Student Experience Proceedings (LJMU)
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382 research outputs found
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Session 6: More than a bed: Improving the experience of LJMU students in halls
No full textSession overview:
LJMU has collaborated with private partners in order to offer hall accommodation to our new students for more than two decades. We have traditionally contracted with these firms for one academic year at a time. However agreement was recently reached with a group of providers for a period of up to five academic years, commencing in 2025/26.
This longer term planning horizon gives us an opportunity to further strengthen relationships with our partners, to the benefit of our students. This is timely given regulatory demands on the sector plus the work required in order to achieve Mental Health Charter status.
This session will summarise progress made to date and highlight initiatives undertaken by the Accommodation and Student Living team. It will also (hopefully) inspire ideas from colleagues across LJMU about ways in which these partnerships could be developed.
Key learning points from this session:
Attendees will gain an understanding of how we work with our accommodation partners plus a summary of how we plan to develop those relationships further in the next 5 academic years. They will also hopefully be inspired to contribute their own suggestions for taking this agenda forward.
More than a bed: Improving the experience of LJMU students in halls PowerPoint. Only LJMU staff and students have access to this resource
Session 20: Understanding exam anxiety: key drivers, student coping strategies, and the role of exam venues
No full textCurriculum Enhancement Internship Project funded by the Teaching and Learning Academy
Session overview:
Exam anxiety is a widespread issue that significantly impacts student wellbeing and academic performance, with research highlighting its detrimental effects on cognitive function and assessment outcomes. As many degree programmes rely heavily on summative exams, students experiencing high anxiety often struggle to reach their potential, which can lead to poor academic performance or, in severe cases, failure to complete their studies.In this talk, we will share the findings from a recent Curriculum Enhancement Project aimed at identifying the key drivers of exam anxiety and exploring students’ techniques for managing it. The presentation will include results from a student questionnaire and insights gathered through focus groups, offering staff a deeper understanding of how anxiety manifests during assessments. A key focus will be the impact of exam venues on student performance, particularly how factors such as familiarity and sensory conditions influence anxiety levels.The session will conclude with practical recommendations for selecting exam venues that help minimise exam anxiety, alongside strategies for supporting students more effectively during assessments. By highlighting student experiences and evidence-based practices, this talk aims to empower staff with actionable insights to promote student wellbeing and enhance academic outcomes.
Key learning points from this session:
Staff will learn about successful strategies that can be implemented to lower exam anxiety and could be delivered to students at programme level. We also wish to change how current exam venues are selected.
Understanding exam anxiety: key drivers, student coping strategies, and the role of exam venues PowerPoint. Only LJMU staff and students have access to this resource
Session 33: A day in the river of learning: a metaphorical inquiry of university life
No full textSession overview:
A creative qualitative research method known as the River of Life was employed to invite Level 4 students to consider how they might represent their learning journey, if it were a river. The river is used as a metaphor for the students to consider how university study feels and looks like for them. The metaphor enables them to reflect on what their river looks like by identifying and depicting the highs and lows, the twists and turns, and the other features that come into view along their ‘river of learning’. Following this exercise, the students were then invited to generate a digital image of their river using a free AI image creator such as Microsoft Bing.
In this presentation, we will share some of the river of learning AI-generated images of students, including the reflective stories that emerge in the process. Engaging students with their river of learning provided a deep understanding of what student lives are made of and what preoccupies their university study that is intricately entangled with place, belonging and sense of self.
Key learning points from this session:
The \u27River of Learning\u27 is offered as a creative exercise with pedagogical grounding in the lives of our current students. It is a useful method to engage students in a reflective process for their assessment and essay writing
Session 54 Workshop: Research-Informed Teaching - celebrating innovation and evidencing impact
No full textSession overview:
The aim of this session is to showcase the value of innovative research informed teaching practice across the university and identify ways to evidence the impact on student experience, educational gain, and employability.
