EduExe Festival Magazine

REFLECTIONSFROMTHEINTERNS

EduExehasbeenaneye-openingandinspiring month.Iunderstandsomuchmoreaboutthe universityanditsvaluesfromengagingwith academics.Ihavealsodiscoveredtheuniversity’s EducationIncubator,DigitalMakersSpace,and CreativeQuadrant,allareaswhichIlook forwardtoexploringduringmydegree.Thank you,KellyandAmelia,forthisopportunity!

Ihavereallyvaluedmytimehere,ithasbeen trulyinspiringtolearnbothaboutmyselfand theprofessionalside.Ithasbeenthoroughly interestingtohearabouttheinnovative advancesinhighereducation,discussionsabout newideasandevenbeingabletoengagein someofthekeydebates.Iamexcitedtocarry allofthesenewskillsonward.

Ihavereallyenjoyedmytimeworkingaspartof theEduExefestival.ThismonthIhavelearntso muchaboutthediverseandinnovativeworkthat ishappeningattheuniversity.Whatparticularly stoodouttomewastheimportanceof integratingsustainabledevelopmentgoalsinto highereducationandthetransformative potentialofAIanddigitaltechnologiesto improvestudentexperience.

FlorenceSargent

MarthaShepherd

GudrunBennett

ASPIRE CELEBRATION EVENTS

Wecelebratedour ASPIREachieversfrom thelastthreeyearsover teaandsconeswhich madefortheperfect afternoon.Giventhe locationsofourcampuses, therewereafewdisputes overthecorrect constructionofascone!

STREATHAMCAMPUS,01/06

TheStreathamevent openedwithaspeech fromProfessorTim Quine,DeputyViceChancellorofEducation, andthePenryneventwas openedbyProfessor MartinSiegert,Deputy ViceChancellorin Penryn.

PENRYNCAMPUS,05/06

DOYOUPREFER THEDEVONWAY, ORTHECORNISH WAY?

LEARNINGCOMMUNITIES

SACAPROJECTDISCUSSION 02/06

ThefestivalbeganwiththeSACA(Student AsChangeAgents)ContentWarningsand CompassionateLearningprojectdiscussion attheInnovationCentreonStreatham Campus.

EllaTavinerandAndreaNamirembe,3rd yearHistorystudents,discussedthe importanceofrhetoric,spheresof responsibilityforindividualsandinstitutions, compassionatespaces,andsetting guidelinesascontentwarningsevolve.

Thediscussionestablishedtheterm'content warnings'asamorecompassionatealternativeto 'triggerwarnings',creatingasenseofcarerather thananxietyaboutwhatwasgoingtobe discussed.

Contentwarningsareextremelyimportantin educationspacesastheygivestudentsand teachersagencyovertheirownlearning.

Thegroupagreedthatinordertocreate compassionatelearningspacesinstitutional guidelinesareneeded,includingclarityonwhois responsibleforensuringthatsensitivetopicsare clearlysignposted.

"OneofthebesteventsI'vebeentoinawhile!Suchinteresting conversationshappening!"

DrCaitlinKight,LecturerinEducation gaveanengagingandinteractive workshop,showinghowLEGOSerious PlaycanbeusedinaHigherEducation settingaspromptsfordiscussionand learning.

LEGOSeriousPlayhasmanypedagogical benefits:

LEGOencouragesplayfulness,peer learningandcommunication

Itistactile,andengagingyoursensesis keytocognitionandimprovesretention

Itencouragesphysicalandmetaphorical storytelling

Itisademocraticmethodofexploring complextopicsandthemes

FLEXIBLE EDUCATION FORTHE DIGITALAGE

Inthishybridevent,ProfessorLisa Harris,theDirectorofDigitalLearning atUniversityofExeterBusinessSchool (UEBS)andKatieSteen,theDigital ProducerofOnlinePrograms facilitatedathought-provoking discussionabouthowtomakeonline learningmoreaspirationaland accessible.

