Student Experience Proceedings (LJMU)
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382 research outputs found
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AI-driven large language models: strengths, weaknesses, opportunities and threats
No full textThe teaching and learning group within the School of Computer Science and Mathematics would like to lead a discussion around a topic that will likely impact HE significantly: the use of AI-Driven Large Language Models (LLMs) such as those seen powering OpenAI’s GPT-3 Driven ChatGPT, Meta’s LLaMA and DeepMind’s Gopher/Chinchilla AI.
Several technology companies and technologies such as Microsoft’s Bing search engine aim to embed these LLM tools to enhance their existing products, and many in the IT industry anticipate them becoming key productivity assistants across many sectors where the written word is sought after.
However, they also present significant challenges to Academia when used in assessments such as Online Exams, in class tests and coursework assignments, with their abilities to generate text based on information trained from data scrapped from the web, and their power and accuracy of the information may be used to circumvent a student’s need for good academic study practices and demonstration of knowledge.
This session aims to present an overview of LLMs, their current abilities to generate knowledge representation across a variety of different disciplines (using computer science and mathematics as an example), key weaknesses of LLMs such as AI Hallucinations, how their contextual abilities can be exploited as a meaningful tool and comparing them with similar productivity tools such as code generators, spell checkers, online search and reference tools and our ability to detect their usage.
The session also would like to open some cross-disciplinary debate in their effect on the professionalism, character, and employability of our graduates, where inappropriate use of these tools may harm the reputation and standing of LJMU and its graduates and approaches in our curriculums to best educate our student base on their capabilities and improprieties.
Ultimately, these tools are going to increase in popularity and usage in the coming years – should be fear them or embrace them?
AI-driven large language models: strengths, weaknesses, opportunities and threats Powerpoint. Only LJMU staff and students have access to this resource
It’s not what you say, it’s how you say it: the impact of question linguistics on student performance and equity in exams
No full textIdea density is a linguistic measure defined as the number of ideas/concepts in a sentence divided by the total words used. Modifying idea density has been shown to influence comprehension time and overall understanding. Furthermore, evidence suggests that the influence of idea density disproportionately affects second language speakers. It is of note that modification of idea density is purely linguistic, with the core topic and complexity remaining unchanged.
This presentation will first explore the influence of spoken idea density on comprehension in lectures of first and second language speakers. Showing that verbal presentation changes can influence immediate recall.
It will then focus on an ongoing randomised controlled trial, investigating the impact of the idea density of exam questions on student performance across 11 UK universities. Exams are time pressured situations where the rapid comprehension of the task is essential. Therefore, a measure such as idea density, which could aid a more equal understanding across demographics, without affecting core complexity may be of advantage in producing more equitable assessment. In both studies, idea density is investigated as a measure to enhance student understanding and experience. The results could suggest an easily measurable and implementable change to teaching and assessment materials to enhance student experience and assessment and help address attainment differentials.
It’s not what you say, it’s how you say it: the impact of question linguistics on student performance and equity in exams Powerpoint. Only LJMU staff and students have access to this resource
Classroom Theories into Practical Applications: A Working Collaboration with Royal Liverpool Hospital Healing Arts
No full textThis project initiated a long-term collaboration between the Royal Liverpool Hospital (RLH) and Liverpool School of Art and Design. It is increasingly difficult for our students to gain relevant work experience in curatorial practices and this collaboration has given them an unrivalled opportunity to put their theoretical skills into practice, working both independently and in teams, and to make a significant contribution to their skill sets and CVs.
RLH had a large collection of uncatalogued artworks, previously displayed in the old decommissioned hospital. We arranged for the artworks to be collected into one place where students could work over several weeks in cross-year teams, and employed an experienced curator and archivist to provide support.
The objectives were for the students were:
To plan curatorial layouts for artworks to be installed in the new hospital, gaining valuable work experience.
To compile an inventory of artworks, developing skills in accurate documentation
To critically analyse their curatorial choices within a framework of inclusivity and well-being
The paper discusses how the project has greatly enhanced the graduate employment prospects of the participants and analyses what went well and what we need to change, responding to feedback from students and staff at RLH. It examines the outcomes that have been achieved, including the creation of a catalogue and the installation of collections put together by students in the new hospital. A documentary film of the project has been commissioned and made by the APSS Supporting Student Experience Team.
