Student Experience Proceedings (LJMU)
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Embedding agile practices into the curriculum: a manifesto for proactivity
No full textAgile Project Management is the dominant methodology for managing Software Development across the IT industry; and having been adopted by SME development teams and large development studios on multi-million-pound ventures alike, is one of the most sought-after soft skills in sector, particularly for Graduates. This talk reflects on transferring techniques practised from a highly successful 3-Year Knowledge Transfer Partnership (graded Outstanding by Innovate), which relied on the Agile process to keep the project alive and functioning efficiently over the COVID period, into the curriculum of our Computer Games Development and Software Engineering courses across all three years of our programme.
We will discuss the principles of the Agile Manifesto (Beck et al, 2001) and how to reframe them into an academic setting to enhance collaboration, help students to plan and reflect and progress their work, to foster a closer communication bond with the academic teams and students, to measure and analyse incremental changes and add value to modules focused on more specific, knowledge-based learning outcomes.
As we venture into a post-pandemic era of academic delivery, we will also look at how Agile fits into Remote Working Practices (Deshpande,2016) and the tools and technologies that can support this in practice both on and off-campus. Using practical examples of Agile configuration and collaboration tools and their application across three domain specific modules and their integration into a VLE, with the goals of: improving student performance in group courseworks; increasing their employability via soft skills outside the curriculum; increasing productivity across the semester; whilst simultaneously providing learning analytics and facilitating engaging formative feedback.
We will conclude by discussing why Agile is not just for software, and how some of its key features can be adopted by the wider academic communities and the roles that Academics can play
Embedding agile practices into the curriculum: a manifesto for proactivity Powerpoint. Only LJMU Staff and students have access to this resource
Collaboration and enhancement: co-creating employability resources to aid employment success for disabled and neurodivergent students
No full textStudies of the destinations of UK graduates find that disabled graduates (including those who are neurodivergent) are less likely to be employed than non-disabled graduates (AGCAS 2022). Employment is recognised as a way in which people find purpose, self-confidence and economic wellbeing (Pratt et al. 2014). Unemployment therefore has implications for fulfilment of potential and for independence; there is also greater vulnerability to mental health conditions for individuals who are not in work (WHO 2011, in Coney, 2022). Staff in Student Futures were keen to explore ways to enhance our services and resources to support the success of disabled and neurodivergent LJMU students in the workplace.
In this session, a three students and two careers practitioners from Student Futures will describe the co-creation internship project, which sought to enhance graduate employment prospects for disabled and neurodivergent students. Building on previous participatory research conducted at LJMU with autistic students, the careers practitioners were keen to collaborate with the students they were seeking to support. Five disabled/neurodivergent students were recruited to partner with Student Futures staff; this co-creation project resulted in the development of webpages for disabled and neurodivergent students. These webpages contain content chosen and produced by the co-creation interns and are presented in accessible formats selected by these individuals. The interns described how rewarding this experience had been for them; they particularly appreciated having their voices heard and being given the autonomy to work on the areas they deemed to be the most important. This session will demonstrate the achievements of the project, outline recommendations for other staff and highlight the benefits of a deepened understanding and a sense of empowerment for students and staff involved.
Collaboration and enhancement: co-creating employability resources to aid employment success for disabled and neurodivergent students, PowerPoint Presentation. Only LJMU staff and students have access to this resource
Researching with students: co-produced slavery research in LJMU History
No full textLong-overdue research projects into institutional links to slavery have highlighted the complex ways that both money and knowledge gained from the transatlantic slave trade became woven into British universities. Nowhere is this more urgent than in Liverpool, the European epicentre of the transatlantic slave trade. Whilst the origins of Liverpool John Moores university go back to 1823, LJMU was only granted university status in 1992, thus avoiding the scrutiny that other local institutions have faced.
In 2019 I started the process of researching this difficult history alongside my MA students. This research has identified evidence and a need for further research into 1. the extent that money that originated through slavery was embedded in LJMU during its inception, especially through the role of John Gladstone; 2. the teaching of racial science, and 3. through links to the Confederacy in the US Civil War, and post-Civil War era. Engaging students in such vital research, however, comes with its own set of pedagogical and ethical challenges. This paper will explore the experience of developing a module of this nature, the experience of teaching and researching alongside students, and the findings made.
This fits into the \u27Research and Knowledge Exchange: curiosity, creativity and impact\u27 strand of LJMUs new strategy through its example of teaching led by research and student-led research.
Researching with students: co-produced slavery research in LJMU History, PowerPoint, please note you can only view this if you are a LJMU member of staff or LJMU student
Understanding the LJMU student and staff digital experience
No full textLJMU have piloted the JISC digital insights survey. The aim of the project is to see if the JISC digital capability insights survey helps to reveal new insights that lead to new or support current initiatives to support our staff and students’ digital capabilities. This presentation will report on the findings, explore what these might mean for the institution, and discuss if the survey has offered insights.
