Student Experience Proceedings (LJMU)
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Melodies of mindfulness: outcomes of a music-embedded mindfulness intervention for neurodiverse students from marginalised genders
No full textSession overview:
\u27Melodies for Mindfulness\u27 is an innovative research project and student-based intervention aiming to advance knowledge on the experiences of neurodiverse undergraduate students from marginalised genders in HE, and identify challenges and good practices related to academic resilience. The project will explore the feasibility and student experiences of the use of a novel music-embedded mindfulness program to enhance cognitive processes and promote psychological wellbeing of neurodiverse undergraduate students from marginalised genders. The intervention is running through Feb-March 2025 and this poster will summarise the key insights gained following the intervention, both quantitative changes in psychological wellbeing, cognition, resilience and feelings of social support/belonging as well as qualitative insights from neurodiverse students who take part in the intervention. The implications and recommendations for student-based interventions for neurodiverse and gender marginalised students will be discussed.
Key learning points from this session:
Audiences will learn about the development and implementation of a music-embedded mindfulness intervention, gaining insight of how the intervention was experienced by neurodiverse and gender marginal students. Key messages will be based on the outcomes of psychological wellbeing, cognitive and student belonging. Recommendation for future interventions will be discussed.
Melodies of mindfulness: outcomes of a music-embedded mindfulness intervention for neurodiverse students from marginalised genders poster, only LJMU staff and students have access to this resource
Session 35 Lightning talks: The importance of IP protection
No full text Session overview:
In today’s knowledge-driven economy, protecting intellectual property (IP) is essential for students, researchers, and academics who create innovative ideas, research outputs, and inventions. This session will provide a practical guide to understanding and safeguarding IP, ensuring that valuable work is protected and can be commercialised or shared responsibly. The session will cover: Understanding IP: The different types of IP (copyright, patents, trademarks, and trade secrets) and how they apply to academic and research settings. Why IP Protection Matters: The risks of not protecting your work, including plagiarism, loss of commercial opportunities, and unauthorized use. How to Protect Your IP: Key steps to secure IP rights, from documenting ideas to applying for patents and copyrights.
Key learning points from this session:
Attendees will gain a clear understanding of different types of intellectual property (IP) and why protection is essential. They will learn practical steps to safeguard their work, navigate IP ownership in academic and industry settings, and avoid common pitfalls. This session will empower them to make informed decisions about their IP rights.
The importance of IP protection PowerPoint. Only LJMU staff and students have access to this resource
Session 70 Lightning talk: Advanced Practice formative peer review EPA presentations; cultivating multiprofessional feedback
No full textSession 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\u27 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
Case Study: Weekly Micro Quizzes
No full textAssessments are broken down within the animal behaviour course, so that 10% of marks are allocated to online weekly graded quizzes. This allows Will to monitor engagement and the level of learning throughout the delivery and helps him pinpoint particular students who are struggling or not engaging. It also allows students opportunities to apply and test their knowledge using quizzes to build further confidence in applying statistics.
Each quiz consists of three questions which are randomly drawn from a pool of questions. There are nine weekly quizzes in total which means each quiz is worth one point 1% of the final grade.
Students evaluate the module very positively and this has grown over the years. You can see in the graph above students have grown in their level of confidence over a three year comparison.
In addition to this Will is also using an online spreadsheet tool and survey system to encourage students to gather and input data about themselves anonymously. This data is then used by the whole group within statistical analysis tasks. The aim of this being to provide students with data and analysis questions which are relevant to them and their fellow students. Some of the data analysis can be carried out on the students’ mobile phones and analysed in class. 
Case Study: Flipping Online Webinars
No full textMany of you will be familiar with the idea of flipped classroom of flipped learning. This case study takes some of this didactic approach and allowed students to learn independently. Students can then attend a lecture based on group learning activities - providing a far more interactive experience. Susan has taken this approach to the delivery of her live online sessions.
“I used to do this in the classroom and allow students a far longer period of time to go to the library and discuss a case study. What I found was that many of the students were socially loafing and not applying themselves and many of the more diligent students complained about this. I think using this technology is even better than face to face because I have a little bit more control over the time and the management of the students whilst enhancing their engagement and learning.”
Susan uses a part of the webinar system called breakout rooms. It allows you to seperate students into small separate online spaces where they can discuss a particular issue or task together for a short period of time and then bring them back together into the main room when the task it complete.
