Student Experience Proceedings (LJMU)
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Session 48: Showcasing the student experience for subject recruitment marketing
No full textSession overview:
This session will explain how the faculty marketing managers from the subject recruitment marketing team are utilising social media to showcase and profile student life and achievements at LJMU. We will take a look at how we have gone about developing the social media profiles of several different subject areas across the University.
Social media marketing has been building pace for many years but now we have the resource within LJMU to use it to its full potential. We are able to really build a picture of life in the University, draw attention to key events/ information and keep a conversation going with our key stakeholders.
We will delve into the strategy behind this project, detailing how we choose content for our posts. We will touch on what kind of information is relevant and engaging to our students , specifically around the themes below.
Sustainability
Employability
Industry engagement
Diversity
Technology
The session will present some examples of our specially curated content. We will explain how it is helping to connect and inform present and prospective students.
Key learning points from this session:
Encourage staff to approach us with ideas for content - inspire staff to think outside the box with communication methods. One form of is not always appropriate for every audience. Our key stakeholders are our students and we need to engage with them on their terms to build meaningful relationships.
Showcasing the student experience for subject recruitment marketing PowerPoint. Only LJMU staff and students have access to this resource
Session 53: Cracking the collaboration code: lessons from a case study exploring the dynamics of cross-functional collaboration between business and IT students
No full textSession overview:
This session, When Business Speaks and IT Codes: Cracking the Collaboration Code, explores the dynamics of cross-functional collaboration between business and IT students in a live consultancy project. In today’s digital economy, successful business-IT integration is crucial for driving innovation and operational efficiency. However, bridging the gap between these disciplines presents challenges due to differing communication styles, problem-solving approaches, and technical expertise.
Through a real-world case study, we will examine how business students and IT students collaborated to develop an operational IT system for a Malaysian logistics and warehousing company. The session will unpack the challenges faced - such as misalignment in expectations, technical versus strategic perspectives, and coordination hurdles - while showcasing structured interventions that improved team synergy.
Using an Organisational Behaviour (OB) framework, we will analyse collaboration at both the individual level (personality traits, working styles, and domain mindsets) and the team level (coordination mechanisms, conflict resolution, and Agile methodologies). Key strategies like structured role definitions, iterative feedback loops, requirement documentation, and sprint reviews will be highlighted.
This session is relevant to educators, researchers, and industry professionals interested in designing effective interdisciplinary projects, enhancing teamwork through OB principles, and preparing students for the realities of digital-era collaboration. Attendees will gain practical strategies to foster adaptability, improve communication in diverse teams, and create a student-centric, innovation-driven learning environment.
Key learning points from this session:
Attendees will gain insights into fostering effective cross-functional collaboration between business and IT student teams. Key takeaways include strategies for bridging communication gaps, managing interdisciplinary teamwork using Organisational Behaviour principles, and integrating Agile methodologies. Educators, researchers, and industry professionals will learn practical approaches to enhance student engagement and real-world project outcomes.
Cracking the collaboration code: lessons from a case study exploring the dynamics of cross-functional collaboration between business and IT students PowerPoint. Only LJMU staff and students have access to this resource
Session 57: Co-Producing the Youth Worker Compass to support professional identity development and positive wellbeing in degree apprenticeship learners
No full textSession overview:
This presentation reflects on the co-production of The Youth Worker Compass, a handbook designed to help students on the Youth Work Degree Apprenticeship track, reflect, document, and develop their professional identity as youth workers during their on-the-job and off-the-job learning. Co-produced by a student intern funded via the Teaching and Learning Academy’s Curriculum Enhancement Internship, and the programme team, the handbook draws on the intern’s personal experience of a similar programme with a substantive placement element. The intern’s understanding of self-awareness, emotional reflection, stressors, and coping strategies helped shape this resource to support youth work apprentices throughout their three-year programme.
