The building blocks to build belonging

Professor Kate Strudwick, University of Lincoln

As Dean of Teaching and Learning at the University of Lincoln, I am at the heart of enhancing the student experience institutionally, leading the advancement of academic practice through collaboration. This blog presents my reflections on building projects which enhance a sense of belonging and engagement. Highlighting good practice has relevance for all involved in enhancing student experiences.

1. Develop it through a strategic lens for greater enhancement.

When designing strategic projects, it is essential you get ‘buy in’ from all stakeholders. Co -creation with students was part of the University of Lincoln’s Teaching, Learning and Student Experience (TLSE) Strategy, under the Strategic Plan 2022- 27. It was built upon the legacy of Student as Producer, our teaching-learning model introduced in 2010 by Professor Mike Neary, and connects core principles through partnership to empower students to have greater ownership of their learning journeys.  The TLSE Strategy has enhanced the well-established ethos of student engagement with reciprocal benefits for students, staff, and the Students’ Union ULSU. 

2. Keep core values and principles in mind when working in partnership

Student as Producer (SaP) has led to “…significant gains in furthering our understanding about what ‘student engagement’ opportunities are interesting to students.” (Strudwick 2017: 85). Experiences learnt from projects have readdressed the relationship betweenteaching and research, whereby students are active participants not passive consumers. There is also value of being involved in timely external HE projects, such as  ‘Being, Belonging, Becoming’ (BBB project Dunbar-Morris) and AdvanceHE  Building Belonging, which builds upon opportunities for advancement of good practice.

3. Keep projects timely and relevant for greater impact – respond to drivers

Lincoln Academy of Learning and Teaching (LALT) facilitates student engagement projects which have broad institutional impact. By identifying sector drivers and gaps in students’ experiences, opportunities are advanced to build belonging, and a sense of community. There is a currency to the development of projects, as shown with Lincoln’s Festival of Learning in 2020, an institution-wide initiative to develop connection between staff and students through varied sessions, ‘bridging the gap’ for student experiences following Covid.

4. Find your partners for greater support and benefits

There are reciprocal benefits to working in partnership to build co-created projects, with students as part of the research team or with the Students’ Union. Lincoln’s Student Futures Manifesto was developed in 2022 as part of UPP Foundation Student Futures Commission (UPP Student Futures Manifesto). This timely project responded to challenges faced by students following Covid, such as the space on campus and support required during induction. Through partnership with the SU, positions of student consultants were created and paired with a staff mentor, producing recommendations as outputs – ‘University commitments’.

5. Keep engagement projects that work in practice

Projects developed under Student as Producer are time-honoured and have positively impacted on student engagement. Undergraduate Research Opportunities Scheme (UROS) provides a structure for students to work with academics on a research project, showcasing their work through an annual conference and publishing through the University’s IMPact Journal. Launching in 2018, this is another enhancement route – with editions authored by staff and students, both undergraduate and postgraduate. The Student Teaching and Support Panels have also been valuable to staff and students as an advisory panel which actively facilitates student voice.

My insights on lessons learnt leading activities have shared good practice and some core principles.  It is fundamental to be flexible, adaptable, and inclusive with the design and development of such projects.  Projects need to have value for all involved, students and staff, not be tokenistic but have developmental outputs, such as joint conference papers/presentations. Principles and values driving such enhancements should position student voice as core. There is much to learn from each other in such partnership projects and this needs to build in reflection and evaluation – so we can collectively shape the future of student experiences.

Kate is Professor of Student Engagement and the Dean of Teaching and Learning at the University of Lincoln, leading and enhancing student experience and championing student engagement in Higher education.

@kstrudwick74 

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References

Strudwick, K. (2017). Debating Student as producer – Relationships; Contexts and Challenges for Higher Education. PRISM Casting New Light on Learning, Theory and Practice, 1(1) 73-96

Strengthening MSc Programmes by Embedding Sustainability in A Shared Core Module

Dr Lianfeng Quan

Integrating sustainability into university education is vital for preparing students to address global challenges, enhance their competitiveness and employability, and promote ethical decision-making. By integrating sustainability across disciplines, universities play a pivotal role in shaping a more sustainable future.

In this blog, we illustrate how sustainability elements are incorporated into a core MSc finance module, Principles of Finance, shared among several MSc programmes in the School of Accounting, Finance, and Economics at the University of Greenwich. Shared modules enable students from various academic disciplines to study a common subject together. According to Lyall et al. (2015), successfully embedding interdisciplinary learning and teaching into a shared curriculum is driven by university strategy. By prioritizing shared curricula as a strategic goal, universities seek to cultivate a learning environment that prepares students with the interdisciplinary skills and perspectives necessary for addressing complex real-world challenges. Similarly, Bovill and Woolmer (2019) believe that shared modules offer a practical avenue for enacting university strategies concerning curriculum development, student engagement, and interdisciplinary learning. According to University of Greenwich Strategy 2030, sustainability is a crucial strategy. Therefore, the integration of sustainability content into this shared module facilitates the implementation of university strategies across these programmes.

This pivotal finance module is shared across several MSc programmes, thereby extending the advantages of sustainability integration to these programmes. The spectrum of sustainability content encompasses critical subjects such as Environmental, Social, and Governance (ESG), sustainability and climate risk, Sustainable Development Goals (SDGs), as well as trends and flows in sustainable finance. The assessments within this shared module are strategically designed to introduce sustainability concepts through case studies. The case studies feature companies engaged in business activities connected to sustainability. These assessments integrate ethical considerations and social responsibility aspects. The integration ensures that students understand broader implications of their work on society and environment.