There are 250 plus students on this particular module and it is one of the largest in the institution. What is also interesting is that it is a cross disciplinary module that brings together students from areas such as policing and psychology. All the students have some level of understanding around the subject of psychology but they have different perspectives and theories about how they are applied in their particular subjects. After the initial 5 weeks where the students are introduced to different theoretical perspectives of forensic psychology, the students then learn to apply this knowledge to two real world problems through problem-based learning. Each problem has 3 parts to it: The antecedents, the crime, and the post-release history. Susan organises 250 students into six groups and timetables an activity for each of those groups in rotation so they cover all three aspects of each problem over two three week periods.
All of these sessions have one common theme to explore a particular case study. The details of that case study are covered in a 10-minute sections. Each 10-minute facilitated learning section is followed by a breakout room activity which maybe anything from a collaborative literature search, to finding case notes or similar case studies. After the breakout sessions, students return to the main room to share and reflect on their learning experiences. In the next facilitated section more of the story is revealed to help reframe some of their thinking when they have further information.
“This is all about deepening the learning at each stage.”
Tasks are pre-designed to maximise learning and develop metacognition. Breakout groups are pre-allocated so that there is a mix of disciplines in each room to ensure there is range of perspectives and create a much more vibrant discussion. The tasks are usually quite short, focused on discussing a particular aspect of the case and applying their theory knowledge and sharing that understanding. They are expected to feedback in the main room once the task is completed.
Susan uses the in-built timer to make all of the students reappear in the main room after 10 minutes. This may seem like a short period of time for students to complete a particular task but Susan is interested in generating and maintaining a sense of excitement and motivation. There is also an explicit motivation for the students to engage in these live sessions because they will miss so much of the information and knowledge of their peers from different subject areas.
“I\u27m so excited about this particular move online that I\u27m dedicating more time to developing a workbook which goes into the details of one case study showing them how the theories link and giving them more examples of the different viewpoints from the different subject areas.”
Top TipsGet the students to take a screen grab or photo of the instruction slide which tells them about the task before they disappear into the breakout rooms, otherwise they may not remember what they were meant to do
Case Study: Online Seminars, Bubble Groups and an Online Community
No full textKaren is from the School of Justice Studies of Law and runs two modules at levels 4 and 5. The level 4 module was identified as the key lynchpin module, which means it become the focus for the online activities and socialisation within that semester.
Canvas Groups
The cohort was broken down into 12 ‘bubble groups’ with one tutor supporting each group(s). Tutors had one to three bubble groups. Canvas groups were used which allows tutors to use the group announcements to contact their group directly.
Panopto and Zoom
The delivery focuses on a 1-hour pre-recorded lecture delivered in 3 sections on a Thursday. This replaces the lecture. The students are also given individual activities to complete along side their lecture. Seminars in Zoom are then organised for the following week. This is where the topic is discussed and the student activity is discussed.
Discussion boards
Students are using a cohort level discussion board to share their academic sources with the tutors and fellow students. The assessment asks student to find 6 academic sources and use them in their assignment. Students are unconfident with identifying these and are happy to share with all students their lack of confidence in the knowledge that tutors will support them, and if they are found to be correct, they can then be used by fellow students. Karen keeps a close eye on this by viewing the postings in her email and reacting in the discussion board. This does require more work, but she is careful not to work outside of office hours. The hope is more students will complete the assignment correctly than in previous years but also that they will carry this knowledge forward in other modules and inform the following year.
Attendance
Karen is very happy with student attendance - more students are attending and the discussions are richer and more mature than in previous years. Although most students are still reluctant to turn on their zoom webcams; they are using their audio and chat. Karen believes that the smaller bubble groups have made a big difference and cannot imagine going back to the way it was previously taught. Evidence for this is in the way students are communicating with each other and their tutors, showing more consideration, and a willingness to engage and share.
Online tasks
Karen\u27s students have been asked to complete a wide range on online tasks.
Ice breaker involving question quizzes to find out what they know about the course, subject and support services
Acceptable sources task to help students identify academic sources that they need to use in their assignment
Ethical writing task to help students understand academic misconduct from a positive perspective.
TED talk video task to respond to a short video in their subject area.
Discussion board task to share academic sources and verify them as valid.
Early one page bullet point essay plan task to help students get feedback on their plans for the assignment. They could also include sources they intend to use to see if they are on the right lines.
Zoom Whiteipe board activities mediated by the tutors to construct shared mind maps on different topics.
