slow. Padlet is not connected to any of the university systems so it won’t provide you with notifications. You can moderate postings, but Ivan found this unnecessary for his class. He found this can slow the process down and has never had any student post anything negative. It is important to choose the right Padlet template to organise the notes, otherwise it can become confusing for staff and students. There is a profanity filter that will look at the text students write, but it can’t check the links, images or videos added.
Copyright (c) 2025 Ivan Gee http://creativecommons.org/licenses/by-nc-nd/4.0
Case study: Developing materials for neuro-diverse students through collaboration and shared understanding
Summary Improving teaching practices though exploring neuro-diversity Further Information: Subject Area: School of Business Management Level: All Levels Case Study: Linda has been working closely with Christina over the past year to learn from her experiences as a dyslexic and dyspraxic academic. Through conversations and reviewing teaching practices, Linda has begun to change the way she designs PowerPoints and some other elements of her teaching. It is difficult to summarise all of these elements in this review, but it does provide a powerful example of how, through shared understanding, awareness can result in key small changes that can help all students. Linda began working with Christina and reflects as she started to understand the issues, “it really blew my mind.” She knew she had to take advantage of the first-hand experience of an academic who has been a student with dyslexia and dyspraxia. The aim being to improve the quality of the materials she presented and also to share this understanding to make it standard practise in what we all do. Not everyone who has these conditions may know this. Christina recalls the events that happened that made her seek help and a diagnosis. “So the thing that triggered me to get attached was I was in a physics class one day and I loved physics so much. I really wanted to do it. But I knew I wasn't brilliant at it, but I really wanted to do it. And I was stressed about this class because it was beginning to come up against my barriers. And I read a question three times and each time I read it, the numbers in it were different. It was one then it was a five and then it was one. Then it was a five. I was nearly in tears and I had to run out of the classroom.” Stories like this help us to understand how those with diverse neurological conditions experience things that others might find simple of easier to do. Though this developing understanding we can begin to look at our practice and see where the way we teach rather than what we teach might be disabling some students. What are Dyslexia and Dyspraxia? It is important to understand that there is a wide range within these conditions, and the following are just a few of the aspects that Christina shared with Linda. Christina is just an example of ‘one’ and not representative of all those with the condition. For a full understanding, we recommend reading information on the British Dyslexia Association website. Having said that, here are some key aspects and how they might affect a student’s ability to study and learn within the ways we teach. A student with dyslexia:- Reading inaccurately without adequate comprehension: Text can ‘move around’ or ‘wobble’ and students may have to read sometimes a number of times before they begin to understand it. Students may take longer to read and may find it hard to understand complex texts. Breaking down text, providing summaries, and allowing longer times for students may help. Indicating a range of times that an activity might take can signal to the students that you may find different activities can take different amounts of times, and that is ok. Confusion over verbal instructions, places, times, dates: It can be frustrating that people do not turn up on time, you might think “it’s the least they can do”. But this can be an element of their condition, that makes it harder for them to understand complex instructions. Christina tries to make sure she offers support when covering anything complex such as assignment information. Inconsistent spelling: Students may find it difficult to spell or even speak complex words. These spellings may be different each time. Allowances for incorrect spelling could be made, or at the very least not constantly picked up at every instance, which may reinforce their feeling of inadequacy. For instance, when using an online chat facility, you might say, it’s alright to get spellings wrong. Low self-esteem: Students with these conditions realise they are finding it harder than other students and may lose motivation and have low senses of self-esteem. Having a sense of this might help you to support them with a greater level of understanding. Referencing: Christina advises her students to use referencing software to increase the accuracy of their citations and then to check them. Christina sees the following quote as very accurate description of Dyspraxia. It is “nearly always thinking about several unrelated things at once. The inverse is also possible with any one dominant thought occupying the dyspraxia entire attention span and any given time, though, this may cause easy distractibility and daydreaming, it is quite easy for someone to say dyspraxia, to concentrate entirely on a particular thought instead of the situation at hand.” MediTouch Library website. A student with dyspraxia: Manual dexterity: Christina reflected on how long it would take her to complete science experiments. “It will take a lot longer than other people asking them to do things which are overly complex or if there's an awful lot of instructions.” Complex forms, and form filling: Christina shared her particular problems of completing tasks that required filling in paper-based forms with small areas. These required a great deal of dexterity that she simply didn’t have. Always provide ample space to complete paper-based task or do them online if possible. Creative and artistic: On the plus side students are highly creative, artistic and innovative. Tapping into this could help the student realise their potential. PowerPoint Christina also reviewed some of Linda’s PowerPoint slides to suggest changes. Here are a few suggestions you might like to try. Colour contrast: Strong colour contrast, like black text on white background can make it harder for a dyslexic student to discern the edges of the text and lead to more inaccuracy in reading or the length of time needed to read it. Do not go too far the other way where there is little difference between the text and background colour as this will have the same affect. (See the figures below) You can also learn more by using the WebAIM Contrast Checker website. Layout: Delineating the different parts of the information through colour, text size and placing elements within text boxes. (See figures 1 and 2 below) Diagrams and information hierarchy: Simple diagrams can help show the relationships between key concepts helping the student to decern the important information and how they link together. Using animation: If presenting a number of points on a single slide use animation to reveal each one at a time. Students with dyslexia can find it hard to make sense because the text might begin wobbling or moving. Revealing the text in steps can help reduce this. Providing access to slides before the session: Proving slides via canvas before the session will allow students to download and print the slides on different coloured paper that is optimal for their condition. This Case study is connected with our wider accessibility project AIDeD. Please view developing materials for neuro-diverse students document.