The adaptability of this shared finance module is notable, as it stays abreast of emerging trends in sustainability and adjusts as necessary to ensure its continuous relevance. By embedding sustainability content within this module, these MSc programmes not only equip students with requisite knowledge and skills but also instill a profound commitment to sustainability in their future professional practices. Moreover, staff members involved in delivering the sustainability topics also gain substantial benefits from the incorporation of these contents. It provides them with opportunities to engage in impactful research. Positive feedback received from our MSc students highlights the value of lectures that include practical applications of sustainability concepts. This allows them to see how theoretical knowledge can be applied in real-world scenarios.

“The content covered has not only enriched my understanding of sustainability but has also provided valuable insights into its significance for both personal and professional development.”

“The lecture has broadened my horizons on how sustainable practices are becoming important in the business operations. Additionally, the applications discussed in the lectures, such as ESG rating and models have inspired me to think about writing my dissertation related to ESG in the banking sectors.”

“I would like to express my gratitude for the thoughtfully crafted sustainability lectures. The knowledge gained has not only enriched my academic experience but has also equipped me with a practical and forward-thinking mindset that I believe will be invaluable in my future career endeavours”

“…. this lecture is a good step about our future careers as it informs us about the importance of the environment and what we should do to keep a healthy company.”

“…. the provided examples were helpful as it shows the importance of implementing those concepts in real-world scenarios and made the lecture more engaging.” The inclusion of sustainability in this MSc core module benefits students by enhancing their learning experience and preparing them for contemporary challenges. It ensures student engagement with real-world issues like climate change and ESG and makes learning more relevant. Practical applications such as case studies enable students to apply theoretical knowledge and enhance practical skills. MSc students equipped with sustainability knowledge and skills are better prepared for the evolving job market, where employers value professionals who can contribute to sustainable practices.

Dr. Lianfeng Quan is an Academic Portfolio Lead and Direct Entry Lead at the University of Greenwich.  His research interests are bank performance measurement, risk management and financial analysis. He has published journal articles in these fields. Lianfeng’s work includes a few pedagogy projects and engages in scholarly activities related to student learning enhancement and success. Lianfeng is a Senior Fellow of Advance HE.

Dr. Lianfeng Quan

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References

Bovill, C., & Woolmer, C. (2019). How conceptualisations of curriculum in higher education influence student-staff co-creation in and of the curriculum. Higher Education, 78(2). Available at: https://link.springer.com/article/10.1007/s10734-018-0349-8 (Accessed: 8 February 2024)

Lyall, C., Meagher, L., Bandola, J., & Kettle, A. (2015). Interdisciplinary provision in higher education: current context and future challenges. The University of Edinburgh. https://www.research.ed.ac.uk/en/projects/interdisciplinary-provision-in-higher-education-current-and-futur (Accessed: 30 January 2024)

Navigating the New Norm: Challenges and Recommendations for Online Learning in Research Methods and Statistics Classes

Dr Paddy O’Connor, Queen’s University Belfast

In the ever-evolving landscape of higher education, the transition to Emergency Remote Teaching (ERT) during the COVID-19 pandemic has brought both opportunities and challenges, as well as some long-lasting insights into how synchronous online classes can be taught to maximise the learning opportunities for students. While numerous studies have delved into the experiences of students during this time, a significant gap remains in understanding the specific challenges faced by first-year Psychology students in the United Kingdom. This is despite Psychology students accounting for 1 in 20 students on undergraduate courses in the UK (Nuffield Trust, 2021). A recent study (O’Connor & Lee, 2023) sought to shed light on this issue by focusing on first-year, single-honours Psychology students in the UK and their engagement with ERT during practical lab classes. These are classes, held in a computer room, in which students are taught about research methods and statistics through activities, which are designed to teach students how to use statistical software to analyse and interpret statistical information. The findings paint a nuanced picture of the obstacles encountered and offer valuable insights into potential avenues for improvement.

The findings from the research demonstrate a myriad of challenges associated with the structure and format of online lab classes. Participants expressed difficulties in following the class activities, coping with lengthy sessions, comprehending complex material, and multitasking in the virtual environment. Communication barriers also loomed large in the virtual classroom. The impersonal nature of online learning made it easier for students to disengage or engage in social loafing during group activities, whereby individuals disengaged from group activities due to the relative anonymity that participating in a large group brings. Moreover, the lack of immediate access to instructors hindered students’ ability to seek clarification or ask questions, exacerbating feelings of frustration and isolation. Technological glitches further compounded the challenges of ERT, with issues mostly centring around unreliable Wi-Fi connections and software malfunctions. These digital hurdles not only disrupted the learning process but also underscored the digital divide that persists among students, disproportionately affecting those from marginalized backgrounds. Finally, on a personal level, students grappled with motivational issues, struggling to maintain focus amidst a sea of distractions and facing difficulties in adapting to the virtual learning environment. The absence of face-to-face interactions also led to feelings of awkwardness and inhibited students’ confidence in participating actively in class discussions.

However, amidst these challenges, the study also unearthed valuable recommendations for enhancing the ERT experience for Psychology students. Foremost among these was the call for enhanced provision and support, including more interactive tasks and opportunities for peer interaction. Improved communication channels and smaller class sizes were also proposed to foster a sense of community and facilitate more meaningful engagement. Furthermore, students advocated for a reassessment of the format of online classes, suggesting a balance between group and individual activities to cater to diverse learning preferences. By heeding these recommendations, educators can create a more inclusive and effective learning environment that empowers students to thrive in the digital age.

In conclusion, the study underscores the importance of understanding and addressing the unique challenges faced by first-year Psychology students during ERT, particularly in the context of practical lab classes. In an increasingly digital world, hearing about the experiences of students is imperative when designing deliberate online learning classes in the future, particularly those which involve following instructions and carrying out specific operations via the use of software packages, such as software for statistical analysis. In particular, for us as HE practitioners, it is of paramount importance not to assume that younger students are adept at using technology to engage with these classes, and that in some cases, the use of technology might actually create a barrier in their ability to communicate. Striking a balance between the accessibility of these classes, and the motivational and situational aspects faced by students, is vital in creating online classes that are less restrictive on students’ ability to make use of these learning opportunities.

