Student Experience Proceedings (LJMU)
Not a member yet
382 research outputs found
Sort by
Embedding anti-racism into school culture: a CPD pilot programme for headteachers and senior educators in Liverpool
No full textIn an exciting partnership with Liverpool City Council and the national charity EqualiTeach, the Centre for Educational Leadership has led and co-designed a project which seeks to create a community of educational leaders who analyse and enhance practice through: defining a clarity of purpose, focusing on relevant issues, sharing ideas and embedding aspirations.
The pilot programme has been designed for delivery to an initial group of Headteachers and senior leaders in Liverpool. In response to a workforce gap in knowledge and experience around race equality leadership across our region, we are seeking to improve the training of school leaders in anti-racist practices. We have created a positive action project to address race equality issues and challenges in education settings across the Liverpool City Region.
Our evaluation aims to review and understand:
The impact of the anti-racism training in education
How the training impacts the leaders’ approach to this issue
How the leaders have embedded their learning into their practice
A review of case studies in positive action anti-racism approaches in our schools.
In this session, we will set out the origins of the project, the evolution of a partnership led codesign process, and the outcomes of the design in addressing the identified needs. We will specifically locate the work within the key strategy of people and place, with reference to the impact on the development of leadership skills, enhancement of inclusive culture, and location of under-represented groups in a shared sense of community and opportunity.
Embedding anti-racism into school culture: a CPD pilot programme for headteachers and senior educators in Liverpool Powerpoint. Only LJMU Staff and students have access to this resource
Using virtual humans to simulate mental capacity assessments
No full textWithin the Nursing programme, students will have one month of Simulated placement every year. This incorporates online, asynchronous learning, as well as face to face practical sessions. Students will practice skills, as well as situations which may be less common in a Simulated environment. The Simulated placement covers the four fields of Nursing - Child/ Adult/ Mental Health and Learning Disability (LD). Within the LD Simulation, delivered 100% asynchronously, students are asked to complete Mental Capacity Assessments (MCA).
The MCA is often seen as a daunting task, staff report lacking confidence in completing this to good quality stating a lack in knowledge and skill. Subsequently resulting in MCAs which are non-compliant with legislation.
Working with the TEL team, the LD Sim has created an Avatar; she is 18 years old, moderate learning disability, history of generally unwell. The doctors want to admit her for observation. The nurses must assess her capacity to consent to admission.
The students are presented with a set of questions to ask the Avatar to assess whether she has capacity. The questions mimic an MCA asking the Avatar if she Understands/ Retain / Weigh-up / Communicate her decision. The Avatar appears life-like, her voice and responses have been recorded, she utilises facial expressions, eye-movements and body movements that have been recorded using advanced AI technology and is not robotic in style. Fine details in her glances, thought processes and smiles are captured.
This allows students to not just watch an assessment and make comments, but to also interact with an assessment, consider the language strategies they would adopt, provide opportunities for critical thinking and contextual learning, whilst simulating this within a safe environment. Students gain improved cultural awareness and sensitivity, therapeutic communication, and self-awareness of biases. Consequentially benefiting an improved confidence in interacting with patients with unique, individualised needs and capacities
Privacy, digital security wellness and awareness – a collaborative project with Screen, Business and Law students: Curriculum Enhancement Internship Project funded by the Teaching and Learning Academy
No full textThis paper presents the results of a collaborative project that brought together legal and governance services with student futures, academic staff, students from screen, business, and law to better understand the issue of Privacy, Digital Security Wellness and Awareness and offer interesting and effective uses of digital content to promote safe digital behaviours to all students.
This curriculum enhancement project breaks new ground by engaging students to produce important central services information for the LJMU student community, working with the student voice to enhance the student experience. It tackles a recently occurring set of issues that stems from the ubiquity of our increasingly digital lives. The project is innovative in its collaborative pedagogical approach, bringing together staff and students from three discipline areas with colleagues from central services, to deliver an excellent student experience, tackling a real-world issue.
