Abstracts

We would like to welcome you to the DigiED: Horizons event via our official opening talk. This will be hosted by Prof. Liz Mossop and Andy Beggan.

Presenters: Dean Walker

Institution: University of Lincoln

Abstract:

Technological advances in education are becoming a key priority within higher educational institutions (HEIs) offering vocational programmes in healthcare professions. Challenging topic areas, such as anatomy, are often the focus of negative feedback, leaving students uninspired. This case presentation aims to explore a multi-method approach to teaching anatomy and the introduction of virtual reality (VR) in anatomy teaching. Methods The multi-modal anatomy teaching session was delivered to a cohort of 26 MSc Pre-registration Physiotherapy students at the University of Lincoln. Focussing on the respiratory system, students rotate between stations of differing technological advancement (textbooks, Samsung Flip interactive whiteboards, AnatomyTV online software and Organon 3D anatomy in VR) to complete tasks aimed at optimising their understanding of the respiratory system. Results Students reported an openness to the VR implementation, explaining that the immersive features and interactive elements were more engaging than utilising textbooks. Although the varying modalities have differing tasks and features, the aims remain similar. The multi-modal approach received positive feedback from students. Reporting the ability to consolidate their learning throughout the ‘carousel of modalities’ regardless of starting position as a particular benefit. Conclusions While learners thoroughly enjoyed the ‘novelty’ of VR use, only during truly interactive VR tasks did they enhanced engagement. This raises the challenge for HEIs to prioritise interactive VR software over observable software, which will present deep financial, logistical and staff skillset considerations. Students valued the multi-modal approach and selected VR as the most engaging station but the unclear relationship between engagement and learning attainment remains.

Presenters:

Lara Bachmann-Tampouratzis (she, her)	Anna Moni (she, her)	Susan Stetson-Tiligadas (she, her)

Institution: Deree – The American College of Greece

Abstract:

When Higher Education institutions transition from traditional classroom instruction to technology-enhanced, online and/ or blended learning, a crucial element that gives faculty the chance to restructure and rethink their roles in the educational process is faculty professional development. In this Pecha Kucha, the authors will address the transition from an asynchronous tutored online faculty training to a self-paced asynchronous training in autonomous learning modality with additional tutored activities. Findings from previous faculty surveys and informal interviews group (N=96) revealed that although the asynchronous tutored online faculty training represented a transformative experience for the participants with regard to pedagogy, technology, instructional content and activities, and learning community, participants were experiencing working and cognitive overload. The timing and the deadlines of the training were overlapping with teaching semesters or sessions adding to the faculty workload or preventing their participation. The new 4-level self-paced asynchronous training in autonomous learning modality, delivered mainly with Articulate 360 modules in Blackboard LMS, offers training opportunities with mandatory and optional modules which include basic foundations to improve course design, meaningful technology integration, course design with Quality Matters (QM) and advanced accessibility standards. Level 4 is a 4-6 hours tutored experience where instructors plan and develop online course content and instructional activities. With the new self-paced training faculty will have maximum control over how, when, and where learning happens. Workshops will create opportunities to engage with the community of practice.

Presenters (pictured left to right):

Lara Bachmann-Tampouratzis (she, her), Anna Moni (she, her), Susan Stetson-Tiligadas (she, her)

Institution: Deree – The American College of Greece

Abstract:

When Higher Education institutions transition from traditional classroom instruction to technology-enhanced, online and/ or blended learning, a crucial element that gives faculty the chance to restructure and rethink their roles in the educational process is faculty professional development. In this Pecha Kucha, the authors will address the transition from an asynchronous tutored online faculty training to a self-paced asynchronous training in autonomous learning modality with additional tutored activities. Findings from previous faculty surveys and informal interviews group (N=96) revealed that although the asynchronous tutored online faculty training represented a transformative experience for the participants with regard to pedagogy, technology, instructional content and activities, and learning community, participants were experiencing working and cognitive overload. The timing and the deadlines of the training were overlapping with teaching semesters or sessions adding to the faculty workload or preventing their participation. The new 4-level self-paced asynchronous training in autonomous learning modality, delivered mainly with Articulate 360 modules in Blackboard LMS, offers training opportunities with mandatory and optional modules which include basic foundations to improve course design, meaningful technology integration, course design with Quality Matters (QM) and advanced accessibility standards. Level 4 is a 4-6 hours tutored experience where instructors plan and develop online course content and instructional activities. With the new self-paced training faculty will have maximum control over how, when, and where learning happens. Workshops will create opportunities to engage with the community of practice.