Dr Paddy O’Connor is a Lecturer (Education) in the School of Psychology at Queen’s University, Belfast. Paddy is a Fellow of the Higher Education Academy (FHEA), Chartered Psychologist (CPsychol) and Associate Fellow (AFBPsS) of the British Psychological Society. As well as being the Level 3 Year Lead on the BSc Psychology degree programme, Paddy is also the coordinator for the Year 3 thesis and Insight Placement modules. Paddy also teaches Developmental Psychology on the undergraduate programme and supervises thesis students at undergraduate level. Paddy engages in pedagogical research on young men’s attitudes towards Psychology, statistical anxiety amongst psychology students, and the development of student’s self-regulated learning abilities across the course of their degree.

@_drpoc

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Nuffield Trust. (8 July 2021). The right track: Participation and progression in psychology career paths. Retrieved 13^th February 2024 from https://www.nuffieldtrust.org.uk/research/the-right-track-participation-and-progression-in-psychology-career-paths

O’Connor, P. A., & Lee, R. (2023). ‘We can’t see your slides!’ Undergraduate psychology students’ perceptions of emergency remote teaching. Psychology Teaching Review, 29(1), 25-36.

Introducing the Synthesised Model of Reflection (SMoR): A new tool for improving reflection.

Dr Iain Wilson C.Psychol SFHEA
Senior Lecturer in Social Sciences (Teaching and Learning)
School of Social Sciences
Nottingham Trent University

Over several years of teaching and leading on employability-focused modules and assessing learners using Gibbs’ Reflective Cycle (1988), I have noticed a number of recurring issues. I was surprised that these issues have been reported in the literature for over 20 years too. Common issues included reflections being descriptive, superficial and limited evidence of applying knowledge or learning (e.g., Thompson and Pascal 2012). Furthermore, experiences were chosen ad-hoc and written to please the marker (e.g., Maguire, Evans and Dyans 2001), appearing to be approached as a tick-box exercise and not an assessment for learning (e.g., William 2011). Frequently, reflections were too focused on the past, with limited plans for future application considered (e.g., Corker and Holland 2015). I therefore decided to redesign the assessment on the undergraduate module I was leading at the time, as a pilot, because increasing the teaching and learning support around reflection was having a limited effect. What I came up with was the Synthesised Model of Reflection (SMoR; Wilson 2023).

The SMoR is designed to be a proactive approach to reflection where learners set goals and choose their experiences, which they will reflect upon before completing them. In addition, the model allows for multiple experiences to be reflected upon in a single cycle. Each experience is evaluated individually, followed by a synthesised evaluation. Finally, learners can revisit their self-evaluation which informed the goals at the start. There are four stages to completing the SMoR. These are:

1. Self-evaluation: Identify strengths and development needs in relation to a future direction and state development aims/goals.
2. Experiences: Engage in multiple (specified by the assessment) experiences which address the development aims/goals. Write a short reflection on each experience.
3. Synthesised evaluation: Evaluate the experiences to draw conclusions by synthesising the learning across situations. This involves capturing what is learnt about the self, as well as critically evaluating the context of the experiences.
4. Re-evaluation: Link learning to self-evaluation to assess progress made, identify new strengths, development needs and set new development aims/goals.

Fig. 1: The four stages of the SMoR

Unlike other models of reflection (e.g., Gibbs 1988), the SMoR is focused on the approach to selecting appropriate experiences, as opposed to how to make sense of individual experiences. Below is a (not exhaustive) list of potential benefits:

• The SMoR is atheoretical in terms of a frame for what to include in the self-evaluation. I have applied The Employability Redefined Taxonomy (Cole and Eade 2020) to guide my learners. Personally, I used the SMoR to map and evidence meeting the professional standards in my Senior Fellowship of the Higher Education Academy application. Therefore, what is reflected about in the self-evaluation can be tailored to the needs of the assessment, course or professional qualification.
• Supporting learners to understand what their baseline is through their self-evaluation allows for learners to reflect upon the progress in a more meaningful and evidence-based way, as they can monitor their development compared to their baseline.
• The proactive approach enables learners to select their experiences in a purposeful manner, meaning that these will be more meaningful to them, as opposed to selecting experiences ad-hoc or ‘to please the assessor’.
• This longitudinal approach, incorporating multiple experiences, allows for learning from one experience to be applied in a follow-up experience, to assess how effectively learning has been transferred and applied.

Learning does not occur in a single experience. Additionally, it is rarely explicitly taught how different experiences connect and complement each other to contribute to someone’s overall development and identity. The SMoR offers a robust and systematic approach to the reflective process, incorporating multiple experiences. It is early in development but showing promise from feedback so far. I will continue my evaluation of the SMoR, however, I welcome feedback and opportunities to collaborate and evaluate this new model of reflection which is definitely not reinventing the wheel.

If you have feedback, comments, questions or would be interested in collaborating, please do get in touch with me on iain.wilson@ntu.ac.uk or @Dr_Iain_Wilson on X. You can find the learning and teaching resources that I have shared in my National Teaching Repository profile: Iain Wilson PhD SFHEA.

Acknowledgements

Many thanks to NTU Psychology for funding this scholarship sabbatical project, my research mentors Prof. Julie Hulme, Dr Richard Remedios and Prof. Maria Karanika-Murray, and my collaborators at NTU.

Dr Iain Wilson is a Senior Lecturer in Social Sciences (Teaching and Learning) at Nottingham Trent University, SFHEA and Critical Friend of the National Teaching Repository. He is passionate about the Scholarship of Teaching and Learning, with particular interests in employability learning and written assessments. Iain completed a Scholarship Sabbatical, in the 2022-23 academic year, which was evaluating a new model for assessing reflective writing; the Synthesised Model of Reflection, as well as developing resources to support the teaching, learning and assessment of reflection. His other areas of activity include leading on staff development in Teaching and Learning across Social Sciences. Iain has previous experience as Course Leader for the MSc/PGDip Psychology Conversion Course (BPS accredited) and contributes to specialist teaching on employability-focused modules as well as Occupational Psychology modules.