The Youth Worker Compass serves as a metaphor for exploring and developing professional identity. Like a compass, it offers direction, helping Youth Work DA students navigate complexities while staying anchored in their personal and professional values aligned with the National Youth Agency\u27s ethical standards. It is a dynamic tool, adjusting to changing conditions as a youth worker’s professional identity develops, ensuring effective and ethical practice. The handbook includes sections for self-assessment, goal-setting, reflective practice, and professional development. Its primary focus is reflexivity, encouraging self-awareness and supporting students as they navigate the complexities of their evolving roles as youth workers. The Youth Worker Compass provides a structured tool to guide professional development, allowing students to assess their progress within the broader context of their practice.
Key learning points from this session:
We advocate that the ‘Compass’ is a valuable resource that could be adapted and implemented across other programmes university-wide. Through promoting ongoing reflexivity, it enables students to better understand where they are in relation to their professional environment and ensures they are well-equipped to succeed in their careers.
Co-Producing the Youth Worker Compass to support professional identity development and positive wellbeing in degree apprenticeship learners PowerPoint. Only LJMU staff and students have access to this resource
Case study: Developing materials for neuro-diverse students through collaboration and shared understanding
No full textSummaryImproving teaching practices though exploring neuro-diversityFurther Information:Subject Area:School of Business ManagementLevel: All LevelsCase Study:Linda has been working closely with Christina over the past year to learn from her experiences as a dyslexic and dyspraxic academic. Through conversations and reviewing teaching practices, Linda has begun to change the way she designs PowerPoints and some other elements of her teaching. It is difficult to summarise all of these elements in thisreview, but it does provide a powerful example of how, through shared understanding, awareness can result in key small changes that can help all students.Linda began working with Christina and reflects as she started to understand the issues, “it really blew my mind.” She knew she had to take advantage of the first-hand experience of an academic who has been a student with dyslexia and dyspraxia. The aim being to improve the quality of the materials she presented and also to share this understanding to make it standard practise in what we all do.Not everyone who has these conditions may know this. Christina recalls the events that happened that made her seek help and a diagnosis. “So the thing that triggered me to get attached was I was in a physics class one day and I loved physics so much. I really wanted to do it. But I knew I wasn\u27t brilliant at it, but I really wanted to do it. And I was stressed about this class because it was beginning to come up against my barriers. And I read a question three times and each time I read it, the numbers in it were different. It was one then it was a five and then it was one. Then it was a five. I was nearly in tears and I had to run out of the classroom.”Stories like this help us to understand how those with diverse neurological conditions experience things that others might find simple of easier to do.Though this developing understanding we can begin to look at our practice and see where the way we teach rather than what we teach might be disabling some students.What are Dyslexia and Dyspraxia?It is important to understand that there is a wide range within these conditions, and the following are just a few of the aspects that Christina shared with Linda. Christina is just an example of ‘one’ and not representative of all those with the condition. For a full understanding, we recommend reading information on the British Dyslexia Association website.Having said that, here are some key aspects and how they might affect a student’s ability to study and learn within the ways we teach.A student with dyslexia:-
Reading inaccurately without adequate comprehension: Text can ‘move around’ or ‘wobble’ and students may have to read sometimes a number of times before they begin to understand it. Students may take longer to read and may find it hard to understand complex texts. Breaking down text, providing summaries, and allowing longer times for students may help. Indicating a range of times that an activity might take can signal to the students that you may find different activities can take different amounts of times, and that is ok.
Confusion over verbal instructions, places, times, dates: It can be frustrating that people do not turn up on time, you might think “it’s the least they can do”. But this can be an element of their condition, that makes it harder for them to understand complex instructions. Christina tries to make sure she offers support when covering anything complex such as assignment information.
Inconsistent spelling: Students may find it difficult to spell or even speak complex words. These spellings may be different each time. Allowances for incorrect spelling could be made, or at the very least not constantly picked up at every instance, which may reinforce their feeling of inadequacy. For instance, when using an online chat facility, you might say, it’s alright to get spellings wrong.
Low self-esteem: Students with these conditions realise they are finding it harder than other students and may lose motivation and have low senses of self-esteem. Having a sense of this might help you to support them with a greater level of understanding.
Referencing: Christina advises her students to use referencing software to increase the accuracy of their citations and then to check them.