Presenters:

Patricia Perlman – Dee

Institution: University of Manchester

Abstract:

This Pecha Kucha (PK) will discuss how course directors can use the VLE (Blackboard) to provide clear direction and guidance for students, but at the same time provide for a flexible learning environment. The PK will demonstrate the innovative practise on how to structure and set out your VLE, including usage of weekly planning and setting of expectations. It will also show how to foster student partnership in creating learning resources by incorporating other collaborative tools such as OneNote. The set up and usage of the VLE results in elevated student engagement, including superior peer-to-peer feedback on formative assessments. This set up of the VLE has been used in both Undergraduate and Postgraduate environments and across numerous types of courses. The PK will show the audience how an innovative, but simple, thoughtfully, structured (and initially time consuming) set up of a VLE can make a “traditionally taught” course unit run with a hybrid learning strategy, enhancing clarity, and reducing unnecessary communication through email and announcements. The PK will also show early evidence of how the highly structured VLE provided improved learning for the students, which possibly was a factor impacting overall higher marks for the students on assessments on the course unit compared to previous year. Bonus: The PK will also give you a hint of how to engage and manage fellow course academics (one of the courses had 18 separate academics involved) through an efficient VLE/Virtual environment.

Presenters:

Kate Soper, Andrew Larner, Colin McAllister-Gibson

Institution: Manchester Metropolitan University

Abstract:

At Manchester Metropolitan University, like Higher Education institutions across the globe, we found ourselves having to quickly shift to online working, teaching, and learning during the Covid-19 pandemic. This mass relocation to home working had an unexpected positive side effect, the acceleration of academic colleagues’ adoption of remote working technologies. Web-based development sessions, which prior to the pandemic were poorly attended, suddenly became the only way training could be delivered, and staff quickly became naturalised to this new environment. We found that attendance outstripped any previous face-to-face training events we had held, as staff welcomed the flexibility and convenience of webinars. However, even with the return to campus, the pre-covid challenge of trying to engage time-poor academic colleagues persisted. It was at this point that we decided to try an experiment with live, micro-learning, an approach that is perfectly suited for the online location and which can be fitted around a tight schedule. The micro sessions involve a 15-minute live, online presentation which is recorded, followed by a 45-minute optional Q&A session where staff can ask more in-depth questions or practice techniques with support on hand. These sessions take full advantage of an easily accessible online medium by maximising impact to staff time and adding interactivity for those that wish to have further support. We have seen an increase in attendance and a broader user base since introducing the approach.

Presenters:

Zoë Allman

Institution: De Montfort University

Abstract:

De Montfort University (DMU) in Leicester is undergoing a significant change project to transition delivery of academic programmes to an intensive block model approach, a model that enables students to focus on studying one module at a time. Alongside ensuring delivery of a high-quality student experience in this new delivery model is the University’s ongoing focus on an institution-wide approach to Embedding Mental Wellbeing (EMW) underpinned by the University’s HealthyDMU philosophy, recognising that mental wellbeing is relevant to all members of the university community (Hughes and Spanner, 2019). This philosophy is informed by a social model of wellbeing, in which a student’s experience of mental wellbeing is directly related to their environment and experiences, based on the five ways to wellbeing (Aked, Marks, Cordon & Thompson, 2008). De Montfort University endeavours to embed this philosophy throughout the curriculum to reduce barriers to wellbeing, facilitating student success, establishing pro-active approaches to mental wellbeing and a providing a health promoting environment. This presentation examines the need to continually focus on the HealthyDMU philosophy, particularly during a period of significant change that will “inevitably bring about anxieties” (Jones, 2022), with the introduction of the block delivery model across the curriculum. Examples will be provided of how student and staff mental wellbeing is being supported, and how the changing delivery method presents opportunities for different ways of incorporating EMW in the curriculum.