Copyright (c) 2025 Christina Phillips, Linda Walsh http://creativecommons.org/licenses/by-nc-nd/4.0
This case study explores how Dr Javier Fernandez Navarro applied gamification principles into assessment design to enhance student engagement and develop industry-relevant skills. The approach combines an individual portfolio assessment using professional software tools with gamified elements including fantasy league mechanics, strategic card systems, and escape room-style practical sessions. The portfolio requires students to demonstrate competency with industry-standard performance analysis software, creating authentic learning experiences that align directly with professional job requirements. Gamified elements are designed to encourage attendance and participation through structured peer interaction and formative feedback opportunities embedded within practical sessions. Student feedback indicates positive responses to the interactive teaching methods, with the module receiving recognition as "the most interactive" in student evaluations. The approach demonstrates how carefully designed gamification can support authentic professional skill development while maintaining academic rigour. However, implementation challenges include resource requirements for content development and potential scalability concerns for larger student cohorts. This case study offers insights for educators seeking to integrate gamification principles with professionally-relevant assessment design, while highlighting both the potential benefits and practical considerations of such approaches.
Copyright (c) 2025 Dr. Javier Fernandez Navarro http://creativecommons.org/licenses/by-nc-nd/4.0
Case Study: Developing an online community through small steps and student feedback
Tutor: Helen Klepper Summary How to engage part-time students on a one year CPD professional programme by focusing on developing a learning community using a range of activities and technologies. Further Information: Subject Area: Human Resource management (HRM) programme - LBS Level: 5 Class Size: 24 Background The CPD Chartered Institute of Personnel and Development level 5 programme in HRM attracts a cohort of more mature students who are looking for promotion or progression within this field. The programme consists of two modules over two semesters and classes take place in the evenings. This case study will focus on the assessment and related developments during the period of Covid, that have influenced the thinking around how to run this programme in the future. Creating an online community As with most programmes, this one was not designed as a distance learning course, neither had the students applied for nor prepared for the switchover to a fully online experience. The programme lasts for two semesters. In that short time the students have never met the tutors nor each other physically throughout the whole programme. One of the key objectives was to create and encourage a safe online climate which engenders active participation through discussion. One of the assessments was a group presentation. The tutors were keen to build the trust and working relationships between the groups when they were only meeting online too. The sequencing of the modules was changed to allow time for the students to get to know each other before completing the summative group work. Even with this change it still presented a problem to the tutors to design different ways in which to build this trust. Formative online tasks The tutors have also introduced several formative tasks asking the students to create podcasts and infographics representing their understanding of the various summative assessment tasks. This allowed the tutors to understand how well the students have understood the briefs, it's also allowed the students to think differently about the diverse ways of using online media and allowed them to learn from each other. These were successful with over 95% of students completing each one. Whatsapp The tutors encouraged the course student reps to set up a Whatsapp group. They were members too but withdrew as soon as everyone was added to allow the students to talk more freely. This space allowed the students to support each other in a space that they owned. Activities in Zoom breakout rooms Right from the start, tutors used zoom breakout rooms to place students in random groups to answer simple questions relating the content to their experiences. These questions were carefully designed and used to help the students create bonds through structured activities rather than leaving them to their own devices to get to know each other. Joshi pointed out how important it was to provide enough time in these group sessions to allow the conversations to grow. It was important for her to give them structure and something constructive to talk about and provide them with space to have a ‘natter’! Joshi believes that the students would have struggled to solely share personal information in a unprecedented time, without providing this structure. Later, in the course the tutors transitioned the students from randomly allocated groups to small working groups of four that continued to work together for all Zoom breakouts and eventually completing the group assignments. Although this was successful there was a particular session which made a big difference in terms of the students opening up and becoming more of a collective, sharing online community. Joshi asked a successful student to come and give a talk to the current students. This student talked openly about their struggles with the course in terms of developing their confidence. They also encouraged the students to understand that there was a responsibility on them to form more of a collective. Joshi believes this candidness from a successful student allowed the students to reassess the importance of the way they worked with each other. In the recent board of study meeting students voiced their enthusiasm for this “I really feel comfortable with the others now”. External events In the past students were encouraged to attend CIPD professional body events, however these were difficult to attend because of travel and parking difficulties. During covid students could attend the events were delivered online. This has allowed attendees to speak to key members of the Body, and follow them on twitter. Through this process, students became more interested in networking and asked for extra sessions on CVs and other employment focused activities such as MicroSoft certification. Joshi hopes to continue this practice allowing a wider selection of participants to network and contribute. Assessment – Group Presentation Following initial resistance, students began to use the Teams tool to practise presenting together as a group outside teaching sessions. The summative assessment were performed on Zoom. Through consultation, to minimise disruption, it was decided that the students would present without their peers watching. Individual Zoom sessions were created for each presentation group. The tutors moved to each respective zoom session during the scheduled delivery times and aided the process by changing each slide which was most welcome. Conclusion The team are still learning but have noticed a change in communications. On the lighter side, the student community were also blessed by one of their partners having a baby during lockdown which was at once adopted as the course baby. Joshi has asked the students about next year and what they would like to keep in terms of teaching and learning methods. They would prefer lectures to remain online and only attend for the first induction and discussions around assessment.
