Student Experience Proceedings (LJMU)
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Case Study: Using Quizzes to Encourage Students and Assess Progress
No full textLiz uses quizzes regularly on her L5 and L6 modules, comprising 40 to 250 students, depending on the module.
She would post a recording of a lecture or content, including resources supporting this content followed by the release of a quiz, relating to both the lecture and resources. Each of these quizzes had a maximum of 8 questions and was a mix of questions including multiple-choice, essay, etc – choice of question was topic dependant.
Liz used these quizzes to test student understanding of key points. The students could re-do these as many times as they liked. However, if students were struggling with a particular topic/area, Liz would ask them to complete the quiz – but not re-do it until they got the answers all correct. She would then use the quiz as a basis for a follow up tutorial, so she would know which aspects of the topic/area that student was struggling with the most. She also used these quizzes for assessing student comprehension of the assessment requirements. For example, she would set up an assessment quiz, asking them questions such as: ‘What is the word count for the assignment?’ She would then check these to ensure students’ understood the assessment requirements.
Completion of quizzes was not strictly mandatory (although she always asked students to complete these). She found that completion was high in the beginning of a module, dipped in the middle and increased again during revision time. Student feedback on these weekly quizzes has been positive – students have commented that when they don’t know where to start with a task/assessment, the quiz is a quick and easy way to remind themselves. Liz is running a module of 500 in 2020/2021 and intends to continue using a mix of Panopto and quizzes to encourage engagement.
Liz also used a live video session for recording and found this useful. She utilised this in a session with 20 students present in a physical space and part time students using the video conferencing tool to ‘attend’. She found the chat function very useful. She would have chat open on her ipad and pass this to students in the room to read out the questions from the distance students. The students in physical attendance, as well as those attending virtually, really valued this and asked to continue to work in this way (even when a large enough space became available to teach all together in one room). Liz felt the chat function gave students a sense of anonymity, so they developed in confidence in terms of asking questions. It also helped students to not forget questions they may have – they could pop them in the chat, without either interrupting the tutor or forgetting to ask them at the end
Session 7 Lightning talk: Empowering students through KnifeSaver training
No full textSession overview:
This session highlights a transformative initiative that equips students with essential life-saving skills through the KnifeSavers program. By addressing the critical need for emergency preparedness, we aim to empower students with the knowledge and confidence to act decisively in situations involving traumatic bleeding, the leading cause of preventable deaths in trauma cases.
Participants will be introduced to evidence-based techniques such as applying tourniquets, packing wounds, and utilizing Bleeding Control Kits, which are strategically placed across campus. This practical training fosters inclusivity and relevance by ensuring that the skills taught are accessible to students from all disciplines, regardless of their background or prior experience.
The initiative aligns with the core value of placing students at the heart of everything we do. By offering them the tools to respond effectively in emergencies, we are cultivating a safer and more resilient campus community. The session will also emphasize student voices, sharing feedback from participants who have experienced this training and demonstrating its impact on their confidence and sense of responsibility.
This proposal resonates with LJMU’s mission by promoting inclusivity, practical skill-building, and evidence-informed practice. Attendees will leave with insights into how this initiative supports wellbeing, enhances the university experience, and can serve as a model for good practice across departments and institutions.
Key learning points from this session:
Attendees will learn how empowering students with KnifeSavers skills can enhance emergency preparedness and save lives. Key takeaways include understanding the practical application of Bleeding Control Kits, fostering inclusivity in skill development, and the broader impact of equipping students with confidence and knowledge to respond effectively in life-threatening situations.
Empowering students through KnifeSaver training PowerPoint. Only LJMU staff and students have access to this resource
Session 12: Bringing Data to Life: Storytelling with Power BI
No full textSession overview:
In a data-rich world, turning numbers into narratives is a game-changer. This session explores how Power BI helps university staff move beyond static reports to create interactive dashboards that drive action. Discover how storytelling with data can support student engagement, research, and operational insight—while being easily shared and consumed across devices, including mobile, web, and even within PowerPoint. Whether you\u27re new to data or a seasoned analyst, learn how to bring your data to life and build a stronger data culture.