@Dr_Iain_Wilson

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References

Cole, D., and Eade, D., 2020. Employability redefined taxonomy: An internal briefing paper, Unpublished. Nottingham Trent University. In Cole, D., and Coulson, B., 2022. Through and Beyond COVID-19, Promoting Whole Person, Lifelong and Life Wide Learning. Journal of Innovation in Polytechnic Education, 4(1), pp.45-50.

Corker, C. and Holland, S., 2015. Introducing students to employability, skills and reflection: A case study from history. Student Engagement and Experience Journal, 4(1), pp.1-16.

Gibbs, G., 1988. Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford

Maguire, S., Evans, S. E., and Dyans, L., 2001. Approaches to learning: A study of first year geography undergraduates. Journal of Geography in Higher Education, 25(1), pp.95-107.

Thompson, N. and Pascal, J., 2012. Developing critically reflective practice. Reflective Practice, 13(2), pp.311-325.

Wiliam, D., 2011. What is assessment for learning?. Studies in educational evaluation, 37(1), pp.3-14.

Wilson, I. (2023). The Synthesised Model of Reflection in a 2 minute video (Version 1). National Teaching Repository. https://doi.org/10.25416/NTR.23642247.v1

What’s your story? Storytelling as a ‘Human Skill’ for effective communication and employability

Dr Sarah Telfer
Associate TIRI Professor in Education
Lead for Initial Teacher Education 14+ FES Programmes;
EdD;MA TESOL;  BA (Hons) Theatre Studies; PGCE, FHEA

What’s Your Story?

This blog explores experiential storytelling as a powerful tool for enhancing learners’ communication and employability skills. It outlines a small scale qualitative research study in which trainee teachers were encouraged to use Pebble Pad as a digital platform to aid reflection through the use of storytelling.

Why use Storytelling as a pedagogic tool?

Storytelling as a valuable pedagogic practice is supported by a strong and growing body of evidence. Gibson (2012), Couros et al. (2013), de Jager et al. (2017) and Kosara and Mackinlay (2013) identify storytelling as a key element in teaching and learning. Storytelling develops cognitive and emotive skills within complex social networks, promoting personal and linguistic integration through observation and participation (Craig et al., 2001). Storytelling necessarily creates connections with others. It involves cognitive, social, and emotional skills such as creativity, critical thinking, and communication (Coursera, 2023).

Storytelling for Employability

HEIs need to adjust their focus on employability skills in response to Condition B3 set out by the Office for Students’ (OfS) regulatory framework, requiring HE Initial Teacher Education (ITE) providers to ‘deliver successful outcomes’ for learners that are recognised and valued by employers. Storytelling classroom activities and story action research projects provide rich and positive environments for learners to practise such employment skills by developing interpersonal fluency, digital literacy, and sensitive collaboration with others.

The Storytelling Research Project

Our study operates at the intersection of experiential learning and reflective storytelling. The research aims were 1) to enhance trainee teachers’ wider skills and digital literacy in preparation for future employment; 2) to inform experiential reflection on professional practice with regard to embedding employability skills within ITE 14+ Programmes; 3) to meet the OfS B3 Conditions. These aims are compressed in the overarching project question: ‘How can storytelling be utilised creatively to prepare trainee teachers for employment in the Further Education and Skills Sector?’

Storytelling as a reflective tool for practice creates opportunities for trainees to immerse themselves in real-world scenarios. Experiential learning through storytelling provides trainees with mechanisms to reflect and record their personal journey on the programme while sharing their ability to adapt to new situations, make informed decisions, and navigate uncertainty. These skills not only enhance employability but empower them to be more effective teaching practitioners.

Trainee teachers evidenced their professional competences and meet the Education and Training Foundation (ETF) standards using an online electronic portfolio called Pebble Pad. This is a digital platform for submitting their individual storytelling tasks and reflecting on their professional journey through the use of creative storytelling. The study involved two stages spanning two semesters. In stage one (semester one), the trainees were encouraged to use alternative and varied forms of story forms such as: digital storyboards or video logs/blogs, a range of crafts, pictures/photographs/drawings, and/or poetry/song.

Stage one was designed to encourage trainees’ open ended creative story ideas and formats to express their individual experiential story journeys on the course, reflecting their teaching and learning experiences, wider skill building and subject specialist knowledge. In stage two (semester two), trainee teachers were asked to attend a one-to-one online discussion to share their rationale behind their creative choices for storytelling modes and how they had chosen to convey their teacher training journey. More importantly, they were asked to consider how they might showcase these creative skills to enhance future employment opportunities as a unique selling point (USP).

Results from the data analysis will be analysed at the end of semester two in 2024 and presenting as a research paper at the beginning of the new academic year. Preliminary findings from a pilot study indicate positive impacts on trainee teachers’ pedagogic practice and preparation for employment, with increased confidence in using storytelling as a USP at interview. The data highlights participants’ diverse creativity in devising a range of storytelling resources to both reflect their journey on the course, and as a pedagogic tool in their subject specialist area.

It is hoped this research project will offer an interactive exploration of storytelling as a pedagogic tool to enhance trainee teachers’ employability skills through creative storytelling and digital technologies, incorporating a range of digital storytelling examples to understand best how storytelling might inform good practices and boost employability outcomes. 

For blog readers discussion:

What’s your story? How do you use storytelling in your pedagogic practice to engage your learners in effective communication? How might you use storytelling activities to enhance learners’ employability skills?