Copyright (c) 2025 Joshi Jariwala http://creativecommons.org/licenses/by-nc-nd/4.0
Case Study: Bringing students together through active learning and simulations
Summary A framework of active and flipped learning through incorporating simulation. Further Information: Subject Area: Business Management Level: 7 Class Size: 25 The school of leadership and organisational development within the MBA have a strong focus on improving practice within the workplace. This programme strongly encourage students to share how their learning has been applied in practice. Project Management Module The module is an optional and enables students to critically evaluate the key concepts that relate to stakeholders, critical success, risk management, project planning. A typical cohort size is around 20 to 25 students. Students have experience in managing organisation projects, they often face challenges and experience high levels of change and uncertainty. However, sometimes their traditional approach to project management doesn't really meet the challenges that they're facing. They tend not to have any formal training in project management theory or practice. The framework for the module incorporates learning simulations and principles of action learning to build more of a collaborative learning experience for the students. Natalie purchased a business simulation programme from an external company. Why use simulation? They create a level playing field in a learning environment Use real life scenarios Realistic conditions to set up reflective discussions A chance to apply theory to practice Bring students together to work collaboratively Presents a series of questions to students that they then have to think about and take action Reveal the unintended consequences Can be better than the real world experiences Simulation negatives: It can be expensive, business simulation can cost up to £500 pounds for a cohort of 25 students Setting up hardware and software can be challenging Some students focus more on the simulation process instead of learning about the task. The framework uses action learning to provide a useful lens to enhance learning within the simulations. It encourages students to develop their capabilities as professionals, to build learning relationships beyond the modules. It also helps to give attention to clarify the nature of the problem, rather than just jumping straight into solutions. It also helps develop the ability to ask questions and listening more to the experiences of others and gaining multiple perspectives. Because student groups are presented the same scenario, they're given the same information at the same time, revealing different ways with different outcomes. They can then reflect on why we do things differently, providing another lens - bringing learning and simulations together. Natalie did an online practicum, a simulated virtual world, a safe space where our students could come and apply theory to practice with reflections and questioning and listening, being core within these two days of delivery. Discussion Boards Natalie also utilised Canvas discussion boards very successfully which were linked directly to units of content to reflect on your own experiences and how you would apply theory. These became a rich and valuable source for collaboration and exchange for students. They were given a case study, a pre simulation report to do before they turned up to class. This used the idea of flipped learning and was allocated 25% of the final mark. Natalie would have liked to have had this as a formative assessment, but experienced has taught her that tying this to a summative assessment creates greater motivation for students to complete the assignment. The main aim of this pre simulation report was to get the students to turn on prepared for the session. Natalie gave students space to complete the simulation phases, but checked in and out of the room to see how they were progressing. When students reached key phases or critical decisions, they stopped the simulations and reviewed their decision, reflected on what had happened, how they felt previous experiences. They regrouped on what they could learn from that and then they planned for the next phase. Principles of action learning were embedded in these debrief sessions and most importantly, Natalie saw the benefits of reflecting together socially, where she saw the biggest change in perspectives, opinions and practices. Flipped, Action Learning and simulation really made this module enjoyable to teach and improved the students engagement, performance and satisfaction. Natalie found that her teaching practice moved away from giving information to a balance of providing activities and supporting students through the process.
Copyright (c) 2025 Natalie Marguet http://creativecommons.org/licenses/by-nc-nd/4.0
Copyright (c) 2025 Kaylie Fortune http://creativecommons.org/licenses/by-nc-nd/4.0
Session 71: A men's mental health podcast with a hug!
Session overview Men typically make up 75% of suicide deaths in the UK; in England, the highest suicide rate is among males aged 45–49, with 25.3 per 100,000 (ONS, 2024). Men are less likely to seek treatment for their mental health (Mind, 2020) and just 36% of all NHS referrals for psychological therapy are for men (Mental Health UK, 2024). It is also important to consider the concerning data that, in the context of poor mental health outcomes, 90% of individuals sleeping on the streets in England are men over the age of 26 who are from the United Kingdom (Housing and Communities, 2024) and that proportionally men make up to 96% of the total prison population (HM Prison and Probation Service, 2024). The Man Hug podcast began in early 2023 and it became a medium to capture the essence of these discussions to encourage men to talk. The podcast has three aims: Provide a platform for men with lived experience to share their mental health stories. Showcase the network of support that exists to help and support men Normalise the experience of talking about mental health to tackle the stigma associated with it. As hosts of the podcast, we are determined to demonstrate that poor mental health affects all men across class, demographic, and cultural lines, and that, by talking, our guests demonstrate positive male role models – and that it’s good to talk. To date, the podcast has addressed various themes such as addiction, grief, loneliness, suicide, neurodiversity, and memories. Following an evaluation the podcast is proving to be a useful educational tool for students and staff to enhance knowledge about mental health and to improve signposting. Key learning points from this session: How Podcasts can be used to enhance knowledge The power of Lived Experience (Experts by Experience) How staff and students can signpost people to the right mental health support. A men's mental health podcast with a hug! PowerPoint. Only LJMU staff and students have access to this resource.
Copyright (c) 2025 Dean McShane, Conleth Kelly, Ian Pierce Hayes http://creativecommons.org/licenses/by-nc-nd/4.0
Session 70 Lightning talk: Advanced Practice formative peer review EPA presentations; cultivating multiprofessional feedback
Session overview: The Advanced Practice Apprenticeship Programme is multiprofessional in nature and designed to develop clinical expertise aligned with the NHSE Multiprofessional Framework for Advanced Practice (NHS England, 2017). It follows a national standardised approach to learners' End Point Assessment (EPA) based on the Institute for Apprenticeships and Technical Education (IfATE, 2018) requirements. The EPA ensures apprentices demonstrate the necessary clinical knowledge, skills, and behaviours (KSB’s) essential to practice at an advanced level. EPA is a multicomponent assessment comprising of an open book exam and evaluation of a proposed change in clinical practice, by way of a report and presentation. Both reinforce the application of advanced competencies in real-world healthcare. Assessors for this examination are independent of the academic team for which the programme is delivered and as such students must be prepared to answer questions from assessors across varying professions and advanced clinical backgrounds. Incorporating formative assessment in a multiprofessional learning environment is thought to enhance the overall educational experience by fostering collaboration, critical thinking, and knowledge exchange. Providing structured feedback on their change-in-practice presentations students were able to refine their ideas, develop problem-solving skills, and directly apply these to the advanced assessed competencies. Peer learning was chosen to encourage interdisciplinary dialogue, thus exposing students to diverse perspectives about their chosen potential healthcare challenges and solutions. The team wanted to mirror the real-world practice where professionals collaborate to evaluate practice improvements and cultivate communication whilst valuing a team approach. Learner feedback from two EPAs has been positive with students enjoying and finding value in this method of assessment. The team evaluated EPA peer formative assessment to be evidence-based and beneficial across all disciplines. Recommendations are that peer learning should continue to support individual competency development, enhance the student experience and promote a culture of continuous learning for the proposed healthcare workforce. Key learning points from this session: The attendees will have a better understanding of what the End point assessment entails and how the students can benefit from peer formative assessments. It encourages discussion around topics that will demonstrate a meaningful impact within the clinical workplace but also how it can be linked to the knowledge, skills and behaviours that underpin the multiprofessional framework of Advanced clinical practice. It fosters that shared decision making approach that is paramount to successful patient interventions. When we have undertaken formative peer reviewed presentations with this cohort of students previously, we were able to see what collaborative working really means, they would help each other out with tips and ideas. It was a real team approach. Advanced Practice formative peer review EPA presentations; cultivating multiprofessional feedback PowerPoint. Only LJMU staff and students have access to this resource.
