Student Experience Proceedings (LJMU)
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Global Collaborative Partner Forum
No full textBuilding a Global Community through our International Collaborative Partnerships.
Come and hear from our Global Partners about the innovative ways they ensure student experience is at the heart of what they deliver. Through presentations and a panel discussion we will explore opportunities to work together to build a truly global LJMU student community
Session 24: Beyond accessibility: empowering students through assistive AI
No full textIn our digital learning world, equitable access to technology and the skills to use it effectively are critical for impactful learning and a positive student experience. This presentation dives into Assistive AI, a new SAW programme designed to empower all students, particularly those with disabilities, to bridge the digital divide and leverage technology ethically and effectively for their academic journey.
The programme is designed to equip students with the necessary skills and awareness to utilise AI as an assistive software that can significantly enhance their academic experience. From text-to-speech functions and breaking down bigger tasks, all the way to creating quick lunch recipes or reminders for appointments, this technology has been a game changer for those who discovered its potential. However, leaving students to discover these benefits on their own is not enough. We, as a community, must actively share and teach the skills needed for students to leverage AI for personalised support and independent learning. Beyond equipping students with skills, our project fosters responsible AI use. Through interactive workshops, students explore real-world scenarios and discuss potential risks, building a deeper understanding of academic integrity and safety in the digital age.
The purpose of this presentation is not only to showcase the successful implementation of the Assistive AI project, but also invite collaboration from the wider university community. We believe this programme has great potential to be replicated and expanded across different departments, fostering a more inclusive and technologically empowered learning environment for our whole community. What do you believe? Let’s join forces, because only by fostering collaboration and knowledge sharing, we can collectively ensure that technology serves as a bridge, not a barrier, to success.
*We aim to include direct student testimonials (or potentially students as co-presenters), but do not have that information yet.
Beyond accessibility: empowering students through assistive AI PowerPoint. Only LJMU staff and students have access to this resource
Session 32: Community, culture and young people: piloting our first work experience programme
No full textThe Diversity and Inclusion Team recently launched a work experience programme for Year 10s working in collaboration with the Outreach Team and local Liverpool schools. From widening access and creating opportunities for young people today, and planning for our workforce of tomorrow, this scheme is one of many community engagement activities that brings together people from different cultures, backgrounds and walks of life. Join us to explore where we started and what’s next, while hearing first hand from young people and LJMU colleagues about this pilot.
Community, culture and young people: piloting our first work experience programme PowerPoint. Only LJMU staff and students have access to this resource
Session 46: Lightning talk: Two minute talks: short vodcasts as a tool for collaboration, cocreation and community learning
No full textTwo Minute Talks (TMTs) are short talking-head informational videos, or vodcasts, of 2-3 minutes in length, that address specific areas of knowledge. Teacher-led TMTs were introduced as an aid to teach human osteology during the pandemic and cover factual topics such as how to side a humerus. However, they could be applied in any subject area from engineering to law. TMTs prove popular amongst students as the videos are accessible, engaging, and break information into bite-sized chunks in a fun way that makes content more memorable. They mimic the way young people in the ‘Youtube Generation’ interact with information and reflect a world in which the traditional lecture is no longer seen as the best approach to dissemination. Short videos offer a range of advantages. Logistically, they are low-cost and efficient in terms of time investment, reduce the digital divide as they function well on smartphones with low data demands, and can be accessed virtually anywhere. Pedagogically, video has a far lower cognitive load compared to traditional ways of learning, such as textbooks, and can be more accessible to those with learning needs. But TMTs can be so much more than just a didactic tool. They offer a vehicle for collaborative learning and co-creation of materials that any student can engage with. The production of student-led TMTs conveys a range of benefits from extending the learning resources available, developing digital literacy, deeper learner engagement with content, increased diversity of voices and approaches, and even the protégé effect. In addition, if stored collectively, they can be used to develop an open-source community platform for knowledge dissemination, whether as part of a module, programme, or even at the university level and beyond, for those wishing to broaden their horizons and take two minutes to learn something about another subject.
Two minute talks: short vodcasts as a tool for collaboration, cocreation and community learning recording. Only LJMU staff and students have access to this resource
Session 47: Lightning talk: Using social media to increase the community feel
No full textIn this brief 5 min talk i will introduce how social media could be used effectively to increase students community feeling. Social media is off course already been used, but i wanted to empathise on the specific type of social media. Apparently "Facebook is for old people", so my students told me; and "Twitter is too much to read". So which platform would be ideal for our new generation of students? Which social media can reach a lot of people? Taking into account the psychology of social media posts, I would like to briefly talk about how to best use these technologies to increase interest and engagement.