Biography

Dr Sarah Telfer is an Associate TIRI (Teaching Intensive Research Informed) Professor and Researcher at the University of Bolton and Programme Lead for initial Teacher Education (ITE) Further Education and Skills programmes.

Research interests include the use of storytelling as a pedagogic tool; assessment literacy and cross faculty development research. Additional interests include university wide staff training and continuing professional development and Masters and Doctorate supervision.

@SarahTelfer5

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References:

Couros, A., Montgomery, K., Tupper, J., Hildebrandt, K., Naytowhow, J. and Lewis, P.J., (2013) Storying treaties and the treaty relationship: Enhancing treaty education through digital storytelling. International Review of Qualitative Research, 6(4), pp.544-558.

Coursera for Business. (2023) The Job Skills of 2023 -The Fastest-Growing Skills for Businesses, Governments, and Higher Education Institutes. Available from:eBook-Job-Skills-of-2023.pdf (coursera-for-business.org) html [accessed 27th January 2023].

Craig, S., Hull, K., Haggart, A.G. and Crowder, E., (2001) Storytelling addressing the literacy needs of diverse learners. Teaching exceptional children, 33(5), pp.46-51.

de Jager, A., Fogarty, A., Tewson, A., Lenette, C. and Boydell, K.M., Digital Storytelling in Research: A Systematic. Completion Technique in Narrative Text. PIONEER: Journal of Language and Literature, 12(2), p.192.

Gibson, R. (2012) 3 reasons to master the art of storytelling. [Online] Available from: http://www.inc.com/riley-gibson/3-reasons-every-start-upshould-tell-more-stories.html  .[Accessed 27th January 2023].

Moll,L. et al, (1992) Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms, Theory Into Practice, 31:2, 132-141, DOI: 10.1080/00405849209543534

AI and traditional curriculum: quo vadis?

Professor Jo Angouri – University of Warwick
Professor Letizia Gramaglia – University of Warwick

Early HE responses to the acceleration of AI software focused mainly on issues of academic integrity. Although Universities are still grappling with this, the focus has shifted from detection to ethical and appropriate integration of AI in educational practices. The latest QAA guidance (May 2023 ) recognises the need to move towards a more constructive approach to harness the potential of AI in the design of academic programmes. In Australia, the Tertiary Education Quality and Standards Agency’s most recent discussion paper on the topic (November 2023) calls for the strategic incorporation of responsible use of AI across learning teaching and assessment contexts, emphasising how AI also influences ‘what and how students learn.’(2). 

We argue that this requires the adoption of new sociotechnical educational models which reposition the relationship between human and non-human capabilities as interdependent and complementary, so that students can learn collaboratively and in symbiosis with machines, in pursuit of goals they could not achieve on their own, and apply new knowledge to real world problems.  This necessitates pedagogies that enable students to become discerning agents of learning beyond what traditional curricula imagine or make space for.

In July 2023 Elisha Moreton shared the findings of a student survey run by Lancaster University Student’s Union indicating that ‘Students are Using AI to plug holes in their provision’. Our experience and preliminary results of an ongoing project on the role of AI in assessment practices at the University of Warwick confirms these observations. Our project team is made of two senior academics with expertise in education leadership (authors of the blog post), one PGR and five UG students from a range of disciplines. We engaged in individual guided interactions with ChatGPT 3.5 over a period of six months and systematically recorded our experiences and learning. We find that AI is often mobilised by students as a ‘learning assistant’ to help create revision timetables, personalised study plans, organising notes, etc., thus providing additional and flexible mentoring/tutoring that is tailored to their needs. Our preliminary data also suggests that contextual and informed use of AI within disciplinary contexts can help stimulate engagement and support the development of critical thinking.

Emerging sociotechnical educational models such as Tim Fawn’s entangled pedagogy ‘that encapsulates the mutual shaping of technology, teaching methods, purposes, values and context’ (2022), offer a valuable starting point to reconceptualise our relationship with technology within the curriculum. Further inspiration comes from Bowskill et al.’s previous blog post which advocates for the adoption of AI technology in iterative learning to enhance social interaction, collaboration, and engagement among students. However, Bearman and Ajjawi (2023) point to the necessity to prepare students to adequately evaluate and work with ‘partial and indeterminate information’.

Our aim is to work towards an interdisciplinary Framework for HE staff and students to guide the ethical integration of human and machine abilities by embedding regular constructive critique and analysis of AI generated content across the learning process. We argue we need a structure for engaging with AI which enhances the student experience through a challenge-based curriculum that benefits from tools and learning activities that support human intelligence. Watch this space!

Professor Jo Angouri is Deputy Pro-Vice-Chancellor for Education and Internationalisation at the University of Warwick. She is a National Teaching Fellow and the International Subject Chair for Linguistics, Language, Communication and Media on the Scopus board. She is the founding editor of the Multilingual Matters’ Language at Work series. She is a Visiting Distinguished Professor at Aalto University, School of Business, Finland and a Visiting Professor (Affiliate) at Monash University, Australia.

Professor Letizia Gramaglia is Head of Academic Development and Director of the Warwick International Higher Education Academy (WIHEA) at the University of Warwick. She is a National Teaching Fellow and has led educational projects on inclusive pedagogies and assessment. She is currently seconded to Monash University as Academic Director, Learning and Teaching.

Getting to know you: Rethinking induction for international students

Alison Raby, University of Lincoln

Have you ever been that person reluctant to join in social situations where you hardly know anyone?  If you’re an introvert like me, then you probably have.

I sometimes wonder how some of our international students feel when we organise ‘getting-to-know-you’ type activities with the aim of getting them to integrate with home students.  Of course, some of them will embrace this and want to become involved socially and make new friends, and such activities provide an ideal opportunity for them to do this. However, there may be others who came to the UK to study and not necessarily for the whole university experience.  What may seem an ‘ideal’ university experience to us as staff may not be what some of our students want or feel comfortable with. 