Copyright (c) 2025 Sarah Shardlow, Michelle Pickering, Geraldine Macdonald Smith, Joanna Lavery http://creativecommons.org/licenses/by-nc-nd/4.0
Session 70 Lightning talk: Navigating enterprise education with the 7Cs
Session overview: One of the key objectives of the LJMU Employability and Graduate Outcomes Plan is that all undergraduate programmes will include accredited work-based learning. This session will give a first look at an evidence informed framework called the 7Cs that can support support this objective. The framework supports the design, delivery and evaluation of enterprise education interventions. The 7Cs are: A Can-Do approach Collaboration Competition Confidence Connections Creativity Curiosity Key learning points from this session: Support is available to work with employers to deliver inclusive and transformational curriculum content. Navigating enterprise education with the 7Cs PowerPoint. Only LJMU staff and students have access to this resource.
Copyright (c) 2025 Emma Robinson http://creativecommons.org/licenses/by-nc-nd/4.0
Session 69: Project decolonisation: carbon footprints and compensation payments
Session overview: How can topics related to decolonisation be integrated in the curriculum so that it is relevant and interesting to students? A group of students and lecturers have worked together to develop project-based activities for students in the mathematics programs at LJMU on two exciting real-world challenges related to decolonisation: 1. Calculate your personal carbon footprint and 2. Develop a fair and transparent compensation scheme for the impact of slavery. The activities will consist of three pillars - an analysis component where the students will develop mathematical frameworks for calculating the carbon footprint or a compensation payment for the impact of slavery, a presentation component where each team will present their projects to the class and an evaluation component where the team will reflect how their ideas could be implemented in practice. The decision of asking students to take the drivers' seats in designing the project tasks is to ensure that the tasks are genuinely relevant to future students in the mathematics programs. The interdisciplinary, open-ended activities are much closer to the challenges that mathematics graduates will face in their future workplaces but they are still relatively uncommon in mathematics programs. Key learning points from this session: After this talk, delegates will... ... take home fresh ideas how new student activities related to decolonisation can be developed. ... see examples how real-world challenges that go beyond the core of a particular discipline can be integrated into the curriculum. The project activities developed will be implemented in existing modules of the mathematics program. We expect that our approach to designing project-based student activities related to decolonisation can be easily transferred to other disciplines. Project decolonisation: carbon footprints and compensation payments PowerPoint. Only LJMU staff and students have access to this resource.
Copyright (c) 2025 Ivo Siekmann, Sandra Ortega, James Baker, Aisha Jirde, Lucy Lavery, Mohamed Ibrahim http://creativecommons.org/licenses/by-nc-nd/4.0
Session 68: Nature Lab: exploring virtual ecosystems for ecology teaching and research
Session overview: LJMU is committed to sustainability and addressing the climate crisis, with a goal of achieving net carbon zero by 2035. Teaching and research are central themes to this mission, and with the rapid advancement of digital technologies following the Covid-19 pandemic, we must explore the potential of innovative tools like virtual environments (VEs). VEs can enhance environmental science education, particularly for fieldwork, a vital yet often inaccessible component. While not a replacement for traditional fieldwork, VEs can make learning more inclusive and reduce the carbon footprint. To explore this potential, we developed an experiential learning module for Level 5 BSc Wildlife Conservation students. Using remote sensing biodiversity data collected from a local woodland, a VE was simulated for students to explore in a lab setting and conduct a bird point-count survey, identifying birds observed along a fixed transect. Students performed the same survey onsite, allowing direct comparison of their performance in the two environments, to determine whether both formats met the intended learning outcomes. Preliminary results indicate that VEs effectively teach practical ecology skills highly desired by wildlife conservation graduate employers. Additionally, students were surveyed on their attitudes towards VEs and experience with this innovative approach. It is clear that students benefit from, and want in-person fieldwork, but they value VEs as a supplementary learning tool and recognise their contribution to sustainable and flexible learning. From these insights, we consider the broader integration of VEs across fieldwork-based programmes and research, fostering inclusivity, enhancing engagement and supporting the Climate Action plan. Key learning points from this session: We evidence how virtual environments (VEs) can be a dynamic and innovative tool used to foster inclusivity, enhance learning, promote sustainability, and facilitate skills development for wildlife conservation undergraduate students. Our findings suggest that VEs complement traditional methods and expand the possibilities for teaching, learning, and research in fieldwork-based disciplines. Nature Lab: exploring virtual ecosystems for ecology teaching and research PowerPoint. Only LJMU staff and students have access to this resource.