What is digital capability?
Digital capability is the term JISC uses to describe the skills and attitudes that individuals and organisations need if they are to thrive in today’s world. At an individual level we define digital capabilities as those which equip someone to live, learn and work in a digital society.
The 6 elements are:
Digital proficiency and productivity (functional skills)
Information, data and media literacies (critical use)
Digital creation, problem solving and innovation (creative production)
Digital communication, collaboration and participation (participation)
Digital learning and development (development)
Digital identity and wellbeing (self-actualising)
The survey contains 34 questions, covering the 6 elements, to provide a well-rounded appreciation of our collective digital understanding.
The aim is to support departments and the institution to develop or modify initiatives to support any areas of concern highlighted from the data.
The survey data is also benchmarked with the other participating institutions. This helps us all to see where the institution is compared to the sector. This survey is NOT for the purpose of monitoring any individual’s digital capabilities. The pilot worked with selected groups of staff and students. The scope of the pilot would be to distribute the survey to; level 3 to 5 students on particular programme, academics in identified programmes or schools, and identified professional service teams.
Session 37 SATH 23 - Understanding the staff and student digital experience.pptx Powerpoint. Only LJMU staff and students have access to this resource
Carbon awareness rewilding education (CARE): what would the planet teach/do for education? What will we teach/do for our planet? Curriculum Enhancement Internship Project funded by the Teaching and Learning Academy
No full text“Nature is our life support system, it’s the air we breathe, the food we eat, the water we drink, the energy that sustains us. And it’s in trouble. Wildlife is in dramatic decline. Species extinction and catastrophic climate change threaten all life on Earth. We must take action.”
(Rewilding Britain: What is Rewilding?)
CARE is a curriculum enhancement project where Education students take action through engagement about climate change and by exploring what the four Earth elements may teach us about education. What kind of education may we transform if we apply the principles of rewilding? Rewilding is about restoring ecosystems and our relationship with our planet.
This is a two-part session. It intends to create a space to encounter our planet through its four elements. It addresses the two main key principles of the LJMU Strategy 2030 on prioritising people and sustainability by reconnecting educational conversations with rewilding principles. It will share the journey of Education students and how they rediscover their connections with the planet.
First, we explored what questions we must ask to reconnect with the planet. We looked at existing survey instruments on carbon literacy, environmental education and climate change. We reframed some questions as we thought about how these may invite fellow students in Education or Social Sciences to take action or at least join the conversation.
Second, we will take you through a reflective engagement with land, air, water and fire as we attempt to respond and reimagine if the Earth be our teacher or learning companion, what will we learn about, how will we feel, what will we do and what questions and topics will be worth attending to.
 
Partnerships with work placement providers and professional identity: How can we improve the student experience?
No full textSometimes they are essential to fulfil the requirements of an industry’s standard benchmark. For example, in journalism this has been the case for many years with the National Council for the Training of Journalists, where a set number of work placement days are required to gain the organisation’s diploma in journalism, which many universities, including Liverpool John Moores, provides.
But how well do work placements serve their purpose, and serve students about to embark on their careers?
Many students get on well, and walk out of a placement after two weeks having boosted their desire to burst into the industry on the back of a wave of confidence-boosting experience.
But some may see themselves as a burden to superiors pressed for time, and are perched in a corner of the office and forgotten about. They may leave demoralised and in some cases, re-evaluating their career plans.
I have started to research the responsibility education and work placement providers have to ensure students get the best out of their placements through leading LJMU’s scheme with the Liverpool Echo. This is with a view to building tools which can hopefully enhance the student experience in what can be a daunting area.
Sitting in any work environment as a student on placement can be a daunting prospect, and I want to use the experiences of students on The Echo scheme to put building blocks into place to ensure in future, more have a chance to prepare by knowing what to expect and how to navigate an experience which may be new to them. I will also use input from The Echo, and this research could be open to other partnership providers for other courses.This research, influenced by students, aims to promote graduate employment prospects and inclusivity, as students would be given access to more resources to help them prepare.
At the conference, I would like to share what I have learned so far.
Work placements are a common way to try and help prepare students for future employment.
Partnerships with work placement providers and professional identity: How can we improve the student experience?, PowerPoint. Only LJMU staff and students have access to this resource
Enhancing graduate employment prospects by embedding sustainability and digital skills into the curriculum
No full textEmployers are seeking work-ready graduates (Carlisle et al., 2021a) with digital (Jopp, 2020; Vuorikari, Kluzer & Punie, 2022) and sustainability skills (Bianchi, Pisiotis & Cabrera Giraldez, 2022). Important to solving sustainability problems (Alexander et al., 2019), digital skills are also essential in a digitally-mediated environment (Oberländer et al., 2020). Embedded into modules, these examples deliver against learning objectives and indicative content, while serving to enhance student experience and employment prospects.