There has been much work done around a sense of belonging in HE, i.e., students feeling connected to the institution, and Bowskill provides some interesting thoughts on this.  But what if the social connections are primarily their own monocultural friendship groups?  In fact, Ng et al. (2018) suggest that one of the ways to mitigate culture shock in international students could be to develop monocultural friendship groups when transitioning into UK HE. A sense of belonging with each other may be more appropriate than feeling connected to the institution, particularly for students who do not live on or near the campus.

I recently completed a study on Chinese students in the UK and the relationships they have with their personal tutors (accessible here) and found that all the students received the most support from the relationships with their Chinese-speaking peers.  This is related to Tajfel’s (1974) concept of social identity, i.e., how people see themselves in intergroup contexts and how that defines their position in society.  The theory suggests that when someone experiences a sense of identity within a group, they are more inclined to both give and receive support from that group, which was certainly the case in my study.   In fact, some did not know their personal tutors and would prefer to ask peers for support or even ask their peers to ask their personal tutors if they had a positive relationship with the tutor. 

So, what does this mean for tutors and other staff who work with international students?  Some recommendations to support students’ networks are as follows:

• Encourage interaction with monocultural groups, for example, by setting up groups on social media;
• Appoint leaders/mentors of these groups with a reward system in place similarly to SU societies;
• Be aware that information tutors pass to a student may be passed on to others, so keep contact professional and make sure information is accurate;
• Give cultural support sessions to students, giving information about facilities and services in the local area;
• Educate home students on cultural awareness and communication;
• Encourage students to complete Social Identity Maps and be prepared to discuss these with them.

Let’s stop expecting international students to fit into our idea of what an ideal university experience is and encourage them to experience university in a way which is beneficial to them.  Of course, we want to avoid any ‘us and them’ situations and should still encourage interaction between different nationalities or groups, but this may be something which takes time.   I’d love to hear any more suggestions or thoughts on this topic.  Please feel free to use the contact details below.

Dr Alison Raby is a Senior Lecturer/Senior Tutor and Co-Project Manager of a partnership with China at the University of Lincoln. She is an HEA Senior Fellow.

@alisonraby3

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References

Bowskill, N. (2015). ‘Re-thinking belonging.’ Educational Developments, 16.3, 21-23. Available at https://www.seda.ac.uk/resources/files/publications_193_Bowskill%20Ed%20Devs%2016.3.pdf

Ng, N. W., Haslam, S. A., Haslam, C., & Cruwys, T. (2018). “How can you make friends if you don’t know who you are?” A qualitative examination of international students’ experience informed by the Social Identity Model of Identity Change. Journal of Community & Applied Social Psychology, 28(3), 169-187.

Raby, A. (2023). An exploration of the relationships between Chinese students and their personal tutors: An IPA study [Doctoral dissertation, University of Lincoln]. https://doi.org/10.24385/lincoln.24874563.v1

Teaching critical reading through academic reading circles: A unicorn in disguise

Jo Kukuczka (SFHEA, FBALEAP), Academic Development Centre, University of Warwick, UK

If you are searching for engaging and authentic ways to teach critical reading and have not yet tried academic reading circles (ARCs) (Seburn, 2016), this blog post is for you. Read on to find out how to turn a classroom discussion into a critical reading revolution.

What makes it a unicorn

Critical reading is a complex and often implicitly taught skill required at university level in the UK. Academic reading circles (ARCs) (Seburn, 2016) offer one way of tackling this complexity through an engaging semi-structured discussion. The format, increasingly popular within the English for Academic Purposes (EAP) and academic literacy pedagogies, has been found to support critical analysis and evaluation skills, as well as knowledge building and knowledge transfer practices (Cowley-Haselden, 2020; Kukuczka, 2021). As such, the approach is a true unicorn in disguise and a potent tool to experiment with across diverse academic contexts.

The power of ARC lies in enabling discussion participants to actively engage with a text through a variety of critical lenses or roles. It is those different roles that empower participants to venture deeper into the text and transfer acquired knowledge into other contexts.

Seburn (2016) presents five roles, Contextualiser, Connector, Visualiser, Highlighter, Summariser, but these can be adapted according to needs. I have experimented with the addition of Disruptor, which has worked particularly well with international students as well as academic colleagues claiming that the role ‘unleashed their inner critic’ and took their understanding of the text ‘to a whole new level’.

Example ARC roles   Discussion Lead (chairing the discussion, ensuring inclusion of all participants, encouraging critical questions). Contextualiser (investigating the author’s credibility and the background information related to the ideas presented in the text). Connector (focusing on finding links between the ideas in the text and elsewhere) Visualiser (responsible for a visual presentation of key points and themes). Highlighter (explaining key vocabulary, analysing the evaluative language used in the text and its implications). Disruptor (challenging ideas presented in the text). Adapted from Seburn, 2016

Turning discussion into revolution
Facilitator preparation
To run an effective ARC, consider groups of three to six participants and aim for a five-minute discussion time per participant. This means that a four-person discussion takes approximately twenty minutes (or longer in the consecutive ARCs as participants’ discussion literacy develops).

Which roles to employ and whether to assign roles or leave it to participants are decisions driven by the purpose and audience of your ARC. Whenever I could embed a series of ARCs within a curriculum, we’d start with assigned roles in the first few and follow with self-selected roles going forward.

Finally, the text format and length affect the participant preparation time and the effectiveness of the discussion. Some cohorts will embrace lengthy journal articles and dedicate two to four hours to individually prepare for the discussion, while others will benefit from shorter texts and guided preparation within the class-time.

Participant preparation
The beauty of ARC is that critical thinking begins before the discussion takes place. Once all decisions on the roles and text are made, the participants must prepare, which involves individual reading through their ARC lens. For example, Contextualiser needs to investigate the author’s credibility and the topic’s background, and then prepare to share their findings, as well as think of questions they will ask participants holding other roles during the discussion.