Copyright (c) 2025 Danielle Hinchcliffe http://creativecommons.org/licenses/by-nc-nd/4.0
Session 67: Neurodivergent-inclusive teaching: practical hints and tips
Session overview: Do you want to better support your neurodivergent students, but feel unsure about where to start? Are you unsure of how to translate general information about reasonable adjustments into specific classroom strategies? This session presents a beginner’s guide to neurodivergent-inclusive teaching in HE, from a neurodivergent academic who is also a researcher in Disability Studies and Neurodiversity Studies. Drawing on 15+ years’ experience supporting neurodivergent students (as a support worker, lecturer, and senior lecturer), I’ll present a brief, accessible introduction to ‘neurodiversity’ and related concepts, before moving on to practical guidance on effective teaching for neurodivergent students. Drawing in particular on my experience of designing and delivering a new module on neurodiversity for a student group with a high proportion of neurodivergent learners at a previous institution, I’ll reflect on what worked and what didn’t, and consider how specific strategies might transfer to the LJMU context. Key learning points from this session: Practical strategies for teaching neurodivergent learners. A better understanding of the concepts of 'neurodiversity' and 'neurodivergence', and the needs of neurodivergent students. Neurodivergent-inclusive teaching: practical hints and tips PowerPoint. Only LJMU staff and students have access to this resource.
Copyright (c) 2025 Ria Cheyne http://creativecommons.org/licenses/by-nc-nd/4.0
Session 66: Preparing students for a world with AI: scaffolding AI literacy into our teaching
Session overview: The world of AI is advancing rapidly. It has been said that 'AI won't necessarily take our jobs, but an AI literate person just might!'. Our students need to embrace these new technologies to further improve their employability. AI literacy is now an extremely important topic that we should integrate into all disciplines of undergraduate education. However, the levels of AI literacy amongst academic staff members in UK Universities is worryingly low and numerous initiatives are afoot to try to address this going forward through staff development and training. Students will require scaffolded learning to guide them through the range of AI technologies currently in use, how these are constructed and trained, the weaknesses they exhibit via bias and how to use them effectively through prompt engineering approaches. In this session, we will discuss how this is being addressed for the re-validation of the Computing suite of programmes at LJMU (encompassing seven undergraduate degree routes). We will walk through how we integrated AI literacy into a core Level 4 module that then encourages students to build on these skills in later modules at Level 5 and Level 6. Key learning points from this session: An outline syllabus for scaffolding AI literacy within a core programme module is provided. This is based on a current module being devised for re-validation of all computing programmes at LJMU in Semester 1 of 2025. This should hopefully help academic colleagues identify gaps in their own AI literacy and help plan future staff development opportunities in this area. Preparing students for a world with AI: scaffolding AI literacy into our teaching PowerPoint. Only LJMU staff and students have access to this resource.
Copyright (c) 2025 Martin Hannegham http://creativecommons.org/licenses/by-nc-nd/4.0
Session 65: Research Informed Teaching Clinic
Session overview: The research informed teaching clinic will provide a relaxed and informal space for colleagues to explore how their own research, and the research of others, can inform and enhance their teaching and learning practices, as well as curriculum development. It will provide an opportunity to get advice and guidance from the team running the current “research Informed Teaching” project for the university as well as chat to other colleagues about their experiences of, and approaches to, research informed teaching. Discussions will emphasise practical approaches that can be easily implemented to enhance research informed teaching in various areas of the university curriculum. The clinic is open to all colleagues, regardless of their role or level of experience. Just drop in if you fancy chatting about Research Informed Teaching. Key learning points from this session: Attendees will have the opportunity to discuss practical steps to embed research into their practice and curriculum as well as to encourage student engagement and enhance student outcomes.
Copyright (c) 2025 Jo Cresswell http://creativecommons.org/licenses/by-nc-nd/4.0
Session 64: Turning strategy into reality: a collaborative approach to embedding work-based learning in the curriculum
Session overview: As programmes undergo periodic review, we see firsthand how a community spirit can transform strategy into reality, the strategy being that all LJMU undergraduate students engage in a work-based learning (WBL) experience by 2030. Our goal is to enhance graduate employment prospects by embedding diverse WBL experiences into the curriculum. Research by Jackson (2024) highlights that in-curricular work experiences lead to clear labour market gains, reinforcing the importance of this initiative. This case study explores the integration of WBL in a Level 5 module within an IBMS-accredited Biomedical Science program. The module, focused on scientific study skills and employability, features a grant application assessment co-developed with industry partners. In 2023/24, students collaborated with Cyprotex on a fictional drug evaluation project. Feedback suggested a preference for projects aligned with concurrent module topics, leading to a 2024/25 collaboration with Mast, a microbiology diagnostics company. Early evaluation metrics indicate improved student perceptions of vocational relevance. Our reflective journey, in collaboration with Student Futures, covers key aspects of this initiative. We aim to provide an honest account of the successes and challenges faced, demonstrating how a collaborative approach can bridge academic and professional expectations. Our key takeaway is that WBL can be interpreted in multiple ways, but with a strong community-driven approach, these challenges can be overcome, ensuring meaningful employability outcomes for students. Key learning points from this session: Student Futures role in periodic review process and resulting recommendations. Implementing recommendations through WBL and broader curriculum integration. Contributions from Employer Engagement and Careers & Employability Consultants. The process of unpacking learning from WBL projects to enhance student development and understanding of transferable skills (Zahidul, Paolo Oprandi & Watson, 2024). Turning strategy into reality: a collaborative approach to embedding work-based learning in the curriculum PowerPoint. Only LJMU staff and students have access to this resource.