Presenters:

Dr. Thomas Lancaster

Institution: Imperial College London

Abstract

Some educators have dreamed of a time when students are taught by artificial intelligence systems, provided with a personalised learning experience and given individual support for subjects they find challenging. But most of the recent academic commentary on artificial intelligence has focused instead on the risks to academic integrity that come from a student having access to technology such as ChatGPT that can essentially replace the student in the production of an assignment solution.

This keynote presentation will explore how current generative artificial intelligence works, the range of tasks that can be completed, and the risks to students if they use this technology without proper training, support and an understanding of its limitations. Underlying everything is a message of the importance of ensuring that academic integrity is in place for all, but also not assuming that current approaches are the right ones for students who will need to use artificially intelligent systems in their future employment. The keynote will consider how artificial intelligence can be treated as a friend, not a foe, and the opportunities available to innovate how students are supported to learn with integrity.

Biography

Dr Thomas Lancaster is a Senior Teaching Fellow and Computer Scientist at Imperial College London. He is one of the UK’s leading academic integrity researchers, coordinates the London and South East Academic Integrity Network (LSEAIN), and is an advisory member of worldwide academic integrity groups, including that of the UK’s Quality Assurance Agency (QAA). Thomas speaks regularly about academic integrity, contract cheating and artificial intelligence, with recent media contributions to outlets such as Times Higher Education, The Guardian and the BBC Radio 4 PM programme. Thomas’ short book for students, Avoid Plagiarism, is published by Sage, and he is also one of the authors of the Epigeum Academic Integrity programme. You can find out more about Thomas at http://www.thomaslancaster.co.uk. ​

Presenters:

Jonathan Jackson

Institution: Buckinghamshire New University

Abstract:

This paper presents an approach to how “live briefs” can be used to bring real-word experience into a Level 6 learning context. As well as the involvement of an external stakeholder as a client, the module tutor partners with student teams acting as a mentor and lead consultant. Team-based project work of this nature provides opportunities to enhance collaborative learning and to instil valuable academic and transferable skills that have relevance to the modern workplace (Boelt et al., 2022; Chen & Yang, 2019). The author’s reflections on the benefits and limitations of this approach are reviewed alongside the impressions of the external stakeholder on the process and output, as well as an exploration of relevant literature focusing on a social constructivist approach to learning (Mcleod, 2019). Suggestions are made regarding the potential benefits to teaching, learning, and innovation in Higher Education through a wider, subject-agnostic application of this approach.

Presenters: Matt East & Samantha Sharman

Institution (from left to right): Perlego & University of Lincoln – Student researcher

Abstract:

Over the past year, students and academics from the University of Lincoln, UCL, and the University of Nottingham have been investigating the student experience with reading in a digital world. This was covered in two international projects, funded by the University, the QAA, and Talis. These projects primarily explored student perspectives on digital reading for their studies, and their experiences engaging with reading lists as a mechanism to scaffold and guide reading practice. 

In this session, we will summarise the key findings, feedback, and recommendations from students. We will explore the key challenges students face engaging with reading in a digital world, the barriers they encountered, and areas they felt could be improved in the academic experience. Finally, we will highlight the dichotomy between student perspectives and academic perspectives across reading in a digital world. 

By the end of this session, attendees will have a better understanding of challenges and barriers students face with reading practice, and be provided with resources and guidance on improving their students’ reading practice.