Christina sees the following quote as very accurate description of Dyspraxia. It is “nearly always thinking about several unrelated things at once. The inverse is also possible with any one dominant thought occupying the dyspraxia entire attention span and any given time, though, this may cause easy distractibility and daydreaming, it is quite easy for someone to say dyspraxia, to concentrate entirely on a particular thought instead of the situation at hand.” MediTouch Library website. A student with dyspraxia:
Manual dexterity: Christina reflected on how long it would take her to complete science experiments. “It will take a lot longer than other people asking them to do things which are overly complex or if there\u27s an awful lot of instructions.”
Complex forms, and form filling: Christina shared her particular problems of completing tasks that required filling in paper-based forms with small areas. These required a great deal of dexterity that she simply didn’t have. Always provide ample space to complete paper-based task or do them online if possible.
Creative and artistic: On the plus side students are highly creative, artistic and innovative. Tapping into this could help the student realise their potential.
PowerPointChristina also reviewed some of Linda’s PowerPoint slides to suggest changes. Here are a few suggestions you might like to try.
Colour contrast: Strong colour contrast, like black text on white background can make it harder for a dyslexic student to discern the edges of the text and lead to more inaccuracy in reading or the length of time needed to read it. Do not go too far the other way where there is little difference between the text and background colour as this will have the same affect. (See the figures below) You can also learn more by using the WebAIM Contrast Checker website.
Layout: Delineating the different parts of the information through colour, text size and placing elements within text boxes. (See figures 1 and 2 below)
Diagrams and information hierarchy: Simple diagrams can help show the relationships between key concepts helping the student to decern the important information and how they link together.
Using animation: If presenting a number of points on a single slide use animation to reveal each one at a time. Students with dyslexia can find it hard to make sense because the text might begin wobbling or moving. Revealing the text in steps can help reduce this.
Providing access to slides before the session: Proving slides via canvas before the session will allow students to download and print the slides on different coloured paper that is optimal for their condition.
This Case study is connected with our wider accessibility project AIDeD. Please view developing materials for neuro-diverse students document
Case Study: Playing to Learn:: Gamified Assessment Design for Professional Skills Development
No full textThis case study explores how Dr Javier Fernandez Navarro applied gamification principles into assessment design to enhance student engagement and develop industry-relevant skills. The approach combines an individual portfolio assessment using professional software tools with gamified elements including fantasy league mechanics, strategic card systems, and escape room-style practical sessions. The portfolio requires students to demonstrate competency with industry-standard performance analysis software, creating authentic learning experiences that align directly with professional job requirements. Gamified elements are designed to encourage attendance and participation through structured peer interaction and formative feedback opportunities embedded within practical sessions. Student feedback indicates positive responses to the interactive teaching methods, with the module receiving recognition as "the most interactive" in student evaluations. The approach demonstrates how carefully designed gamification can support authentic professional skill development while maintaining academic rigour. However, implementation challenges include resource requirements for content development and potential scalability concerns for larger student cohorts. This case study offers insights for educators seeking to integrate gamification principles with professionally-relevant assessment design, while highlighting both the potential benefits and practical considerations of such approaches.
Case Study Drawing Out Confidence: How Creative Workshops Can Transform Student Presentation Experiences
No full textThis case study demonstrates how an innovative workshop approach can transform traditional presentation experiences into engaging, supportive learning environments through creative storyboarding activities. By reimagining how students share their knowledge through informal, artistic expression rather than formal presentations, students develop both confidence and communication skills while maintaining high levels of engagement. The success of this approach is evidenced by strong student feedback, particularly from those who traditionally find presentations challenging, and the natural way peer support emerges through the workshop format. The case study examines how creating a "human environment where people begin to trust one another" can lead to authentic learning experiences. This approach suggests a model for other programs seeking to develop more inclusive and supportive ways for students to demonstrate their understanding beyond traditional presentation formats. 