In the session we will explore the different models of research informed teaching, including pedagogical- and practice-based approaches, and how this is creating impact for students across the university. We will celebrate existing research informed teaching, seek to generate innovative new ideas about how to develop research informed teaching with “students at the heart” of planning as well as explore approaches to evaluating and evidencing the impact of research informed teaching on student learning, experience and success. By the end of the session, you will have had the opportunity to consider a range of innovative initiatives and strategies for evidencing impact.
Key learning points from this session:
Colleagues who attend these sessions will be able to consider how they can develop their own approaches to research informed teaching. The workshop approach is designed to facilitate discussion and sharing of ideas, so it is anticipated that delegates will learn from each other\u27s experiences and perspectives.
Research-Informed Teaching - celebrating innovation and evidencing impact PowerPoint. Only LJMU staff and students have access to this resource
Session 55: Destination: library. An interactive approach to library induction
No full textSession overview:
Library Services has a good track record of delivering introductory sessions to new students, but the range and amount of other induction activities means that their impact can be variable. Many students will experience ‘library anxiety’. Additionally, since the pandemic and the opening of the Student Life Building, there has been a marked decline in footfall in Aldham and Avril Robarts buildings.
Destination: Library was launched at the start of this academic year as part of the overall induction offer from the library, to address some of these issues. This new initiative aimed to attract students into our physical spaces and provide an opportunity to promote and engage with our services. This gamified approach followed an airport/travel theme and with participants ‘visiting’ 8 different checkpoints located throughout the library. Each checkpoint incorporated a task linked to a particular feature such as understanding electronic resources or referencing. The tasks were designed to be fun, interactive and quick. The aim was for students to complete the whole game within 15 – 20 minutes.
The event was run simultaneously at both the Aldham and Avril Robarts libraries allowing students to participate wherever they were based on campus. Each of the individual components of the event were run again as standalone activities throughout semester 1 in the libraries, Student Life Building and online.
Feedback from library staff and students was positive. Destination: Library met the aim of providing an overview of the different services within the library, in an accessible way. Students reported feeling more confident in coming to the libraries and using our services as a result of their participation.
Key learning points from this session:
This session will discuss the event in more detail, reflect on our experiences and give attendees a chance to participate in a sample activity. Participants can put forward ideas for further development and how they might want to incorporate this into their own induction plans.
Destination: library. An interactive approach to library induction PowerPoint. Only LJMU staff and students have access to this resource
Session 59: The NTF network
No full textSession overview:
National Teaching Fellowship (NTF) is a prestigious award that celebrates individuals who have made an exceptional impact on student outcomes and the teaching profession. The NTF scheme is managed by Advance HE and applications are judged through a robust and competitive process, with only around 55 awards made across all UK Higher Education Institutions. Successful applicants must demonstrate:
the value of their work in relation to benefit for staff and students;
it’s reach in terms of the influence of their work outside of their expected frame of activity, and;
the impact on policy, practice and/or student outcomes.
National Teaching Fellowship is open to academic staff and colleagues from professional services whose roles have significant and direct impact on students. LJMU can submit up to three nominees each year and has a clear and transparent process for selecting nominees. Nominees are supported by a network of LJMU NTFs and work closely with a dedicated mentor to develop their Claim.
Key learning points from this session:
have an opportunity to meet LJMU’s NTFs and hear their stories of nomination;
learn more about LJMU’s process of selection and the support provided to nominees;
find out more about the benefits of being a member of the LJMU NTF network.
The NTF network PowerPoint. Only LJMU staff and students have access to this resource
Session 68: Nature Lab: exploring virtual ecosystems for ecology teaching and research
No full textSession overview:
LJMU is committed to sustainability and addressing the climate crisis, with a goal of achieving net carbon zero by 2035. Teaching and research are central themes to this mission, and with the rapid advancement of digital technologies following the Covid-19 pandemic, we must explore the potential of innovative tools like virtual environments (VEs). VEs can enhance environmental science education, particularly for fieldwork, a vital yet often inaccessible component. While not a replacement for traditional fieldwork, VEs can make learning more inclusive and reduce the carbon footprint.