“Assomeonewhowasinitially skepticalofthestudentengagement oflearningentirelyonline,this discussionreallyopenedmyeyesto howtheflexibilityofonlinecourses actuallyencouragesstudentstobe proactive,buildsconfidenceand improvestheoverallqualityoftheir work.”

TheeventwasalsojoinedonlinebyLisa GroverandSusanRehwhosharedtheir experiencesofcreatingasupportive learningenvironmentonline, consideringhowtheCOVID-19 pandemicexacerbatednegative associationssurroundingonlinehigher educationcourses.

UEBSiscontributingtothe developmentofanewCentreforOnline Learningthatencourageslearnersto trysomethingnewandmakeiteasier forstudentstoconnectwithexpertsin theirfield.

SimonNelson,formerBBCcontroller, founderofFutureLearnandcurrentlyCEO ofQAHigherEducation,sharedhis experiencesofpromotingblendedlearning.

Simondiscussedhowstudentswantandare entitledtoanaffordable,accessibleand skills-focuseddegree,particularlyfor peoplewhohadpreviouslymissedoutonthe opportunitytogotouniversity.

Someoftheseinitiatives,suchasMOOCs, havebeenacatalystforthewiderdigital transformationofHigherEducation.

BALANCING ACT

Themovetoteachingonlineduring COVID-19wasnotidealvisionof onlinelearning.Someofthelessons learnedinclude:

1.Employability-theneedtoclosethe skillsgapquicklybycombining universitycreditwithrealjob certification.

2.Pedagogicprinciples-itshouldbe student-led,nottechnology-led.

3.Modularityandflexibilityis importantwherebybreakingdown unitsoflearningmeansthelearnercan fitthecontentaroundtheirlife.

4.Face-to-faceandonlineistoo simplistic.Socialcollaborative elements,e.g.,practicalworkshop sessions,needtobeintroduced.By bringingprinciplesofsocialnetworks intoeachcoursethishelpstoincrease retentionandengagement.

"Ireallyenjoyedthistalkandfoundthe quadrantdiagramparticularlyinteresting. ThanksSimonforsharingyourvisionand theEduExeteamfororganising."

GRAND CHALLENGES

9/06

Over400studentsacrossallourcampuses workedtogethertocreateinnovative solutionsto5'grandchalleneges'.The winningpresentationsfromeachcategory were:

1. Climate and Environment Emergency: Eco-Unlocked-escaperoomspromoting environmentaleducation.

2.MentalHealth:MyTheraplaymatestructuredplaytherapythroughbooks designedtoincreasecommunicationand accessibility.

3.SocialEquality:Unight-safetykitfor studentstocarryonanightout.

4.Tomorrow’sWorld:CornishSushi-a sustainable,locallysourcedsushi CommunityInterestCompany.

5.FutureFood:FoodAidExeter-awebsite forpeopletoeasilyfindfoodbanks,food collection,orvolunteeringopportunities.

8/06

STUDENTEMPLOYABILITYDATAFOR

FACULTIESANDACADEMICS

HostedbyOliverLaityandKirstyJanesfromStudentEmployabilityand AcademicSuccess(SEAS),thissessionexploredthreemaindatasourceson stunnetemployabilityandtheirapplicationinreportingandevaluating: CareersRegistration,GraduateOutcomesandCareersengagementdata.

SEASaimtoprovidebespokesupportatscale-tryingtomakesurethatthe rightservicesarepitchedtotherightstudentsattherighttime.

Readtheirwebsiteforfurtheradvice.

SHOWNOTTELL:USINGTHE HUMANITIESTOBRINGTHE DIGITALSTRATEGYTOLIFE

The2030DigitalVisionfortheUniversityofExeter istobethemostaccessibleandconnecteduniversity destinationforanyuser.

AshRoots(ChiefDigitalOfficer)andHelenCocks (DigitalBusinessManager)discussedhowunlocking creativityandengaginginahuman-centredwayto promotetheUniversityofExeterDigitalStrategy.