The extension of this project to four other sites within the Trust is in development for next semester and we have been approached by thirty-four other hospitals in the Northwest. The project is seen as a significant success by RLH, which we will build on to make a major contribution to student experience within APSS.
Classroom Theories into Practical Applications: A Working Collaboration with Royal Liverpool Hospital Healing Arts Powerpoint. Only LJMU staff and students have access to this resource
The power of “We” in an “I” world
No full textIn Higher Education students and their tutors are primarily measured by individual performance metrics although we have seen an increasing interest in collaborative work in student assessment. However, the student experience is shaped predominantly by collective behaviours shaping modules with multiple tutor involvement, levels where modules connect and programmes where holistic support learning and employability interventions rely on teams of people rather than individual approaches. It is interesting that while we discuss and consider the marking and structure of collaborative work for students less attention is paid to the way in which collaborative work within and between programme teams and service teams is designed, valued and rewarded. The 5 minute slot will consider how the student and staff experience could benefit from a more considered approach to the power of "We".
The power of “We” in an “I” world, PowerPoint. Only LJMU staff and students have access to this resource
Bridge the Gap peer mentoring: reflections and actions
No full textThe Black and Asian Minority Ethnic (BAME) awarding gap refers to the significant disparity in degree class gained by BAME students compared to their white peers (Surridge, 2008; Singh, 2011; NUS, 2019). While the phenomena is well documented, there is limited understanding of why BAME students do not perform to their full potential.
Academic capability is strongly tied to feelings of belonging and fitting-in, and distinct differences between minority ethnic groups within the BAME category, in relation to factors that affect their engagement and attainment, are also highlighted by research (Connor et al., 2004; Dhanda, 2010).
The influence of peer support upon social integration and senses of belonging are well documented (Kauser et al., 2021). As is peer mentoring in improving the success, retention and educational experiences of students in HE (Terrion and Leonard, 2007). With this in mind, and to ensure that the individual voices of specific groups with the LJMU BAME student community were heard, we launched the Bridge the Gap Mentoring Programme in January 2022.
10 current LJMU students, home and international, were employed as project mentors. The programme focussed on understanding the ‘lived’ student experience at university, including what challenges they face in their day-to-day studies (progression) and how the curriculum, university environment and teaching and assessment approaches at LJMU affect their performance. Mentors offered guidance and support to mentees, and gathered anonymised data about mentees’ experiences, successes and challenges.
In this workshop we present, in collaboration with project researchers and mentors, themes from mentoring sessions and lessons learned from engaging with BAME students, specifically around promotion and messaging. We invite participants to discuss and outline how we can embed peer mentoring across the institution, ensuring that hard-to-reach and at-risk students are able to benefit from semi-structured peer support that peer mentoring offers. At the same time, ensuring that we continue to develop a deep institutional understanding of the barriers that could affect academic performance and success.  
An evaluation of perceptions of the introduction of student-led simulation in pharmacy education
No full textIn recent years, the use of simulated experiences has become an area of increasing importance in the education of future healthcare professionals. Simulation is utilised across a variety of healthcare disciplines including medicine, nursing and pharmacy. Simulation has been identified as a way of providing experience of complicated or high-risk processes or procedures for students in a fashion that is safe and supportive, allowing for both reflection and skill development.
During the large-scale closure of universities and training facilities during the COVID-19 pandemic traditional models of simulation, which are typically delivered through in-person attendance, were largely unavailable for students and faculty. A result of this was an increased focus on the provision of decentralised simulation, with simulated experiences potentially being delivered remotely at a time and place that that in convenient to the student. At Liverpool John Moores University, virtual simulation (through a programme called PCS Spark) has been utilised within the undergraduate Master of Pharmacy programme since 2020.
In 2022, a mixed-methods study was conducted to explore student, staff and stakeholder views and perceptions of the use of virtual simulation in healthcare. This involved the use of questionnaires administered to students who had recently been introduced to a virtual simulation. In addition, semi-structured interviews were performed with both academic staff and stakeholders involved in the design and facilitation of online virtual simulation.