Conclusion
Although there has been an increased workload in generating the activities and recording lectures, Karen is very happy with the levels of engagement and believes this has demonstrated a clear way forward for the future.
Case Study: Real-World Employer Led Projects:: Creating Professional Experience Through Alumni-Led Assessment
No full textThis case study demonstrates how a zoology program transformed a final year module by connecting current students with alumni to work on real-world wildlife conservation and scientific projects. By implementing structured group work around authentic workplace scenarios, supported by regular employer tutorials and professional skills assessment, the program creates meaningful career engagement while developing crucial teamwork capabilities. The success of this approach is evidenced by strong employer participation and enhanced student understanding of career pathways, despite the logistical challenges of coordinating large cohorts with employers across international time zones. 
Keynotes
No full textThe end of the Student Experience as we know it PowerPoint. Only LJMU staff and students have access to this resource.
James Coe, Counterculture Partnership LLP
The Power of Place PowerPoint. Only LJMU staff and students have access to this resource.
Jimmy Pickering, Director of Communities, The Brilliant Club
Feedback Fruits tool; evaluating its effectiveness in supporting Advanced Clinical Practice students formative assessment
No full textSession overview:
The LJMU MSc Advanced Clinical Practice (ACP) programme begins with the core module Underpinning ACP, which focuses on self-directed personal development for both apprenticeship and non-apprenticeship students. This module aligns with the NHS England (2017) multi-professional framework for advancing practice and the IfATE (2018) knowledge, skills, and behaviours for ACP, catering to a diverse group of Level 7 students. To enhance formative assessment, the team piloted Feedback Fruits, an AI tool designed to standardise feedback and improve processes, aligning with LJMU Strategy 2030\u27s emphasis on digital tools for learning. The pilot included a multi-layer feedback approach incorporating AI-generated feedback, student self-assessment, and academic tutor feedback. Student feedback revealed a clear preference for human-generated feedback from tutors, followed by self-assessment, with AI feedback being least valued. Staff reported mixed experiences, citing potential benefits but also challenges with usability and increased complexity within the Canvas platform. Despite these challenges, the pilot demonstrated that while AI tools can support formative assessment, human feedback remains most valued. Moving forward, prioritising academic feedback while incrementally integrating AI tools may improve assessment processes and student satisfaction, ensuring a balanced, student-centred approach to feedback delivery.
Key learning points from this session:
Attendees may take away key messages regarding the the challenges of AI integration into formative assessments, the value of human feedback and the importance of balancing technology with human interaction.
Feedback Fruits tool; evaluating its effectiveness in supporting Advanced Clinical Practice students formative assessment poster, Only LJMU staff and students have access to this resource
Operations of power, discourses of truth: support for students with Special Educational Needs and Disabilities
No full textSession overview:
The mechanism for supporting a child with SEND in the UK is an EHCP - an Education, Health and Care Plan. This legally binding document should serve as a blueprint for how to support the child to achieve to the fullest of their potential in their educational setting. However, the Local Authority has decision-making power and can refuse to assess a child for an EHCP. Between 2015 and 2020, approximately one-fifth of requests for assessment were denied (Ahad et al., 2022).
This research will investigate operations of power in the EHCP process. "Power" may include "legal power; economic and material power; social and cultural capital; interpersonal power; and ideological power"; negative operations of power may produce a threat response as per the Power Threat Meaning Framework (Johnstone & Boyle, 2018). Recent research has explored how the education system in the UK "simultaneously grants and removes power from individuals" (Bodfield & Culshaw, 2024).
Foucault\u27s view of education, and his description of power as relational and a producer of truth through discourse, provide an interesting lens through which to interrogate the EHCP process (Foucault, 1995). A recent literature review looking at power and SEND support revealed interesting themes which resonate with initial findings from this qualitative, interpretive and experiential research.
Although many families have had distressing experiences, (Cullen & Lindsay, 2019), it is hoped that this research can find some narratives of hope. Through understanding where key adults have worked in partnership successfully, suggestions can be made for an improved approach.
Key learning points from this session:
This research has direct relevance for neurodivergent staff and students, parent-carers, and the disabled researchers\u27 community at LJMU, and resonates with the university\u27s mission statement around inclusive practice. It will encourage people to consider how power imbalances might impact their partnership working; research findings will promote challenging but necessary conversations.
Operations of power, discourses of truth: support for students with Special Educational Needs and Disabilities poster, only LJMU staff and students have access to this resource
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