Key learning points from this session:
Introduction to Microsoft Power BI and how to access it.
Examples of how Power BI is being used in the university.
Effective use Power BI as a report consumer.
Building a Power BI interactive report.
AI capabilities of Power BI.
Where to find more information to continue developing.
Bringing Data to Life: Storytelling with Power BI PowerPoint. Only LJMU staff and students have access to this resource
Session 15: The MasteryPath – an adaptive learning approach that promotes online learning
No full textSession overview:
Many higher education institutions are now tapping into the growing number of educational technologies accessible for teaching and learning (T&L) purposes. Indeed, the opportunity and ability to embed digital tools into the T&L process have transformed higher education. The use of such practices has been amplified further by COVID-19, as well as pedagogical research and institutions (i.e., Advance HE) advocating for a hybrid and/or blended approach to learning. One such adaptive learning tool available to teachers is the MasteryPath (MP), a tool that breaks down subject matter into small units of online learning that students can undertake at their own pace. Here, only once a learner has a thorough comprehension of a specific topic can they move onto the next. As a team, we initially constructed two automated MPs, which had the primary objective of encouraging students to explore certain areas of the LJMU website (referencing and student systems). Over the past 4 years this adaptive learning approach has been utilised across the business school, with, more recently, this approach being piloted with student futures remodelling the ‘Future Focus’ task. Over this time, qualitative and quantitative data has been collected from both students and staff across three programmes with over 1000 students completing a MP as both a summative and a formative assessment. In this presentation, we will discuss the positive impact of these MPs on student learning through the data collected within the context of the constant evolution of this tool.
Key learning points from this session:
To see the impact of adaptive learning tool on student learning. Evidence will be drawn from a range of different assessments, subsequent assessments, student feedback, and colleague feedback within the Business School.
The MasteryPath – an adaptive learning approach that promotes online learning PowerPoint. Only LJMU staff and students have access to this resource
Session 19 Lightning talk: The effect of exercise on stress reactivity to public speaking assessments in university students
No full textSession overview:
The prevalence of mental health issues in university students is increasing rapidly (450% increase, in recent years). One aspect of education that students find particularly stressful is public speaking assessments such as oral presentations. These assessments are a crucial component of a higher education syllabus for evaluating students’ ability to communicate ideas effectively whilst also providing transferrable skills for the workplace. However, 80% of students from two UK Universities reported that oral presentations were a source of social anxiety impacting on learning and well-being. Therefore, it is important to explore potential stress buffers to help students cope with these assessments. A potential tool for alleviating stress is exercise. The health benefits of regular exercise have been studied extensively with evidence supporting mood-boosting and stress-reducing properties. The present study aimed to investigate the effects of regular exercise in stress reactivity during oral presentation assessments. Salivary cortisol was measured immediately before, immediately after, 20 minutes after, and at 5:00 pm on the evening of the oral presentation. Baseline cortisol samples were also taken a week prior to the assessments, 30 minutes after waking and at 5:00 pm for comparison. Our data suggest a significant attenuation of cortisol responses immediately before an oral presentation assessment in students with high pre-existing physical activity levels compared to those with low/moderate physical activity levels. With this study, we aim to highlight evidence that campaigning for regular exercise amongst university students is essential for improving student well-being and student outcomes.
Key learning points from this session:
This study clearly shows that regular exercise has stress buffering effects during assessments involving oral presentation. This information can be interesting to all colleagues across the university as oral presentations are a common type of assessment in most educational settings.
