Student Experience Proceedings (LJMU)
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HyFlex delivery mode of teaching using Microsoft Teams: a two-year pilot study
No full textThis research presents the findings from a two-year pilot study on the Hybrid Flexible (HyFlex) mode of teaching delivery. This pedagogy was conducted using Microsoft Teams in the School of Engineering, starting in one level 6 module in the first year of the study, then extending this to an additional two level 4 modules in the second year.
The aim was to provide flexible, accessible, and inclusive learning to the widest number of students possible. Teams was used in lecture theatres to simultaneously live stream face-to-face teaching classes online with multi video feeds and live audio transcriptions. Students were given the option to attend in person or participate online synchronously and were encouraged to try both get a balanced opinion.
Teams’ sites were created through the modules’ Canvas sites, which automatically added all enrolled students and staff. Weekly meetings were setup in Teams for the corresponding lectures and tutorial sessions, and a Teams shortcut link was made on the Canvas homepage for quick access. The class notebook was a well-used additional feature that was added to Teams to allow handwritten notes and solutions to be made in OneNote using a Wacom writing tablet. These notes, along with video recordings of the live sessions, were automatically saved in Teams.
A questionnaire containing 17 questions was developed in Microsoft Forms and issued to students at the end of the modules to get a greater insight. The initial feedback from the pilot study first year was very positive. The results, along with Teams user analytics and the Canvas module evaluation survey, indicated that students highly rated their experience of HyFlex delivery mode. The results for this study also include discussions around the limitations and potential downsides of HyFlex, such as audio-visual equipment requirements, and discouragement of student engagement
Reverse Engineering – an Educational Tool for Sustainable development: Curriculum Enhancement Internship Project funded by the Teaching and Learning Academy
No full textEngineering as other subjects in Education needs to produce industry-oriented graduates. However, to graduate industry-ready engineers requires more active learning than passive knowledge.
To improve students’ experience, enhance their active learning and increase their engagement with the module being taught, project-base learning was introduced at foundation level, using reverse Engineering (RE) alongside with fundamental understanding sustainability as an induction to the sustainable development goals. Reverse Engineering is used in all industries, where companies would buy competitors’ products and disassemble them with the aim to study all components, the way they were made, the materials used and the manufacturing processes involved in their making. A detailed report is produced, then a plan is set up to improve each component and the product as whole, then, add differentiating values to companies’ own products.
To become sustainable, we should understand existing machines and search for ways to make them sustainable; e.g. converting diesel trains into hydrogen trains. It is clear that reverseengineering and reverse-manufacturing will play a key role in becoming sustainable societies.
In this project, series of RE lectures were given, however the remaining of the learning was left unstructured as are the problem in real industry. Students were given full ownership of the learning, with some key points to report on. Students engaged fully with the module, and this approach to learning has attracted a great number of students at level 3 and 4 who expressed their preference to way of active learning. This unveiled the challenge/lack of understand technical engineering terminologies.
To achieve a sustainable development especially Net-Zero, by the time set by policy makers, engineering is the key driver and RE will play a pivotal role, because to become efficient in absolute terms (energy, material, environment), all existing machines and manufacturing systems need to be revisited and re-engineered by our current and future engineers.
This project has a vision to make teaching and students sustainability tools and ambassadors by investigating into the extent to which we can teach RE to students to solve sustainability problems, and how we could integrate these aspects into teaching.
Reverse Engineering – an Educational Tool for Sustainable development Powerpoint. Only LJMU staff and students have access to this resource
Bibliotherapy: reading and writing for wellbeing – a story of collaboration and supportive spaces
No full textOur interactive workshop will introduce staff and students to Bibliotherapy and the use of reading and expressive writing as a way of enhancing wellbeing and positive self-awareness. We will share books and writing activities to inspire and equip you with creative tools for your own personal development practice.
Aligned with LJMU’s strategic aim of providing experiences ‘beyond the curriculum and supporting communities’, our workshop will offer insights from research as well as personal experience about the benefits of reading and writing the self and invites participants to take part in some short writing activities (no skills necessary, just a willingness to see where your pen/pencil might take you!).
Bibliotherapy: reading and writing for wellbeing – a story of collaboration and supportive spaces, PowerPoint. Only LJMU staff and students have access to this resource
Mastering student-led research in the Maritime domain: a partnership approach to solving industry’s problems
No full textWe focus on Sustainable Development in our contemporary curriculum and strive to be recognised for capacity building through educational transformation, social mobility and research related to relevant Sustainable Development Goals.