Of course, the time commitment that this requires risks disengagement. However, as long as two or more group participants do prepare and are able to carry out a meaningful discussion, the unprepared can still benefit from joining in while often quickly realising their disadvantage and preparing the next time round.

During ARC
Initially, ARC might resemble a series of brief presentations, but soon develops into a full-blown conversation as participants cross boundaries of their own understanding of the text, question things they haven’t questioned before, and build knowledge with others. It is important that participants understand that speaking is as crucial as listening and asking questions, even if it temporarily takes them beyond the text at hand.

To support learner autonomy, the facilitator remains silent during the discussion and only ‘chips in’ if absolutely necessary. And once the participants get the hang of the format and begin enjoying ARC, there is no going back.

Post ARC
Depending on what purpose the reading serves, the post ARC reflection can be used for further collaborative or individual learning such as essay drafting, research plan, etc.

Whichever way you choose to use it, when run well, ARC is likely to always give you more because it is one of those rare multi-purpose pedagogical creatures, a unicorn in disguise, supporting student success in more than one way.

Let’s explore it more.

Jo Kukuczka is an Educational Development and English for Academic Purposes (EAP) professional. Her expertise includes HE curriculum design and evaluation understood as a social practice, curriculum for social change, education for sustainability (EfS) (incl. equity, diversity, and inclusion), theory and research informed pedagogy, HE teacher education, and teaching EAP. Jo has been using academic reading circles (ARC) with home and international UG and PG students since 2016 and began employing it as a staff development tool in 2022. Jo is currently writing up her research on the impact of ARC on students’ academic development and preparing to research ARC in the context of staff development. Her doctoral study investigates the social impact of a HE curriculum for change and preliminary findings suggest that ARC plays a significant role in such a curriculum. Warwick profile https://warwick.ac.uk/fac/cross_fac/academic-development/staff/summaries/jokukuczka/ Research Gate https://www.researchgate.net/profile/Jo-Kukuczka LinkedIn https://www.linkedin.com/in/jo-kukuczka-sfhea-fbaleap-61a9a9133/ Twitter/X https://twitter.com/jo_kukuczka

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References   Cowley-Haselden, S. (2020). Building knowledge to ease troublesomeness: Affording theory knowledgeability through academic reading circles. Journal of University Teaching & Learning Practice, 17(2). https://doi.org/10.53761/1.17.2.8 Kukuczka, J. (2021). The impact of Academic Reading Circles (ARC) on students’ academic development. BALEAP Conference 2021. Glasgow. https://www.researchgate.net/publication/350837869_The_impact_of_Academic_Reading_Circles_ARC_on_students’_academic_development Seburn, T. (2016). Academic Reading Circles. The Round

Lego as a Phenomena: Assessment Literacy in Practice

Dr Amanda Costello: University of Bolton, Faculty of Health and Wellbeing
Nurun Nahar: University of Bolton, Greater Manchester Business School 
Dr Iain Stalker: University of Bolton, Greater Manchester Business School 
Dr Sarah Telfer: University of Bolton, Faculty of Education 

Lego as a Phenomena: Assessment Literacy in Practice 

Using Lego as a phenomena by using interpretive phenomenology to understand assessment literacy can be an innovative and engaging approach and can be a useful tool to use when developing educational staff. This was evidenced in a teaching and learning conference workshop recently where we trialled this phenomenon to explore perceptions of assessment literacy in academic staff. Assessment literacy refers to the understanding and ability to effectively design, administer, and interpret assessments. By relating this concept to Lego, we have helped educators grasp the essential elements of assessment more concretely. 

The Lego visioning workshop
We started the visioning process by asking the participants to draw parallels between Lego bricks and the components of assessment. We asked the participants how each brick in Lego has a specific purpose (the phenomena) and how assessments consist of components like objectives, questions, rubrics, and feedback. We further emphasised that just like Lego pieces need to fit together, assessment components should align to serve a common purpose. The participants were interested in their bag of Lego and were eager to start their assessment literacy task using visioning of what makes good assessment practice and assessment.  

The Lego session was interactive and drills down into the concept of using Lego for understanding assessment literacy and assessment design for both learners and colleagues. Participants were able to actively engage with assessment variables using their Lego as a foci for visioning. 

Specifically, we used Lego to:   

• Build parallels between Lego bricks and components of assessment, focussing on objectives, questions, rubrics and feedback. 

• Explore the design and alignment of different types of assessment, such as exam, presentation, poster and assignments. 

• Consider how we can modify and improve assessment. 

• Examine what could be seen as an assessment challenge. 

Designing assessment
Participants were encouraged to create their own Lego structures to represent different types of assessments. For instance, they could have built a simple structure to represent a multiple-choice exam or a more complex one for a project-based assessment. This hands-on activity helped them understand the process of designing assessments. Participants were observed to be embroiled in the activity; their use of the Lego bricks was illuminating to observe and an enjoyable exercise, knowing the level of thinking and process that was taking place for each individual.  

We were able to ask participants mid-way how they can ensure that their assessments align with their intended learning outcomes. This deepened the thinking for participants. 

Improving assessment 
Once the structures were complete, we asked the participant to explain about their individual Lego structure, their vision for improving assessment literacy, and how their Lego creations could be modified and improved. Similarly, we were able to reflect as a whole group on why assessments should provide feedback to teachers for improvement. 

Further Lego visioning 
During the feedback part of the session, we were able to reflect further in relation to assessment rubrics and explained that Lego bricks can also be used to create a simple rubric. Additionally, we suggested that Lego could be used for continuing professional development (CPD) by using the Lego to build future structures to explain how rubrics provide clear guidelines for assessing performance, just as Lego instructions provide clear steps for building a set. 