Experiential learning is defined as knowledge “…created through the transformation of experience” (Kolb, 1984, p. 38). Activities across modules have included checking the level of sustainability of products by scanning bar-codes with an App; purchasing items for a homeless charity and discussing difficult choices (i.e. heat or eat); risk and disaster interactive simulations, and authentic assessments using digital software.
Enhancing graduate employment prospects by embedding sustainability and digital skills into the curriculum Powerpoint. Only LJMU Staff and Students can access this resource
Strengthening bonds with Alumni before and after graduation: Using LJMU Connect to foster lifelong connections
No full textLJMU Connect is the university’s Alumni community platform, helping create relationships between Alumni, students and staff. With close to 14k registered users all of whom have either attended LJMU, the Poly or one of the founding institutions. We ask, how can we foster this association into an ongoing community for the benefit and betterment of all connected?
Over the last 6 years our LJMU Connect community has grown, there is a desire within the university to build these relationships and not say goodbye after graduation, but to keep students engaged with LJMU. We do this by staying connected and providing a service to our Alumni, we partner with people and teams throughout the university. We have ongoing career support, gym membership, library access, Graduate Futures, Start-up Hub, etc.
LJMU Connect gives these teams a voice, reaching students whether they graduated last year or in the 60\u27s. This year already we have grown new groups within Maritime, Business, Sports & Exercise Science each with its own common and unique needs but with the overwhelming desire to stay connected, share experience, knowledge and opportunities which benefits the whole LJMU community.
The next big step is a digital mentoring programme which allows the community to share in that knowledge, whether that be to give help toward an internship, guidance on getting your CV right for the company or industry you wish to work in, or even helping with interview techniques, Working with Organisational Development to help guide mentors to get the best out of this programme, and develop a supportive network for future career development.
The bicentenary gives us the perfect opportunity to share the stories of our Alumni, to get them to come \u27home\u27 and to reconnect. As a member of the LJMU community signup to LJMUConnect and participate in a bigger and wider community.
Strengthening bonds with Alumni before and after graduation: Using LJMU Connect to foster lifelong connections, PowerPoint. Only LJMU staff and students have access to this resource
Outnumbered but not necessarily outgunned: the effects of classroom gender imbalance on student outcomes
No full textAt LJMU, as in most Higher Education institutions, the ratio of male and female registered students can be highly imbalanced in specific disciplines. This is well-explored for subjects such as nursing, teaching, and engineering, but in more recent years the phenomenon of imbalanced student cohorts has extended into a wide range of subject areas, particularly in respect of female dominated student cohorts. Currently, 54% of students at LJMU (over 10,000) are taught in classes where one gender comprises less than 25% of the cohort, with 7% in classes where less than one in 10 are of one gender. Yet, we know little about how being taught in such classes affects the experiences and outcomes of our students. This big-data research project uses uniand multi-variate statistics with a dataset of over 23,000 LJMU student records to explore the relationship between gender imbalance in the classroom and the academic outcomes (retention, completion, awards) of our students. The data analyses suggest that the impact varies for male and female registered students, and that patterns of success for retention and completion differ to those of academic achievement in terms of award outcomes. The results shine a light on a little explored aspect of the inclusive curriculum. They also suggest the need for further research to better understand the impact of gender-based classroom dynamics on the student experience.
Outnumbered but not necessarily outgunned: the effects of classroom gender imbalance on student outcomes Powerpoint. Only LJMU Staff and students have access to this resource
Storying the [ongoing] journey of the LJMU Wellbeing Journal: making molehills out of mountains by listening to student voices: Curriculum Enhancement Internship Project funded by the Teaching and Learning Academy
No full textCo-created by SAW, Academics, and students from the School of Education, the LJMU Wellbeing Journal embeds journaling and self-care into everyday student life, ensuring that wellbeing is not seen as an additional thing ‘to do’. Acknowledging the different needs and preferences of our diverse student population, the journal is available both electronically via the student portal, and as a physical journal, making it accessible to all.
The journal enables students to set and review goals and normalise the inevitable ups and downs of University life and the most recent curriculum enhancement project explored how the journal is being used across APSS to develop the strengths of the journal for roll out in September 2023. It ensures students have details of support services to hand should they require them at any point in the academic year. The Journal is supported by a bespoke programme of guided meditation sessions provided by Heather J Ray from My Well being School Australia and a social media campaign.
This workshop will showcase how academics, professional services teams and students can work together to create a tool which helps students to overcome feelings of isolation, enhances their sense of belonging and supports power-sharing in interactions between students and the university to develop a sense of community. Students will lead the way with their findings to establish a productive way forward.
Storying the [ongoing] journey of the LJMU Wellbeing Journal: making molehills out of mountains by listening to student voices, 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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