The paper will provide valuable insights about student attitudes to privacy and cyber security, gathered through student research. This innovative approach to student-led research and solution generation is applied to this issue, faced by our students not just in their life at LJMU but beyond the university in their personal and ongoing professional lives. Students researched their own cohorts’ attitudes to cyber security and exchanged results to arrive at solutions appropriate for the diverse community of LJMU students.
To realise this project law students initially explored the issues around cyber security, students in the business school picked up the baton and, as part of the curriculum through the business clinic, further researched student attitudes and developed concepts for a campaign, finally screen school students will take these concepts and produce video and digital content to deliver the campaign for all students during the Study for Success induction course in September 2023.
Staff and students will present the challenges and opportunities they encountered.
Privacy, digital security wellness and awareness – a collaborative project with Screen, Business and Law students, PowerPoint. Only LJMU staff and students have access to this resource
Finding space: a photovoice study of gay students in higher education
No full textThis session contributes the Education and Student Experience: transforming lives and futures by addressing the the current qualitative knowledge gap documenting the lived experiences of gay students in Higher Education. Additionally, the article contributes to a methodological gap in how gay students in Higher Education have been investigated. With the help of Photovoice, this presentation will discuss the lived experiences of 16 gay students studying at university in the United Kingdom.
The data will show that the participants experienced a sense of loneliness and isolation whilst at university and identified the classroom as a critically important environment to create belonging. Whilst the classroom is central to belonging, the data complicates this fact by identifying that gay student’s battle with how to perform as themselves in the classroom thusly affecting their engagement and attendance. Additionally, the data will show that while participants did not experience overt hostility nor brazen acts of homophobia, they did recognize a degree of LGBTQAI+ inclusion ‘lip service’ by the university.
Finding space: a photovoice study of gay students in higher education PowerPoint, please note only LJMU staff and students can view this
LJMU History: Tales from the Archive
No full textExplore hidden records and artefacts from the University’s past with Archivists Emily Parsons and Christopher Olive. View, handle, and learn about LJMU’s historic collections from the Archive, to be catalogued in celebration of 200 years of history
Representative student feedback: the route to high response rates
No full textTeaching & Learning Academy are undertaking a project to gain an in-depth understanding of how module leaders facilitate student engagement with online module evaluation surveys. Higher Education Institutions (HEIs) have been dealing with low(er) response rates ever since the shift from paper-based surveys to online evaluations (Nulty, 2008). When few students respond to course evaluation surveys, the student population is underrepresented, and the results potentially biased. This threatens the validity of the student feedback, thus making it difficult to interpret results and improve course quality (Wiley, 2019). It is, therefore, crucial to uncover good practices leading to high response rates to online course evaluations.
Smith and Morris (2011) suggested that a response rate of at least 50% or higher is needed to derive meaningful insights from surveys. Following their guidelines, 23 out of 2300 LJMU modules consistently achieving response rates higher than 50% across three years (20-21, 21-22, and Semester 1 in 22-23) were selected. Of the 23 that met the criteria, nine modules with an equal distribution of study levels and from different faculties were put forward for further analysis. Module leaders were contacted for a semi-structured interview to share their approach to collecting representative student feedback. Preliminary results indicate that a number of factors influence the response rates achieved, including module leaders stressing the value of representative student feedback, and strong teacher-student relationships. Interviews are currently being analysed, using inductive coding. The qualitative data collected from the interviews will likely be complemented by quantitative data from a survey designed for course representatives (subject to their engagement with a quick poll). The presentation will explore the findings in more detail; including general recommendations and how the results, in line with LJMU’s new strategy, can be used to ultimately enhance education (quality) and student experience.
References
Nulty, D. D. (2008). The adequacy of response rates to online and paper surveys: what can be done? Assessment & Evaluation in Higher Education, 33(3), 301-314.