ForexampleMagpie:ADigitalExperienceisafun, immersive,digitalexperiencethatencourages everyonetotakepartandfindoutmoreaboutwhat theDigitalTeamaredoing.

Engagingwithstaffandstudentsasstorytellershas helpedtosharethestrategymorewidelyand improvethedigitalexperience.

9/06

IntroductiontoELE2

12/06

ELE2willbelaunchedinJuly2023.DonnaMiljus,LizzieHustwayte,Tamaryn Meek-IpandTomSladeexplainedtheimprovements,including:

RemovalofBARTandintroductionofELEcourseworkactivities

FittingwiththeEdTechmarket

AccesstoMoodlePlug-inDirectory

Easiertoseestudentengagement

Modulescanbereusedandrecycledforeachcohort

Betterstructureandfocusbackonteachingandlearning

Escapingthe Norm

12/06

Inthisthought-provokinginteractive workshop,EmmaSweeney,Programme ManageratINTO,andRachelSloan, EmployabilityandCareersConsultant, discussedhowintegration,confidenceand culturalcompetencearethemainbarriers internationalstudentsfacewhentheyarrive atuniversity.Whatcamefromthissession washowinnovativeteam-buildingactivities suchasvirtualescaperoomswherestudents worktogethertosolvepuzzlesrelatedto theirtopicofstudy,helptoencourage effectiveandculturallysensitive communicationskillsbetweenstudents.

InthefollowonsessionbyDrLisaAlberici, SeniorLecturerinEducationjoinedRachel Sloanandwehadtheopportunitytowork togetherinteamstotryavirtualescape roomforourselves!

HereishowSCPinternGudrunBennettfoundthesessionasalearner:

16/06

“Ifoundthepuzzlededucatorescaperoomareallyinterestingandimmersive experience.Assomeonewhohasn’tdoneanescaperoombefore,Ithoughtitwasa lovelywaytoworktogether.Workingthroughthesefun,sharedactivitiestosolvethe clueswasgreattogettoknowpeoplequicklyandinstantlybrokedownsomeofthe awkwardnessteamworkcansometimescreate.Iparticularlyenjoyedthe combinationofanimmersivestoryandcrypticpuzzleswhichmeantitappealedto thedifferentstylesoflearningofeveryoneintheteam.Ihopetoseethesekindsof activitiesincorporatedintomoreuniversitycourses.”

WOMENSLEADERSHIPNETWORK

Exploringthe

ThenewWomen'sLeadershipNetworkorganisedanincrediblyinterestingtalk ledbyProfessorBeverleyHawkins,exploringthelanguageusedtodescribe careerprogression.

Whyarespatialmetaphorsusedsooften?

Thisincludes:

Enablers:Careerladder,trajectories...

Obstacles:TheGlassCeiling(preventsademographicfromrisingabove), TheGlassCliff(womenarepromotedintomoreprecariousroles-Ryanand Hallam,2005).

Spaces:Labyrinth,junglegym(notjustoneroutetothetop),dead-endjob, MummyTrack(losingopportunitiesthehigherupyougetforfamily)-as opposedto'careerwoman'.

Metaphorscanhavereal-lifeharm.Theydrawattentiontohowalevelplaying fieldisafallacy,ienormalisinghowsomepeoplewillexperiencemoreglass cliffs,ceilings,labyrinthsetc.

Wecanbegintotacklethisbyusingmorecollaborativeterminologyoverheroic individualism'leader'phrases.

INSPIRATIONAL LEARNINGSPACES

ThenewCreativeQuadrantinStreathamCourtwas exploredasanexampleofaninnovativespacefor teachingandlearning.Itprovidesahugevarietyof interactiveresourcesthatcanbevaluableformaking educationmorecreativeandplayful.