Presenters: Colin D. McClure, Taylor Whyte

Institution: Queen’s University Belfast

Abstract:

The COVID-19 pandemic has limited students’ skills-development and access to support across the Higher Education (HE) sector with the enforced digitalisation of education and facility services. However, while the ill effects on wellbeing and the additional strain of mental health on students are largely documented, the impact this and the wider implications of national lockdowns, on the ability of students entering university to develop effective and stable learning communities is not well understood. Learning communities are important for students in both their transition to, and journey throughout, HE providing both a support and academic network to optimise their educational experiences. Here we survey almost 150 undergraduate Life Sciences students across three levels regarding their Learning and support communities, capturing information from students who started their University careers both during and post the national lockdowns. Some of these students were followed up with focus groups giving more in-depth insights into the development, composition and stability of their learning communities, and the impact these have had on their academic opportunities and achievements. The information presented here provides insights into the often hidden side of how the pandemic has shaped and challenged students’ more intimate experience with education and highlights insights to how universities can support students in developing learning communities both remotely and on-campus to enrichen their educational experiences.

Presenters: Dr Richard de Blacquiere-Clarkson (he/him)

Institution: University of Leeds

Abstract:

Digital literacy and skills are almost universally recognised as an essential component of participation in 21st Century society, directly linked to both wellbeing and professional success. As such, meaningful development of these skills should be part of all students’ experience of Higher Education, which is reflected in digital education featuring prominently in very many Universities’ strategic priorities. In the first five minutes of the discussion I will draw on a recent literature review I have carried out, using a culinary metaphor to briefly introduce the dominant approaches in the literature, and the evidence base regarding their effectiveness. We will see that whilst theoretical articles tend towards baking digital literacy in as a key ingredient, akin to sugar or raisins, completed work more closely resembles a lone cherry on top, or a garnish. The main discussion will focus on the practicalities of embedding systematic digital skills development for all students. We will take a lightly facilitated approach to selecting from a set of prompts regarding key issues: who should be involved in the design and delivery of learning activities, balancing individual versus cohort opportunities, online versus face-to-face, scalability, accessibility and inclusion, and what should be mandatory/curricular and what optional/extra-curricular. The intention is for all participants in the discussion to have a clear “take away” idea that they can implement, develop or research further.

Presenters:

Adele Hare

Institution: University of Lincoln

Abstract:

The time for nursing podcast is aimed towards nursing students. Its purpose is to personalise and humanise nursing, providing a relaxed space for discussions outside the classroom. Initial ideas of discussion surround supporting students within placement, particularly their first placement. It can be extremely daunting for students when they go on their first placement, and it can often feel very separate from the university. It is important to show students that the university is here to support them when they are on placement, this podcast will allow students to receive support and advice without the common pressures associated with completing a degree. Some further themes include discussing subjects which are commonly avoided due to the taboo surrounding them such as dealing with difficult conversations within healthcare. I am currently meeting regularly with a third-year nursing student to create content for the podcast, the aim is to increase student involvement with the podcast which will enhance authentic conversations. There are many specialisms within nursing, another aim of this podcast is to discuss individual specialist areas utilising university staff and discussing their speciality and interests. This will help to develop the relationships between university staff and students, with the idea of students potentially interviewing staff and vice versa within the podcast.

Presenters:

Chair: Andy Beggan (Dean of Digital Education)
Panellists: Dr. Thomas Lancaster (Imperial College London), Marc HanHeide (University of Lincoln), Professor B. Mairéad Pratschke (University of Manchester)

Abstract:

This panel discussion focusses around A.I. and the future impact this may have on the future of Higher Education. This discussion will comprise of pre-generated and live questions from the audience. Please use this opportunity to ask the panel about the positive strides being made in A.I., explore how A.I. can be used to support students and staff within higher education and any further questions you may have.

Presenters:

Chang Ge (Digital Lead)

MSc. Digital Marketing Students: Funmi Sobanke; Nkechi Amanchukwu; Ramsha Iftikhar; Samarjit Sen; Taofeeq Oyediran. 