Wiley, C. (2019). Standardised module evaluation surveys in UK higher education: Establishing students’ perspectives. Studies in Educational Evaluation, 61, 55-65.
Representative student feedback: the route to high response rates PowerPoint. Only LJMU Staff and Students have access to this resource
International student community – how do we overcome the barriers and enable our students to thrive?
No full textOur international student community are diverse, brilliant and bring a wealth of culture to LJMU. Following some really engaging JMSU led events and campaigns, we have been able to gain some useful insight that will help colleagues and service teams support and communicate with our international students. In some ways this session will be a helpful guide based on student feedback from the International Student community throughout this academic year which will include Marie’s Winter Break and Gaby’s Nationalities Connected Week.
The session will cover some examples of great activities and initiatives that have received both strong engagement and positive feedback. We will offer some time to discuss and explore our guidance further along with some useful tips specifically aimed at creating the most effective dialogue with our diverse international student community from an evidence based approach. We will cover what we have learned and will look to offer some specific areas where we believe LJMU could improve.
International student community – how do we overcome the barriers and enable our students to thrive? Powerpoint.
Only LJMU Staff and Students have access to this resource
Switching MCQ exams from closed-book to online: time to re-visit assertion-reason questions?
No full textThere has been a recent increase in the number of remote online exams within the Faculty of Science, replacing closed-book, in-person assessments. Online exams offer advantages in terms of convenience and accessibility for students, but present challenges around potential collusion and access to AI-enabled resources. Multiple-choice questions (MCQs), such as those deployed within Canvas quizzes, remain popular because they enable broad syllabus coverage and can challenge students’ recall of fundamental factual content. We argue that traditional MCQ exams are perhaps at the greatest risk of being undermined by a shift from in-person to remote format: setting challenging recall-type questions under open-book conditions is in itself a challenge. This session will present a proposed model for running online MCQ exams via Canvas using the wellestablished ‘assertion-reason’ MCQ type. Although originally envisaged as a means to assess understanding at higher levels, it is suggested that they could work equally well in testing elementary understanding in a contemporary environments where factual information is readily accessible online. In addition, it will be shown how native features of Canvas could be used to discourage collusion and address the potential for bias.
Switching MCQ exams from closed-book to online: time to re-visit assertion-reason questions? Powepoint. Only LJMU staff and students have access to this resource
The SkillSea Initiative: Navigating future skills via a toolbox approach to curriculum development
No full textThe maritime transport industry is a vital component for the growth and development of the UK economy. A strong shipping community is not only indispensable for the Liverpool maritime cluster, but for the UK and the European Union as a whole. Shipping is a solid contributor to the European agenda of jobs and growth and one of the very few strategic assets to the EU (ECSA, 2019).
The first recorded formal classes in nautical studies were held at the Liverpool Mechanics\u27 Institute in the 1820s. Nearly 200 years later, the Liverpool Logistics, Offshore and Marine Research Institute (LOOM) is navigating the future of skills and competencies for seafarers through its ongoing research. This includes pedagogic research through the Erasmus+ SkillSea project (2019-2022 – €148.860 out of €4m PI Dr. Robyn Pyne),. The SkillSea project is an initiative designed to address the challenges of student mobility and the skills gaps in the maritime industry. By fostering cooperation between education providers and adopting a flexible, future-proof curriculum, the project seeks to ensure the continuous development of industry-ready graduates who can adapt to the evolving workforce demands. This presentation offers an overview of the SkillSea project, focusing on the innovative toolbox approach to foster cooperation between education providers and create a future-proof education and training system in the maritime sector.
The SkillSea Initiative: Navigating future skills via a toolbox approach to curriculum development 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)
Student Experience Proceedings (LJMU)Transformation in Education (LJMU)Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)
Student Experience Proceedings (LJMU)Transformation in Education (LJMU)Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)Access Repository Dashboard
Do you manage Student Experience Proceedings (LJMU)? Access insider analytics, issue reports and manage access to outputs from your repository in the CORE Repository Dashboard!