We also incorporated how the Lego can be used for assessment challenges, by presenting Lego building challenges and by drawing parallels with the challenges of creating effective assessments. We did this by discussing how assessing different skills and knowledge can be challenging, just as building complex Lego structures can be.
We ended our Lego visioning session by reminding participants about the power of a piece of Lego as phenomena to build structures for assessment and to aid interpretation using interpretive phenomenology as a framework for building knowledge and understanding and future research to improve assessment literacy. 

Feedback gathered from participants using Mentimeter indicated that the session had helped them to think about the relationship between learners and assessment and consider how assessment builds into learning.  

We would love to continue the discussion with readers about the use of Lego as a CPD tool. Have you used Lego in this way? Can it be a useful tool to help explore and challenge difficult concepts for improvement in education? 

Dr Amanda Costello is a Fellow and Senior Lecturer and Researcher at the University of Bolton and Programme Lead for MSc Pathways in the School of Nursing and Midwifery.  Research interests include learning disabilities and autoethnography work, assessment literacy and cross faculty development research and learner attrition HEE funded research. Additional interests include university wide research workshop delivery and facilitation and PhD supervision. 

Nurun Nahar is an Assistant Teaching Professor based at the Greater Manchester Business School, University of Bolton. Nurun’s responsibilities include driving excellence in pedagogical practices institutionally and within her department. Nurun is a published scholar and has presented her research work widely at several international conferences alongside invited guest talks on the topics of pedagogical partnerships, digital literacy and technology enhanced learning in Higher Education. 

Dr Iain Stalker is a Senior Lecturer, Institute of Management, University of Bolton, Iain has lectured at many HE Institutions and his research interests include Assessment Literacy, Business Eco systems and Digital Revolution.  Iain has written a vast amount of publications in the field of Business, Design and Maths. 

Sarah Telfer is an Associate TIRI (Teaching Intensive Research Informed) Professor in Education at the University of Bolton. Sarah is an experienced educational leader and teacher educator with a background in ESOL and Literacy teaching and learning, teacher training, and staff development in a range of different educational contexts. Her areas of special academic interest include the use of storytelling as a pedagogic tool to promote engagement and interaction in the classroom. She is interested in exploring the concept of assessment literacy in the training of teachers in teacher education programmes. 

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References 

Price, M., Rust, C., O’Donovan, B., Handley, K and Bryant, R. (2012) Assessment Literacy: The foundation for improved student learning. Wheatley: Oxford Brookes University 

You don’t have to be creative to do creative evaluation

Kerry Dobbins, University of Warwick

Creative evaluation was the theme of the second Evaluating Teaching and Learning in Higher Education Forum, which took place this February. This online forum, hosted by Cultivate at the University of Warwick, is open to colleagues across the HE sector and provides opportunity for us to come together as a community to discuss evaluation practices in the HE setting. These practices might include evaluation of student learning, teaching practices and approaches, interventions and initiatives, educational development activities, course/module evaluation, etc.

One of the particular aims of the forum is to support collective explorations of different ways of thinking about and doing evaluation. Exploring creative evaluation aligned perfectly with this theme and one of the things we reflected on in the forum is how the word ‘creative’ can strike fear into the hearts of some, or at the very least raise their anxiety levels. These feelings of anxiety are often followed by words such as ‘I’m not very artistic’, linking creativity to artistic expression. For facilitators and participants of evaluation activities, I think a certain level of anxiousness is entirely understandable if we only view creativity in this way.  Thankfully, our speakers at the event (Charlotte Stevens, Elisavet Christou, Violet Owen, Pinar Ceyhan, Jon Rainford and Samantha Child) provided various lenses through which we can view and enact creativity in evaluation and in doing so, enhance the experience and meaning of the activity for all involved.

I share below some of my reflections on and key takeaways from the inspiring conversations that we had together in this forum space:

• Creativity in evaluation can emerge when there are meaningful opportunities for all stakeholders to be involved and make decisions that shape the evaluation activity, from planning to data gathering to sharing outputs. In this way, collaborative and participatory methods became an act of creativity, taking evaluation in new directions that may lead to greater knowledge discoveries.

• Creative approaches can be used as a tool to enhance ‘traditional’ methods rather than replace them. An approach shared in the forum was interview participants bringing or choosing images or objects that represented their feelings about something. For example, in one project that was evaluating students’ study experiences, the student participants were asked to bring a photo or image that represented to them how they study. The interview then involved the participants talking through their reasons for choosing this image and why it resonated with their study experiences. This creative way of evaluation participants’ connecting with the topic or activity being evaluated can create opportunities for more nuanced, deeper and richer discussions at the same time as empowering participants to steer the discussions, rather than be steered by set questions or prompts.

• Creativity might also involve adopting methods that include participants to some extent in data analysis activities. This participatory approach extends opportunities for reflection as participants and evaluators make sense of experiences together, enriching the learning gained for all involved.

Hopefully these insights show that we don’t have to think of ourselves as artistic or even creative to be creative within evaluation. Instead, creative evaluation encourages us to think about how stakeholders are involved and able to shape and lead evaluation activities in meaningful ways. I’m hugely grateful to all the speakers who shared their activities at this forum for inspiring me to continue reflecting on what participation and collaboration in evaluation really means.

You can view the full recording (49 minutes) of the Evaluating Teaching and Learning in Higher Education Forum that took place on 28^th February 2024. The next forum will take place online on Wednesday 26^th June 2024, 1pm – 1.50pm. I’d love to hear from you if you have work that you’d like to share at this forum or if you’d like to be kept informed of updates (Kerry.Dobbins@warwick.ac.uk).

Dr Kerry Dobbins is a Senior Academic Developer and lead of Cultivate at the University of Warwick. She is an experienced pedagogic researcher with expertise in the scholarship of teaching and learning (SoTL). As well as co-editing the SEDA Blog, Kerry is also Associate Editor for the Journal of University Teaching & Learning Practice.

@KerryDobbins_KD