Copyright (c) 2025 Nick Bryan, Sandra Fawcett, Laura Aldridge, Lisa OFarrell, Danielle Anderson http://creativecommons.org/licenses/by-nc-nd/4.0
Session 63: Environmental sustainability update
Session overview: This session will present details of the new Climate and Sustainability Plan 2025-2030, providing an update on what was achieved from the previous Climate Action Plan, and the sustainability targets for the next five years. The team will also introduce Green Impact, an award winning staff programme, which is being implemented this year and encourages teams to get involved in supporting environmental sustainability at LJMU and be recognised for their efforts in doing so. Key learning points from this session: Understand what actions LJMU are taking to towards environmental sustainability Know what the university’s targets are for environmental sustainability for the next five years Know how you can make a contribution to environmental sustainability at LJMU Environmental sustainability update PowerPoint. Only LJMU staff and students have access to this resource.
Copyright (c) 2025 Nia Prys-Williams, Tally Anderson, Jen Stokoe http://creativecommons.org/licenses/by-nc-nd/4.0
Session 62: BRIDGE Accelerator: closing the socioeconomic gap through capital development
Session overview: The BRIDGE Accelerator Group at Liverpool Business School is a transformative initiative aimed at addressing disparities in student outcomes by developing students’ capital and reducing barriers to success. With a focus on underrepresented groups, including students from IMD quintiles 1 and 2, service children, care-experienced students, those with mental health conditions, and students from diverse ethnic backgrounds, the programme directly aligns with LJMU’s commitment to inclusivity and equality of opportunity. Key activities within the BRIDGE Accelerator include: Workshops focused on self-efficacy, resilience, and leadership, equipping students with the tools to navigate academic and professional challenges. Mentorship programmes that connect students with alumni, faculty, and industry professionals, fostering guidance and real-world insights. Networking events designed to bridge the gap between students and employers, enhancing career opportunities and building professional connections. Targeted interventions to remove barriers, such as personalised academic support and early engagement initiatives. The BRIDGE Accelerator is research-driven, using qualitative and quantitative methods to evaluate the impact of its interventions on student success. It aligns with the objectives of LJMU’s Access and Participation Plan (APP) by addressing gaps in continuation, completion, and progression rates for disadvantaged groups. This session will explore how BRIDGE supports LJMU’s mission to place students at the heart of everything Key learning points from this session: Attendees will learn how targeted, evidence-informed initiatives can attempt to close socioeconomic gaps in student outcomes. They will gain practical insights into delivering impactful mentorship, workshops, and interventions that build resilience, employability, and academic success. The session will also showcase strategies for achieving equity, aligning with institutional Access and Participation Plan goals. BRIDGE Accelerator: closing the socioeconomic gap through capital development PowerPoint. Only LJMU staff and students have access to this resource.
Copyright (c) 2025 Andrew Doyle, Linda Graham, Katie Neary http://creativecommons.org/licenses/by-nc-nd/4.0
Session 61: Developing a buddy scheme to foster student wellbeing: preliminary insights from a curriculum enhancement internship project
Curriculum Enhancement Internship Project funded by the Teaching and Learning Academy Session overview: Student wellbeing plays a pivotal role in academic success and retention, particularly in demanding disciplines like Civil Engineering and the Built Environment (CBE). In recognition of this, the School of CBE at LJMU has launched a Curriculum Enhancement Internship Project aimed at designing a tailored Buddy Scheme to enhance student wellbeing and promote a strong sense of belonging. This session will share preliminary findings from the early stages of the project, focusing on gathering insights from CBE students regarding the characteristics of an effective Buddy Scheme. Drawing on data from a mixed-methods approach including a diverse group of students, we will explore key themes such as student preferences, expectations, and the specific support they need from peer initiatives. By involving students directly in the design process, the project seeks to co-create a scheme that is both relevant and impactful. Attendees will gain insights into the challenges and opportunities encountered during the initial phases, as well as the next steps in piloting the Buddy Scheme. The session will also spark discussion on the broader role of peer support in higher education and the importance of student involvement in shaping wellbeing initiatives. Ultimately, this project exemplifies LJMU’s commitment to a student-centred approach, where students’ voices drive curriculum enhancements and contribute to fostering a supportive, inclusive learning environment for all. Key learning points from this session: Attendees will gain insights relating to: Buddy Scheme Design – Insights from Civil Engineering and Built Environment students on their needs and preferences for a peer support scheme. Student-Centred Approach – The value of student involvement in designing wellbeing initiatives. Future Steps – Next stages in piloting and refining a Buddy Scheme. Developing a buddy scheme to foster student wellbeing: preliminary insights from a curriculum enhancement internship project PowerPoint. Only LJMU staff and students have access to this resource.
Copyright (c) 2025 Emma Mulliner, Neema Opiyo, Sa'idah Zubairu, Tim Browne, Sian Dunne http://creativecommons.org/licenses/by-nc-nd/4.0
Session 60: Implementing virtual reality in healthcare simulation: lessons from the hype cycle
Session overview: In this presentation, we will share our experiences of successfully implementing immersive VR simulation across a number of healthcare education programmes, including Nursing, Mental Health and Endoscopy. We will also look at the feasibility of building immersive content in-house in terms of the expertise involved. We will discuss the many challenges we have overcome following our initial adoption of VR headsets two years ago, including technical barriers, cost-utility concerns, working with large cohorts and gaining acceptance from senior management, faculty staff and learners. We will also share the mistakes we've made along the way and share lessons learnt. Key learning points from this session: Attendees will come away from this session recognising that implementing any digital technology in HE involves a large degree of hidden labour from technical and other staff, a clear plan for rollout and evaluation, a shared pedagogical understanding of the value of the technology, and a recognition that learners' preferences will ultimately determine whether a technology is used or not. The key takeaway from this session is to approach the adoption of immersive technologies with caution, but to highlight that there are major benefits to doing so from a learner experience and staff development perspective. Implementing virtual reality in healthcare simulation: lessons from the hype cycle PowerPoint. Only LJMU staff and students have access to this resource.