We are seeking formal recognition of this for the first time through the Times Higher Education Impact League Table, which assess universities against the United Nations’ Sustainable Development Goals (SDGs). We benchmark ourselves against the best-in-class institutions for SDG outcomes such as Plymouth University (SDG 14 – Life Below Water) across four broad areas: research, stewardship, outreach and teaching. Our focus on student-centred research is a fundamental part of our aspiration to become a centre of excellence for postgraduate Logistics, Marine and Offshore education and research.
Students as Partners (SaP), is a pedagogical approach that has been embraced within the subject team. Since the revalidation of the programmes in 2019, staff and students have continued working in collaboration, as partners, to improve teaching and learning experiences. Student representation on the programme is very strong, with multiple representatives per course volunteering for this role and they are actively engaged in the students’ union and the process of learning and working together. An example of this is our representation in the Maritime Masters Programme. ‘The programme promotes academic excellence amongst students and their universities, whilst providing valuable research to support the maritime sector’s work’ (Maritime UK, 2022). Two of these partnerships have resulted in peer reviewed publications.
This session showcases the exceptionally high level of student-led research that has been submitted to this national competition since it started in 2018, told through the experiences of students as partners by the student researchers (now alumni) and their supervisors.
Mastering student-led research in the Maritime domain: a partnership approach to solving industry’s problems PowerPoint. Only LJMU staff and students have access to this resource
Education for Sustainable Development in LJMU
No full textEducation for Sustainable Development is a key goal for LJMU, articulated in the Climate Change Action Plan and Learning & Teaching Strategy. These outline an expectation for considerations of climate awareness and sustainability to be integrated into the formal and informal curriculum across LJMU. This presents significant challenges, and this workshop will explore how the principles of sustainable development can be integrated into curricula and the wider student experience. Reflecting on examples from across LJMU and the HE sector as a whole, the session will examine the implications of Education for Sustainable Development for a range of university practices, including programme development, teaching, support and campus management. The workshop will provide an opportunity for delegates to recognise opportunities for embedding sustainability into their own area of work. It will encourage all of us to consider how the principles of Education for Sustainable Development can both challenge and enrich our practice
Education for Sustainable Development in LJMU Powerpoint. Only LJMU staff and students have access to this resource
Green careers – a future awaits: Curriculum Enhancement Internship Project funded by the Teaching and Learning Academy
No full textThe Green Economy known also as the Green Sector is one of the fastest growing areas for student and graduate outcomes. No longer just for engineers, tech and scientists the sector is quickly realising the need for a highly skilled workforce with strong transferable skills and knowledge across all areas including future leaders, business and project managers and high calibre graduate staff throughout the supply chain.
This opens Green Jobs to all students at LJMU and with sustainability and ethics scoring highly on ‘important employer characteristics’ from LJMU students (Cibyl Graduate Research UK 2022 Partner Report). With this in mind, Student Futures embarked on a Curriculum Enrichment Internship Experience hiring three students to explore and answer questions like ‘What is a Green Career? ‘What transferable skills are needed for future green jobs?’ The interns undertook their own research building their own knowledge and understanding and created a range of materials and resources for students and graduates to access around the Green Careers. As part of this they also developed a guide for running sustainable events and created professional interviews with leading academics and professionals in the sector whilst gathering insight into the opportunities and challenges for careers in this area.
At today’s session you will hear from the interns directly about their interest in this field, how they set up their internship and worked together as a group to support each other and how they achieved their objectives. Hear their student voice on ‘going green’, and what advice they would give about discussing Green Careers as part of programme employability conversations.
Green careers – a future awaits Powerpoint. Only LJMU staff and students have access to this resource
Skill UP: leadership and enterprise. Providing business education to support the regional skills base
No full textLiverpool Business School aims to support the business community by providing business education, alongside expertise and support through clinical business practice, that aligns to the LJMU strategic goal of place and partnership.
As the Liverpool City Region is focused on long-term and sustainable growth. Liverpool Business School [LBS] aims to support this by developing leadership, management and enterprise skills in the local workforce through our projects and programmes. The enhanced knowledge and skills delivered by the School aims to have a real impact on business in the region, as managers become better at building capacity, enhancing productivity and scaling up/growing their business and employees become more enterprise and knowledgeable about the business and themselves.