Using social media to increase the community feel PowerPoint. Only LJMU staff and students have access to this resource
Session 74: Discussing the enhancement of the Degree Apprentice experience through effective tri-partite meetings
No full textDegree Apprenticeships are a rapidly growing route of study in the Higher Education sector, most notably in post 1992 universities. LJMU currently offers twelve apprenticeship programmes, and this number continues to grow. Degree apprenticeships offer an alternative route to higher education whilst developing on-the-job work-based knowledge and skills and by the nature of the mode of delivery, actively widen participation, transforming the lives and workforce of the local community.
However, apprenticeships are a relatively new type of HE programme of study; they are not simply part-time programmes as per the sector standard. Learners enrolled on apprenticeship programmes are full-time employees, and as such have significant demands on their time in both the workplace and the in capacity as an enrolled student. As such it is important to structure apprenticeship programmes to support the learner in achieving the expected occupational standard of knowledge, skills and behaviours and maximise the student experience.
One mechanism through which the apprentice experience can be influenced is the tripartite review meeting however lack of consistency in the approach to these meetings means there is a potential impact on the student experience. Tripartite review meetings require employer representation and rely on suitably trained work-based mentors and adequate preparation of all parties to ensure clarity on what is expected. Here we will discuss what the tripartite meeting is, and what regulatory requirements could be included, how the tri-partite can be utilised to enhance the learner experience and identify some key concepts of best practice to be applied at a cross University level.
Finally we will discuss ideas for evaluating tripartite review meeting effectiveness, sharing best practice and providing suggestions for future practice to ensure apprentices receive a positive learning experience.
Discussing the enhancement of the Degree Apprentice experience through effective tri-partite meetings PowerPoint. Only LJMU staff and students have access to this resource
Session 76: Black in the Ivory Exhibition
No full textBlack in the Ivory project exhibition was designed to explore the impact and effects on Black women in the academy. Often, we are invisible, ignored or chronically underrepresented in the academy. Our Black in the ivory sessions and exhibition sought to explore their experiences using qualitative diary & creative methods. This presentation will explore the intention of the project. We hoped to explore the impacts, the emotional & psychological tolls, as well as positive experiences- structural safeguards, inclusive practices for Black women academics. Our project worked to shine a light on a group that is chronically underrepresented in higher education, of which the research & discussion is sparse. Our Exhibition that took place in April, was curated by the women, entitled ‘Black in the Ivory: Black women in academia’- this was a celebration night for Black women in academia. The pieces curated during our creative writing sessions focused on subverting views of Black women in academia. This exhibition was a site of radical possibility, a safe space. Working to amplify the voices of Black women academics. This project helped to curate a sisterhood within LJMU and was a co-production and collaboration between LJMU, The Goddess Projects and Skywriters LTD. By fusing these community, and education organisations together, we hoped to achieve a culture of belonging and transformational connections between communities, LJMU Staff & students. The Black in the Ivory Exhibition was a visual representation of our collective experiences, bringing our stories to life, this presentation will explore our journeys. Letting you all know we were here!
Black in the Ivory Exhibition PowerPoint. Only LJMU staff and students have access to this resource
Session 10: LJMU engage - connect, collaborate, captivate to create a third space community for public engagement
No full textThere is now a considerable body of work showing increased fluidity between academic and associated activities, for example, educational development, knowledge exchange and public engagement, with those responsible for them being employed on both academic and professional contracts (Whitchurch, 2023). This has led to a general movement in the direction of what has been termed ‘third space’ activity (Whitchurch 2013, 2018; Grant 2021; McIntosh and Nutt 2022). LJMU Engage is an innovative, hybrid programme for funded through LJMU by the Research England Researcher Development Fund. It is a purposeful collaboration between LJMU Academic and Professional Services staff and the National Co-ordinating Centre for Public Engagement. Attendees gain an understanding of how to define, support, lead and evaluate engaged research and create the conditions for public engagement (PE) practices to flourish. Using creative pedagogical approaches attendees developed skills for facilitating conversations about PE with colleagues, for discussion in PDPR, to cite within conferment/promotion applications and how to establish communities of practice within Faculties and Service Teams. Internal drivers of Place and Partnership, REF expectations on engagement and established KEF criteria make this course timely and valuable to several strategic agendas within and beyond LJMU. We evaluate the programme, hearing from the lived experience of participants including challenges they face, opportunities ahead and its scope towards creating communities from those ‘working in third space’ to represent those of ‘third space professionals’.