This session will outline the key findings from this study, which will be co-written with the students who undertook the project as a part of their Master of Pharmacy final year research assignments. Key findings included the alignment of learning outcomes between students and academic staff, identification of key differences between traditional and virtual models of simulation, as well as the impact of virtual simulation on the traditional multi-disciplinary delivery model of healthcare simulation
Why PGRs need to think about impact
No full textThis year for the first time ever we have been running an Introduction to Impact session for PGR students. Impact is rapidly growing in significance but isn’t commonly discussed at PGR level. We feel it is vital for PGRs to understand and incorporate impact planning into their research from the start so that our PGRs leave LJMU with the best advantages in the competitive world of academia. It is not uncommon to see ECRs and staff further along their career pathways who do not understand impact and its importance. Therefore, we want to ensure that all of our graduates have the best start to their academic careers, with the best chance to obtain academic positions and grant funding. This session will highlight what impact is, why it’s important for PGRs to understand impact and how they can begin to plan for impact within their research.
Integrating research impact and engagement into a PhD can help PGRs to think more deeply about the kind of research they are doing, the change that their research can effect in the world and help that work to have greater meaning by planning for it from the offset. Incorporating impact can also prepare PGRs for many facets of their academic careers, including navigating job applications, interviews and promotions, and applying for grants. We will use case studies from current PGRs to illustrate examples of strong impact to inspire PGRs to go on and develop their own research impact plans. Planning for impact is a core skill that should be emphasised amongst the PGR community to help them develop meaningful and life changing research beyond publishing papers. We also address how staff who are supporting/supervising PGRs can help them to consider their impact.
 
Offloading on the page: expressive writing for wellbeing and positive self-awareness
No full textThis interactive workshop will introduce staff and students to the use of expressive writing as a way of enhancing wellbeing and positive self-awareness.
The session will include a brief introduction to the underpinning principles and theory from the field of poetry/bibliotherapy, as well as some insights from research about the personal and professional benefits of this kind of ‘offloading on the page’ as a guided practice. Participants will be invited to take part in two short writing exercises; no skills are necessary for taking part, and these will be private writings with no obligation to share.
The overall aim of the session is to offer staff and students some creative ideas and practical tools to take away for inspiration and use in daily personal writing practice.  
Improving digital skills; A student centred approach
No full textoai:openjournals.ljmu.ac.uk:article/737Today’s students are often thought of as ‘digital natives’ but any teacher of analytical, data and digital based subjects will know that this is, in many ways, a misnomer as we find widely varying skill sets and abilities with technology. Last year I was given teaching and learning funding to reward the top students on the Digital Business Intelligence module with the opportunity to sit their Tableau Desktop Specialist License. They were also asked to initiate and set up a Business Analytics Society that could be a touch point for all things Business Analytics across the Business School and the rest of the university.
In this talk we will review what the students created, how they have used it to enhance their own employment opportunities but also to enhance the provision of data analytics across the Business School and how they linked up with students on other programmes such as Data Science, Mathematics and Computing. The student experience will be highlighted either directly through student co-presenters or excerpts from interviews with them at the end of their journey - after having taken the external exam and having handed over the running of the BAS to a new committee.
The students signed a contract and decided roles at the beginning of the project as they gathered resources for the BAS and learnt about external providers of data literacy and sourced interesting speakers. They found places to source data and learnt about potential competitions they could enter. They came to lectures to offer students help with their work and to be a touchpoint for all things Business Analytics. We will hear about what worked and what didn’t which is helping us improve future projects of this type
An introduction to the new LJMU Curriculum Management system
No full textIn this session, you will learn about why the University has chosen to implement a new Curriculum Management system and will receive a demonstration of it from the suppliers (CourseLoop) and members of the LJMU project team who are implementing it.
CourseLoop will focus their demonstration on the areas of the system that provide LJMU with the most improvements in managing course information data. There will be an opportunity to ask questions of the project team, and to learn more about the roll-out plan and when you will be able to receive training on the new system
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