Copyright (c) 2025 John-Paul Mills http://creativecommons.org/licenses/by-nc-nd/4.0
Session overview: National Teaching Fellowship (NTF) is a prestigious award that celebrates individuals who have made an exceptional impact on student outcomes and the teaching profession. The NTF scheme is managed by Advance HE and applications are judged through a robust and competitive process, with only around 55 awards made across all UK Higher Education Institutions. Successful applicants must demonstrate: the value of their work in relation to benefit for staff and students; it’s reach in terms of the influence of their work outside of their expected frame of activity, and; the impact on policy, practice and/or student outcomes. National Teaching Fellowship is open to academic staff and colleagues from professional services whose roles have significant and direct impact on students. LJMU can submit up to three nominees each year and has a clear and transparent process for selecting nominees. Nominees are supported by a network of LJMU NTFs and work closely with a dedicated mentor to develop their Claim. Key learning points from this session: have an opportunity to meet LJMU’s NTFs and hear their stories of nomination; learn more about LJMU’s process of selection and the support provided to nominees; find out more about the benefits of being a member of the LJMU NTF network. The NTF network PowerPoint. Only LJMU staff and students have access to this resource.
Copyright (c) 2025 Phil Vickerman http://creativecommons.org/licenses/by-nc-nd/4.0
Session 58: Functional freeze in a VUCA (volatility, uncertainty, complexity, and ambiguity) - focused curriculum
Curriculum Enhancement Internship Project funded by the Teaching and Learning Academy Session overview: Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) are increasingly emphasised in business management programmes, with the goal of preparing students for real-world challenges. However, new research at Liverpool Business School reveals that this emphasis can sometimes lead to “functional freeze,” a state where learners default to safe, familiar strategies in response to cognitive overload. Running from the 2024/25 to 2025/26 academic years, the study focuses on students who, at the time of developing this talk, have yet to decide between dissertation or consultancy routes. Initial findings provide insights into how structured interventions – such as resilience training and reflective practice – can alleviate overwhelm while maintaining the benefits of VUCA-based teaching. Hence, this session offers valuable perspectives for educators, programme leaders, and policymakers on striking the right balance between exposing learners to unpredictability and equipping them with supportive scaffolds. By exploring the initial patterns in decision-making and risk-taking behaviour, we will examine how to prevent or mitigate functional freeze, thereby helping students remain agile, creative, and confident in the face of rapid change. Key learning points from this session: Attendees will learn to recognise signs of functional freeze, adopt strategies to maintain student engagement in uncertain contexts, and integrate supportive interventions without stifling innovation. The session offers practical tools for balancing VUCA exposure with effective scaffolds, fostering more resilient and adaptive learners overall. Functional freeze in a VUCA (volatility, uncertainty, complexity, and ambiguity) - focused curriculum PowerPoint. Only LJMU staff and students have access to this resource.
Copyright (c) 2025 Fredrick Agboma, Boma Owusu, Andy Doyle http://creativecommons.org/licenses/by-nc-nd/4.0
Session 57: Co-Producing the Youth Worker Compass to support professional identity development and positive wellbeing in degree apprenticeship learners
Session overview: This presentation reflects on the co-production of The Youth Worker Compass, a handbook designed to help students on the Youth Work Degree Apprenticeship track, reflect, document, and develop their professional identity as youth workers during their on-the-job and off-the-job learning. Co-produced by a student intern funded via the Teaching and Learning Academy’s Curriculum Enhancement Internship, and the programme team, the handbook draws on the intern’s personal experience of a similar programme with a substantive placement element. The intern’s understanding of self-awareness, emotional reflection, stressors, and coping strategies helped shape this resource to support youth work apprentices throughout their three-year programme. The Youth Worker Compass serves as a metaphor for exploring and developing professional identity. Like a compass, it offers direction, helping Youth Work DA students navigate complexities while staying anchored in their personal and professional values aligned with the National Youth Agency's ethical standards. It is a dynamic tool, adjusting to changing conditions as a youth worker’s professional identity develops, ensuring effective and ethical practice. The handbook includes sections for self-assessment, goal-setting, reflective practice, and professional development. Its primary focus is reflexivity, encouraging self-awareness and supporting students as they navigate the complexities of their evolving roles as youth workers. The Youth Worker Compass provides a structured tool to guide professional development, allowing students to assess their progress within the broader context of their practice. Key learning points from this session: We advocate that the ‘Compass’ is a valuable resource that could be adapted and implemented across other programmes university-wide. Through promoting ongoing reflexivity, it enables students to better understand where they are in relation to their professional environment and ensures they are well-equipped to succeed in their careers. Co-Producing the Youth Worker Compass to support professional identity development and positive wellbeing in degree apprenticeship learners PowerPoint. Only LJMU staff and students have access to this resource.