To explore this potential, we developed an experiential learning module for Level 5 BSc Wildlife Conservation students. Using remote sensing biodiversity data collected from a local woodland, a VE was simulated for students to explore in a lab setting and conduct a bird point-count survey, identifying birds observed along a fixed transect. Students performed the same survey onsite, allowing direct comparison of their performance in the two environments, to determine whether both formats met the intended learning outcomes. Preliminary results indicate that VEs effectively teach practical ecology skills highly desired by wildlife conservation graduate employers. Additionally, students were surveyed on their attitudes towards VEs and experience with this innovative approach. It is clear that students benefit from, and want in-person fieldwork, but they value VEs as a supplementary learning tool and recognise their contribution to sustainable and flexible learning. From these insights, we consider the broader integration of VEs across fieldwork-based programmes and research, fostering inclusivity, enhancing engagement and supporting the Climate Action plan.
Key learning points from this session:
We evidence how virtual environments (VEs) can be a dynamic and innovative tool used to foster inclusivity, enhance learning, promote sustainability, and facilitate skills development for wildlife conservation undergraduate students. Our findings suggest that VEs complement traditional methods and expand the possibilities for teaching, learning, and research in fieldwork-based disciplines.
Nature Lab: exploring virtual ecosystems for ecology teaching and research PowerPoint. Only LJMU staff and students have access to this resource
Case study: Engaging Students Through the Creative use of Padlet
No full textSummaryIvan is engaging students through collective activities captured within the Padlet system .Further Information:Subject Area: Public HealthLevel: 4, 5, 7Class Size: 30Technology RequirementsIndividual Padlet account (The institution does not have an institutional account)
Details of the ProcessIvan’s team have invested in a local Padlet account to support their teaching. Padlet is an online tool that is best described as an online notice board. Padlet can be used by students and teachers to post notes on a common page. The notes posted by teachers and students can contain links, videos, images and document files. This create space can be structured in a number of different ways using templates to allow different ways to organise these ‘notes’.Ivan had previous experience of using this tool, once at an online conference he attended but also his own experiments with students. He was asked to deliver quite a dry subject and was looking for ways to get the students more motivated and engaged.Ivan uses them in two different ways, one in a live online session, or as an ongoing space for students to share. He also keeps these spaces anonymous to encourage interaction. The non-live activities are usually the most successful as they allow students time to think, research and read each other’s contributions. The Padlet spaces can also be embedded into Canvas allowing students and staff to access them easily and have them incorporated within the rest of the materials.“The big benefit is how intuitive it is for the students and staff to use, they need very little support and just get on with it, it just works”The tasks need to be carefully described with instructions so that the students can carry them out independently:
Most tasks are based around individuals or groups researching something and posting the resources they have found.
Ice breaker. Share something that is important in your life. This encouraged student to share images of things that are important to themselves.
Water treatment task – each group had a different method and had to research this. The Padlet then presents each group’s work in a column, with an overall summary statement and links to resources. This then become a set of resources for all the students to use.
Each student is given a different word to define, they need to research it and then place it on the page, again becoming a resource for all.
Follow up tasks. Follow on tasks could include confirming the quality and relevance of the materials by peers and editing to improve the overall usefulness of the materials.
Monitoring. Ivan reviews the different Padlets running that week about once a week, just to leave comments, encouraging responses and likes.Padlet has some limitations. If too many students (over 50n) attempt to interact at once it can become ‘laggy’ and slow. Padlet is not connected to any of the university systems so it won’t provide you with notifications. You can moderate postings, but Ivan found this unnecessary for his class. He found this can slow the process down and has never had any student post anything negative. It is important to choose the right Padlet template toorganise the notes, otherwise it can become confusing for staff and students. There is a profanity filter that will look at the text students write, but it can’t check the links, images or videos added
Case Study: Harnessing Social Media for Professional Practice:: An Instagram Portfolio Assessment Model
No full textThis case study examines how a Sports Coaching program transformed professional practice assessment by implementing Instagram portfolios for level 5 students. These students develop contemporary digital skills while consolidating their professional development by creating professional social media profiles that showcase and collated weekly learning activities. The success of this approach is evidenced by strong student engagement, external examiner support, and the assessment\u27s longevity and evolution over eight years.
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)
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