Case Study: Meeting Students Where They Are:: A Flexible Approach to Progress Assessment
No full textThis case study examines the transformation of an assessment component in a level 6 final year research project module. The original assessment format involved a poster presentation conducted in a large group setting at the end of the first semester, which created numerous challenges including logistical complexity, student anxiety, and limited time for meaningful feedback. The revised approach implements a more flexible presentation format with options for face-to-face or online delivery. This case study documents the rationale for change, implementation process, and the positive impacts observed, including reduced administrative burden, improved student experience, and more meaningful feedback that directly informed dissertation improvement. The findings suggest that building flexibility into assessment design while maintaining a focus on formative feedback can lead to improvements in both student outcomes and staff.
Making the most of library resources with Leganto
No full textSession overview:
Leganto, our reading list management system allows academic staff to create and manage lists of essential and recommended readings and resources via the link embedded in each Canvas module. They are a versatile tool and can include direct links to journal articles, book chapters, databases, websites, videos and more. They can link seamlessly to items we already have in our collections and act as a trigger to purchase any print items we don’t have. Including items on a reading list will ensure their long term availability.
From a student perspective they are not only a springboard to explore new topics but can also contribute to their feelings of wellbeing and help prevent feelings of overwhelm.
Leganto is more than just a list. There are a number of tools and functions that can help enhance the student experience. It can be used as a means to interact with students and provides a means for them to see what they have read, leave comments and make suggestions for additional texts.
Use of the inbuilt templates can help students navigate week by week. They can highlight what is essential reading, with direct links to key content, so enabling students to better participate in discussions and engage more fully in their learning. The analytics tools shows the number of unique students who engage with specific items on a reading list, who view full text or download an item or the number of times an item has been loaned.
Key learning points from this session:
This poster will highlight the benefits of using Leganto, including some of the key features and tools. Academic Engagement Librarians will be on hand to answer any questions you may have about making the most of this valuable resource.
Making the most of library resources with Leganto poster, only LJMU staff and students have access to this resource
Transforming student learning: the impact of immersive room simulations
No full textSession overview:
With the increase in simulated practice hours mandated by the Nursing and Midwifery Council (NMC), the demand on our simulation centre’s facilities has significantly risen, alongside the growing number of students. One of the primary challenges faced by the simulation team has been delivering health and social care simulation scenarios in diverse environments. To address this, we have further utilized an existing immersive room space by introducing a variety of advanced settings, including the integration of smells and sounds, to enhance the immersive experience. Through the development of the immersive room, the simulation team is continuously working to expand our catalogue of environments and scenarios for healthcare students across all programmes.
Key learning points from this session:
Delivering diverse healthcare and social care simulation scenarios is challenging. By leveraging innovative solutions, the team uses an immersive room with advanced settings, smells, and sounds. Continuous improvement expands the range of environments and scenarios, providing students with realistic and engaging learning experiences, enhancing their overall experience.
Transforming student learning: the impact of immersive room simulations poster, LJMU staff and students have access to this resource
Session 34: The impact of widening access summer schools on university progression
No full textSession overview:
Widening access initiatives play a critical role in addressing educational inequality, yet questions remain about their long-term impact on students\u27 attitudes and behaviours toward higher education. This session will present key findings from a MSc Research study based on evaluation of the LJMU Outreach Summer University, focusing on how it influences disadvantaged students\u27 aspirations, confidence, and actual university application decisions.
The research study adopted a quasi-experimental approach using pre- and post-programme survey data, alongside follow-up questionnaires tracking students’ university applications. The findings address gaps in existing research, such as the difference between intention and actual enrolment, the role of institutional influence in shaping student choices, and the barriers that persist beyond aspiration-raising efforts.
Attendees will gain insight into how targeted interventions can promote diversity, inclusion, and university progression among underrepresented groups. The attendees will gain insight into best practice approaches for widening access initiatives.
The session will highlight best practices in outreach and widening access interventions, offering evidence-based recommendations on how summer school interventions can go beyond raising aspirations to foster self-belief and help equip students with practical knowledge about university life
Key learning points from this session:
Attendees will gain insights into effective approaches for increasing aspirations and university applications among disadvantaged students and learn how institutional interventions can positively shape students’ university decisions.
The session will also demonstrate how outreach activities are informed by evaluation data and adapted accordingly
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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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