Copyright (c) 2025 Catherine Wilkinson, Saira Weiner, Lesley Dixon, Stephen Brown http://creativecommons.org/licenses/by-nc-nd/4.0
Session 56: Increasing inclusivity in the student community through an initiative to increase awareness of microaggressions and harassment
Session overview: The importance of anti-harassment policies, their visibility and clarity, are well known for effective management of bullying and harassment within education, although most research has focused within school education. We evaluate an initiative to increase a culture of inclusivity within a department at a UK university that spanned three years and is still ongoing. In 2021 we began with a departmental consultation about responding to inappropriate behaviour and developed an infographic to increase awareness of microaggression and harassment reporting and support. This was followed by the development of an annual departmental student harassment survey in 2022, now in its fourth year and establishing a network of 12 staff within the department who were trained to listen and provide support for student inappropriate behaviour and harassment complaints. Following this, a set of procedures was developed, through collaboration with LJMU Student Governance to effectively manage reports of harassment. Using our student inclusivity and harassment survey, we reported a significant decrease in reported harassment over three years. Our approach highlights the effectiveness of increasing awareness and support at a local levels, to compliment university policies and procedures. Key learning points from this session: Learn about a successful initiative designed to increase inclusivity in the School of Biological and Environmental Sciences by promoting awareness of zero tolerance and harassment-reporting within the university and the establishment of supporting mechanisms within the School. Activities were co-created by staff and students and included an infographic poster, monitoring survey and network of trained staff. Increasing inclusivity in the student community through an initiative to increase awareness of microaggressions and harassment PowerPoint. Only LJMU staff and students have access to this resource. Co-authors, Inclusion Ambassador Network: Sarah Dalrymple, Simone Durr, Chrysanthi Fergani, Claudia Mettke-Hofmann, Tim Lane, Rodrigo de Marco, Julia Nowack, Penny Oakland, Fatima Perez de Heredia & Neil Simcock
Copyright (c) 2025 Nicola Koyama, Alex Wilshaw, Kyoko Yamaguchi, Phebie Watson, Beatrice Png http://creativecommons.org/licenses/by-nc-nd/4.0
Session 55: Destination: library. An interactive approach to library induction
Session overview: Library Services has a good track record of delivering introductory sessions to new students, but the range and amount of other induction activities means that their impact can be variable. Many students will experience ‘library anxiety’. Additionally, since the pandemic and the opening of the Student Life Building, there has been a marked decline in footfall in Aldham and Avril Robarts buildings. Destination: Library was launched at the start of this academic year as part of the overall induction offer from the library, to address some of these issues. This new initiative aimed to attract students into our physical spaces and provide an opportunity to promote and engage with our services. This gamified approach followed an airport/travel theme and with participants ‘visiting’ 8 different checkpoints located throughout the library. Each checkpoint incorporated a task linked to a particular feature such as understanding electronic resources or referencing. The tasks were designed to be fun, interactive and quick. The aim was for students to complete the whole game within 15 – 20 minutes. The event was run simultaneously at both the Aldham and Avril Robarts libraries allowing students to participate wherever they were based on campus. Each of the individual components of the event were run again as standalone activities throughout semester 1 in the libraries, Student Life Building and online. Feedback from library staff and students was positive. Destination: Library met the aim of providing an overview of the different services within the library, in an accessible way. Students reported feeling more confident in coming to the libraries and using our services as a result of their participation. Key learning points from this session: This session will discuss the event in more detail, reflect on our experiences and give attendees a chance to participate in a sample activity. Participants can put forward ideas for further development and how they might want to incorporate this into their own induction plans. Destination: library. An interactive approach to library induction PowerPoint. Only LJMU staff and students have access to this resource.
Copyright (c) 2025 Louise Makin, Paul Reece http://creativecommons.org/licenses/by-nc-nd/4.0
Session 54 Workshop: Research-Informed Teaching - celebrating innovation and evidencing impact
Session overview: The aim of this session is to showcase the value of innovative research informed teaching practice across the university and identify ways to evidence the impact on student experience, educational gain, and employability. In the session we will explore the different models of research informed teaching, including pedagogical- and practice-based approaches, and how this is creating impact for students across the university. We will celebrate existing research informed teaching, seek to generate innovative new ideas about how to develop research informed teaching with “students at the heart” of planning as well as explore approaches to evaluating and evidencing the impact of research informed teaching on student learning, experience and success. By the end of the session, you will have had the opportunity to consider a range of innovative initiatives and strategies for evidencing impact. Key learning points from this session: Colleagues who attend these sessions will be able to consider how they can develop their own approaches to research informed teaching. The workshop approach is designed to facilitate discussion and sharing of ideas, so it is anticipated that delegates will learn from each other's experiences and perspectives. Research-Informed Teaching - celebrating innovation and evidencing impact PowerPoint. Only LJMU staff and students have access to this resource.
Session 53: Cracking the collaboration code: lessons from a case study exploring the dynamics of cross-functional collaboration between business and IT students
Session overview: This session, When Business Speaks and IT Codes: Cracking the Collaboration Code, explores the dynamics of cross-functional collaboration between business and IT students in a live consultancy project. In today’s digital economy, successful business-IT integration is crucial for driving innovation and operational efficiency. However, bridging the gap between these disciplines presents challenges due to differing communication styles, problem-solving approaches, and technical expertise. Through a real-world case study, we will examine how business students and IT students collaborated to develop an operational IT system for a Malaysian logistics and warehousing company. The session will unpack the challenges faced - such as misalignment in expectations, technical versus strategic perspectives, and coordination hurdles - while showcasing structured interventions that improved team synergy. Using an Organisational Behaviour (OB) framework, we will analyse collaboration at both the individual level (personality traits, working styles, and domain mindsets) and the team level (coordination mechanisms, conflict resolution, and Agile methodologies). Key strategies like structured role definitions, iterative feedback loops, requirement documentation, and sprint reviews will be highlighted. This session is relevant to educators, researchers, and industry professionals interested in designing effective interdisciplinary projects, enhancing teamwork through OB principles, and preparing students for the realities of digital-era collaboration. Attendees will gain practical strategies to foster adaptability, improve communication in diverse teams, and create a student-centric, innovation-driven learning environment. Key learning points from this session: Attendees will gain insights into fostering effective cross-functional collaboration between business and IT student teams. Key takeaways include strategies for bridging communication gaps, managing interdisciplinary teamwork using Organisational Behaviour principles, and integrating Agile methodologies. Educators, researchers, and industry professionals will learn practical approaches to enhance student engagement and real-world project outcomes. Cracking the collaboration code: lessons from a case study exploring the dynamics of cross-functional collaboration between business and IT students PowerPoint. Only LJMU staff and students have access to this resource.
Copyright (c) 2025 Yu Shin Gan, Gregory Wong Shen Hoong, Santhiran A/L Subramanian, Wong Ying Hui, Wan Yi Ku http://creativecommons.org/licenses/by-nc-nd/4.0