Institution: University of Lincoln

Abstract:

From a college-sponsored education trip to Big Data and AI London Expo Dec 2022 led by LIBS Digital Lead Chang Ge, MSc. Digital Marketing students are inspired to co-present in the event to discuss the impact of Artificial Intelligence (AI) on their learning in the digital marketing context and their new marketing project of using AI technology to support Lincoln Music and Drama Festival 2023/24.

AI has already disrupted the learning environment in many ways. The new tools and technologies have enabled more interactive and adaptive learning in many subject areas. The presentation will explore some of the key elements of AI–empowered and AI–disrupted learning, such as the use of AI–assisted technologies in the marketing context, the application of AI–driven content creation, and the impact of AI on digital marketing education. It will also discuss the opportunities and challenges of AI–empowered and AI–disrupted learning and the implications of AI on the shift towards more dynamic new learning, teaching, and assessment experience.

Presenters:

Alex Borman

Institution: University of Lincoln

Abstract:

For most of us, assessment is now marked and feedback shared with students online via an array digital tools as a matter of course. When we devise our assessment and its marking and feedback strategy, do we let the technology guide our feedback practice or do we steer the technology to something that is both efficient and the most beneficial we can for the students? This presentation seeks to consider the tools that support common feedback practices, those that encourage us to enhance our practice and places where desired practice may push the boundaries and encourage us to enhance our digital tools.

Presenters: Ashley Storer-Smith (they/them)

Institution: University of Nottingham

Abstract:

Student Voice is an important part of the teaching & learning experience but how do we build collaboration and community building into digital spaces? This themed discussion will look at key innovations by SUs & digital platforms within this space, understand their key themes, and discuss how we can develop innovations within attendees own spaces that will work for their students.

Presenters:

Barbara Kempf (she/her)

Institution: University of Leeds

Abstract:

A number of students used the term of ‘feeling safe’ when giving feedback at the end of semester 1 in a particular first year cohort of medical students. The cohort of 22 students was taught entirely taught online in semester 1 during the pandemic. This was a small scale action research project set out to find out why students said they felt ‘safe’ in my online classroom? Was it something I did? Was it the peer group? Was it the content? Or my attempt at Trauma informed pedagogy (TIP)? See: Key components of TIP Florida State University (2020). Key findings were firstly what students understood by feeling safe: Seeing each other on camera was key. This aided building a relationship with students/tutor. Tutors sharing something about themselves allowing students to share and be vulnerable, bridging the transactional distance. Students also cited: a relaxed and comfortable atmosphere, being validated and respected, being encouraged to speak by the tutor. The key contributor to feeling safe in their view was classroom culture created by the interaction between peers and tutors as well as the pedagogical approaches supporting these interactions. Students ranked the following the contributors to feeling safe highest: Getting to know peers in classroom; conversational tone of tutor; Being able to use the chat function; Tutor Affirmation; Peer Affirmation; Peer group using camera. This study, especially the interview, reinforces that ‘whole human being teaching’ (hooks 1994) works online requiring tutors to share something of their personality to make student feel comfortable to share. This may involve some vulnerabilities in both. The content of this course is helpful in this. Building and facilitating relationships is key for safety. In online settings this should done early [1:1] to try and duplicate the Gateway catalyst effect. Cameras matter for feeling safe and PRESENT in the Communities of Inquiry Sense The evidence indicates that Social constructivism pedagogies require a safe space and may also help create it.

Presenters:

Sandra Abegglen, Maryam Akhbari, Tom Burns, Sonia Kamal, Sandra Sinfield

Institution: University of Calgary, London Metropolitan University

Abstract:

We live in times of certain uncertainty with Higher Education in constant need of reflexive adaptation. The (Re)imagining Higher Education project, funded by the Association for Learning Development in Higher Education (ALDinHE), explores creatively and playfully the future of education. In this presentation we showcase initial results on how academics imagine the future of academia, their hopes and dreams, and we invite the audience to submit their own imaginations. The premise is that there is something wrong with education, with most faculty and students unhappy – and that something needs to change. As our research shows there is definitely opportunity to seed a positive (re)imagining of education. We – collectively – have the power to change education and education systems for the better.