The effect of exercise on stress reactivity to public speaking assessments in university students PowerPoint. Only LJMU staff and students have access to this resource
Session 25 Workshop: Driving Student Success Through Equity: Applying the LJMU Evaluation Framework
No full textSession overview:
Robust evaluation is a powerful tool to support effective project or intervention design, inform decision-making and demonstrate impact. This is particularly important for the recently approved Access and Participation Plan initiatives that aim to improve student equity at LJMU.
LJMU Evaluation Framework was developed to support colleagues to evaluate the impact of their work with students, to build evaluation capacity, and create an avenue for sharing good practice.
Key learning points from this session:
This interactive workshop will equip participants with the skills to apply the LJMU Evaluation Framework to evaluation of their own projects or interventions. Using a real-life scenario supported by a completed Theory of Change, participants will explore different types of evaluation and research methodologies to measure the impact. They will find what resources are available at different stages of the process, and how to utilise the help available through the Teaching and Learning Academy.
Session 28: Integrating academic skills: The Academic Achievement Teaching Resources Repository
No full textSession overview:
It is well-established that academic skills development is best achieved when embedded into programmes. This enables an academic literacies approach that emphasises the contextual and situated nature of learning. In the past, the Academic Achievement Team has, therefore, designed and delivered in-programme academic skills classes but, due to our limited capacity, we had to withdraw this offer. However, we started to see this as an opportunity to develop a new and original approach. This led to the development of the Academic Achievement Teaching Resources Repository, which we launched in September 2024. This is a selection of standalone classes related to different aspects of academic skills and assessment literacy. Each class is accompanied by a lesson plan and teaching notes that explain the rationale behind our academic skills/learning development practice and offer guidance on delivering the class, particularly highlighting the inclusive and empowering pedagogy of an academic literacies approach. However, we encourage their adaptation to the specific needs of each cohort and the practices and discourses of their subject. In this, not only do we recognise the tutor’s agency, but we hope to achieve a closer integration of our expertise in learning development with that of the tutor in their subject. This is, potentially, a more effective embedding of academic literacies than the sector-wide approach of occasional in-programme teaching by learning developers.
Key learning points from this session:
Along with an explanation of the repository’s design, practical suggestions for how the resources can be used and adapted will be given. The results of a staff survey will also be reported on, focusing on how it has impacted their practice and the development of their students’ learning and attainment.
Integrating academic skills: The Academic Achievement Teaching Resources Repository PowerPoint. Only LJMU staff and students have access to this resource
Session 31: Technician commitment - one year on
No full textSession overview:
A reflection on the progress made since submitting our action plan for the Technician Commitment. Over the past year, we\u27ve made significant strides in enhancing the visibility, recognition, career development, and sustainability of our technical staff. This presentation will highlight our achievements, outline our future goals, and discuss how you can support this vital initiative. Together, we can continue to build a thriving community for our technicians and ensure their invaluable contributions are recognised and celebrated.
Key learning points from this session:
These key messages will help attendees understand the significance of the Technician Commitment, the progress made so far, and how they can play a role in its continued success.
Technician commitment - one year on PowerPoint. Only LJMU staff and students have access to this resource
Session 45: Living to learn: supporting students with life-limiting illnesses
No full textSession overview:
For students diagnosed with life-limiting – also called ‘terminal’ - illnesses, navigating the demands of academia can create profound emotional, physical, and logistical challenges. Recognising this underrepresented cohort within the student population, the Living to Learn Charter seeks to provide a comprehensive framework for ensuring compassionate and flexible support for students facing such diagnoses.
Central to the charter is the belief that a diagnosis should not preclude participation in meaningful educational experiences. By addressing barriers such as stigma, inflexibility in assessment deadlines, and limited access to emotional support, the Living to Learn Charter aims to empower students to remain active participants in their educational journey. The aim of the charter then, is to provide practical tools for fostering a culture of care and inclusion in higher education, ensuring that all students, regardless of their circumstances, feel valued and supported in achieving their academic and personal goals.