LJMU engage - connect, collaborate, captivate to create a third space community for public engagement PowerPoint. Only LJMU staff and students have access to this resource
Session 22: Lightning talk: Stupid genius: utilising podcasts to build thriving communities and enhance student experience
No full textWith digitalisation transforming the way we work in academia technological advancements can be used to nurture communities and engage staff and students both on and off campus. Podcasting, as a means to building community and enhancing student experience, is one creative means of digitalisation that is increasing in popularity. Stupid Genius is a fast-growing academia-related podcast with global reach that strives to disseminate research in interesting and engaging ways, build a thriving academic community and enhance the student experience. With 50 episodes released and over 7000 downloads as of January 2022, Stupid Genius discusses a range of interesting academia-related topics with a focus on enhancing the postgraduate student experience through sharing informal advice and lived experiences. Some of the topics covered include preparing to pass the VIVA, navigating networking, managing conflict with supervisors and becoming a lecturer. Stupid Genius has developed a flourishing online community with approximately 5000 members. The podcast also gives a platform to and promotes the inclusion of underrepresented groups and issues. For instance, it has welcomed guest speakers to discuss their work on dwarfism awareness, LGBT+ equalities, the marginalisation of black women in academia and men’s mental health. The session will include an overview of the benefits of utilising podcasts to build community and to enhance student experience, for those both within and outside of the institution. We will also share qualitative feedback from members of the Stupid Genius community, demonstrating the positive impact podcasting can have in both of these areas. Delegates will take away practical advice on how to begin and sustain a successful podcast that can support their academic endeavours whilst fostering and promoting LJMU’s values.
Stupid genius: utilising podcasts to build thriving communities and enhance student experience PowerPoint. Only LJMU staff and students have access to this resource
Session 52: Towards an understanding of how students’ express ideas around participation and engagement in their own learning
No full textModule evaluation is an opportunity for students to evaluate their learning experience in specific modules. This can help module leaders and/or teams to understand what aspects of the module are working and what may warrant revision. Evaluation approaches that rely on dialogue and discussion can be particularly useful in providing rich information on the student experience. However, anonymous surveys support the collection of information from a wider range of students. They also facilitate benchmarking and comparison over time that can support evidence-based decision making. As such, module evaluation is a key feature of most universities’ student feedback mechanisms (Tschirhart & Pratt-Adams, 2019). However, evaluation surveys can appear overly transactional, with a focus on how students receive or respond to teaching, information and support, as opposed to how they engage with the module. Tutors will rightly point out that a student’s judgement of how challenging a module is, for example, should be considered alongside the effort that they put in. This begs the question of how module evaluation questions can be framed to encourage students to recognise their participation in their own learning. Developing survey items to address this requires an appreciation of how students articulate ideas around participation and engagement. To understand that better, this year’s module LJMU evaluation survey included an additional, open-text question, ‘How would you describe the effort you have put into studying this module?’ There were in the region of 20,000 responses to this question, providing a significant bank of data. This presentation will offer an analysis of this. Alongside considering how such insight can help shape future survey items, the presentation will explore how effort can be expressed as both a positive and negative concept. In addition, analysis suggests that the concept of effort may differ with respect to specific student characteristics including level of study and subject area.
Tschirhart, C., & Pratt-Adams, S. D. (2019). Closing the loop: An evaluation of student-led module feedback at one UK higher education institution. International Journal for Students as Partners, 3(2), 78-90.
Towards an understanding of how students’ express ideas around participation and engagement in their own learning PowerPoint. Only LJMU staff and students have access to this resource
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LJMU Research Online (Liverpool John Moo...PATT40 (LJMU)Biomolecular Research Reports (BRR) (LJM...Design and Technology Education (LJMU)BLResearchDay (LJMU)Journal of Living Labs (LJMU)Journal of Natural Products Discovery (L...Journal of Social Media for Learning (LJ...Student Law Journal (LJMU)PRISM (LJMU)Public Health Institute Journal (LJMU)SPARK (LJMU)
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