This presentation will share two European Social Funds projects that LBS are currently involved in. Firstly, LCR Enhance has an emphasis on improving leadership and management. It offers a demand-led training package for small enterprises and their employees in the LCR [LJMU lead] to participants currently fulfilling or with the future potential to uptake higher level management roles. Secondly, Enterprise Hub Skills aims to simplify access to entrepreneurial training, learning and development for Liverpool City Region residents who are thinking about starting their own business, who are self-employed, working or volunteering within or running small businesses [LJMU delivery partner for The Woman Organisation]. The presentation will demonstrate how a group of academics from the Business School are delivering on the said projects and share valuable insights into the successes and challenges. In addition, views from participants and business owners as to the value of such courses will be disseminated. Finally, the legacy of the activity will be explored beyond the European Social Funding
Placement year decisions making – exploring student views
No full textThe session will share the findings of a recent short student survey conducted within the Business School. L5 students who currently have the opportunity to undertake a placement year as part of their degree course were asked to provide feedback on their attitudes towards undertaking a placement year, key factors relating to their decision not to pursue placement applications or opportunities, and reflect on any university provided support that would help them in their decision making process.
The survey also asked questions about student attitudes toward undertaking internships. The survey aimed to understand in more depth the reasons that students may choose not to undertake a placement and the barriers that might be preventing them from doing so, in order to identify and develop interventions or activities that might support them in either decision making or undertaking a placement year.
As well as sharing the findings of the survey the session will include a discussion element to enable delegates to participate in generating potential solutions to address the challenges and issues raised.
This session will align to our \u27student focused\u27 value; undertaking a placement year can help to equip students with the knowledge, skills and mindset valued by employer (aim) as well as help students to enhance their graduate employment prospects. Identification and implementation of strategies that will remove barriers to placement year engagement will support the student experience and demonstrate our commitment to embed effective and responsive support throughout the student journey.
It is envisioned that this session will be of interest to staff who have students who also have placement year opportunities, as well as who will benefit from internships.
Placement year decisions making – exploring student views Powerpoint. Only LJMU staff and students have access to this resource
Along for the RIDE (Respect, Inclusivity, Diversity, Equity)
No full textLaunching at the SATH conference 2022, RIDE Society has been taking LJMU and the wider community by storm.
Our core aims have been, and continue to be, to shape the university into a diverse, inclusive and respectful environment, that offers equitable opportunities to all. We would love to explain how we, a student-led team, have been practically achieving this through our chatty forums, EDIR in the workplace sessions, small social get togethers, large \u27On the Same Page\u27 Events tackling conversations such as Men\u27s Mental Health and Dwarfism Awareness and open commination lines with the university; including sitting on panels, work groups and collaborative projects.
We\u27ve had many successes over the last year, all of which encapsulate LJMUs core vision and values of inclusivity, community, courageousness and student focuses - we would love to celebrate them at SATH 2023.
Furthermore, this is an excellent platform to build upon our EDIR work and share our future directions and goals for the next year.
Looking back at our success, finding new people to collaborate with and developing our existing meaningful connections between staff and students will be at he crux of our presentation.
 
Taking seminars outdoors in nature: alternative learning spaces in LJMU
No full textObjectives: This research draws on constructivist ways of thinking about learning where the learner is an active participant rather than a passive recipient and engages with the growing area of research on geographies of education and the increasing use of outdoor spaces in education. The objectives of the research are around an exploration of the concept of space where different behaviours are permitted, and the spaces given within modules.
Design: The research is formed around conducting university seminar groups outdoors in the on-campus outdoor learning area and provides a starting point for understanding the potential value of outdoor classrooms and engagement with nature within higher education contexts.
Methods: A convenience group of 25 participants were selected for the focus group as they sat around the campfire following seminar discussions. Conversations lasted one hour in length.
Results: Thematic analysis of the data identified the themes of collaboration, risk, and creativity. Participants reported that conversations were more relaxed and interactive due to the less structured environment, and they felt ‘more awake’ due to extraneous conditions such as the fresh air, the experiences of nature and the positioning of the seating. The tutor similarly felt more able to engage the students in the discussions due to the circular format of the seating.
Conclusions: The conclusions focus on providing an excellent student experience beyond the potential constraints of the indoor classroom. The research explores the ways in which new educational spaces can be formed, contested, and colonised and the benefits of nature for learning environments, whilst making no claims to the learning efficacy of such spaces per se.
Taking seminars outdoors in nature: alternative learning spaces in LJMU, PowerPoint, Only LJMU staff and students have access to this resource
Data sources:
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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