This session therefore aims to provide insights into the development process of the charter, to discuss its future implementation, and finally, to invite dialogue about how we might go about embedding such practices across the institution. By championing the needs of students with life-limiting / terminal illnesses, we believe that LJMU can act as an anchor institution modelling a compassionate and progressive approach to inclusion beyond the university community, transforming the higher education landscape beyond.
Key learning points from this session:
This presentation will outline the key principles and practical applications of the Living to Learn Charter, developed as part of an LJMU-funded Equality, Diversity, and Inclusion (EDI) initiative. The charter is informed by extensive consultation with students, academic staff, and healthcare professionals, ensuring it enriches the lived experiences of those it aims to serve. It offers actionable recommendations for creating inclusive policies, fostering empathetic communication, and designing academic adjustments tailored to the unique needs of these students
Case Study Innovating Assessment in Media Studies: "Mediating Diversity" Module
No full textIn the ever-evolving landscape of higher education, educators are constantly seeking innovative ways to engage students and prepare them for the professional world. This case study explores how Bee Hughes reimagined assessment in a level 6 option module called "Mediating Diversity" for the Media Culture and Communication degree programme.
The Challenge: Bee faced a common dilemma in higher education: how to make assessments more engaging, relevant, and reflective of real-world skills while still maintaining academic rigor. Traditional essays, while valuable, didn\u27t fully capture the diverse skills students would need in their future careers in media and communications.
The Innovation: Hughes\u27 solution was to introduce a social media artifact assessment, worth 30% of the module grade. Students were tasked with creating a 10-minute (or equivalent) piece of content on a social media platform of their choice, addressing a topic from the module.
Implementation: The module covered a wide range of topics over 12 weeks, including queer theory, neoliberal feminisms, bodily autonomy, and representations of war and climate change in media. Each week included content warnings, seminar activities, and suggested readings.
To support students in this novel assessment, Hughes provided:
Access to digital studios and vlogger kits
Templates and planning documents
Embedded resources from Sage Research Methods
Examples of different social media styles
A dedicated workshop for planning
A comprehensive checklist
Importantly, Hughes addressed potential ethical concerns by allowing students to create dummy accounts or submit work privately, ensuring they weren\u27t required to use personal social media profiles.
Outcomes: The results were impressive. Students engaged deeply with the material, producing diverse content across platforms like TikTok, YouTube, Instagram, and podcasts. Hughes noticed an unexpected benefit: "Some of the students did really effective YouTube videos... It was really surprising. Like these students have been very quiet in class and [now] sort of becoming YouTubers."
Challenges and Considerations: While the assessment was largely successful, Hughes acknowledges it required significant preparation. "Although there has been an increased workload in generating the activities and recording lectures, I\u27m very happy with the levels of engagement". Another consideration was ensuring students had equal opportunities regardless of their familiarity with different platforms. Hughes addressed this by allowing students to choose their platform from a list that includes YouTube, TikTok and Instagram and providing extensive support resources.
Other challenges include ensuring a balance between structured guidance and creative freedom in the assignment brief and providing parity between the type of work that can be produced across different platforms. This led to developing timing guidance for audio visual responses, and equivalent word count and image instructions for image or text-based platforms (e.g. producing Instagram grid posts). It was also important to ensure assessment criteria and expectation setting are calibrated to reflect that while creative use of social media platform functions should be included, as this is ultimately an assessment about communicating ideas rather than production values.
Looking Forward: Encouraged by the success of this module, Hughes is considering implementing similar approaches in other courses. "I\u27m hoping to add some change, do something similar for a Level 4 module that I\u27ve taken over," they say.
Conclusion: This case study demonstrates how innovative assessment methods can increase student engagement, foster creativity, and develop professional skills. By aligning academic work with real-world media practices, Hughes has created a model that could be adapted across various disciplines. As universities continue to evolve in response to changing student needs and industry demands, Bee Hughes\u27 approach offers valuable insights into creating assessments that are both academically rigorous and professionally relevant. 
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