InadiscussionledbyProfessor SuePrince,Dr.KarenKenny,and StephenHickman,theintention andusesofspacewere questioned.Whilstaspacelike theCreativeQuadrant,with movingtablesonwheels,maybe describedasveryflexible-ithas stillbeenbuiltwithintentionanda purposeinmind. Spacescanbecreatedforfuture needs,whichwouldhaveto involvethecommunityinorderto buildaninterdisciplinaryspace.

“Itisimportantto considerhowpeople experiencethemselves inthespacesthey occupy.”

EVALUATINGYOUR TUTORINGPRACTICE

Streatham&St.Luke'sWorkshops

Dr.KarenKenny,SeniorAcademicDeveloper, ledthreeinteractivesessions.Thefirstwas supportingpersonaltutorstoevaluateand improvetheirtutoringpractice.Keyideas were:

It’simportantforstudentstogain professionalskillsdevelopmentsothey thinkabouttheirfuture,notjustpassingthe module.

AddresstheUN'sSDGs(Sustainable DevelopmentGoals)inmodulesasanice breakeringrouptutorsessions. Staffexperienceisimportant;youmust enjoywhatyoudo.

Feelingpartofthecommunitywillmake studentswanttostayoncampus.

CreateSMARTtargetswhenimplementing changetoimprovestudents'experiences andmeettheirdiverseneeds.

Getthestudentstoevaluatetheirtutors throughanautomatedformwithaRAG ratingorStop,Start,Continue. Getstudentstowritenotesformeetingsto evaluatethelevelofengagement. Recordsessionswithstudentssotheyturn oncamerasandmics.

14/06 & 27/06

BELONGING& MATTERING

ATutor'sPersective-Streat

Howcanwehelp studentstofeelthatthey 'matter?'

-Regularmeetingsallowforthebuildingof relationships.Studentsneedtofeela senseofbelongingintheacademic community.

-TutorAwardnominationsforStudentsto sharewhatstudentshavedonewell.

-Co-coachingsostudentscangetsupport fromeachotherandgaincoachingskills.

-HavethesametutorgroupsandSSGL groups(StructuredSupportGroup Learning).

-Understandtheboundarybetween academictutoringandwelfaresupport.

-Encouragestudentstoputtheirphotoontheir emailprofile.

-Astudentformforthefirstgrouptutorialwith theirname,photo,pronunciation,nickname,what techtheyuse.

-Getstudentstoinputtheirpersonalstatement ontoOneNote/OneDrivetounderstandtheir interests.

-Studentsshouldwritetheirownreferenceswhich theycaninputintoanotebooktoconveywhatthey wantfromthecourse.

Thiscanbebuiltoneachyear.

TUTORINGYOURPGTs

Streatham&St.Luke's

HowcanwehelpinternationalPGTs adapttouniversity?

-Unpickthelanguagearoundacademic misconductsoitdoesnotterrifystudents

-Reframetheacademicinductionwitha welcomingtotutoringsession(with alumnihelp)

-Modelatutoringsessionon understandingcultureclashes

-Locateandsharetutoringvideosonline.

-Recognisingthelanguageoftutoringis soimportant,e.g.,differencesin greetings

-Personaldevelopmentplansfor internationalstudents

-Regularcheck-inssotheyknowthey belongandmatter

-DeveloptheSkillsAudit(selfassessment)tobeelectronic

14/06 & 27/06

-Have a mandatory welfare check before Christmas to see if students are attending tutorials, engaged in thecourse

-Encourage students to join the Intercultural Cafes and the ESV (Exeter Student Volunteers) where they can practise their English by volunteering

-Teamupwithothertutorgroups

-PlantutortripstotheRAMMandthe cinema

-85%ofinternationalstudentscommit academicmisconductunintentionally. It is important to understand the cultural impact of shame when this happens

-Turnsupportfromadeficitmodelto agrowthmindset

-Assessments at the beginning of termtoevaluatestudents'strengths andweaknesses

THEIMPACTOFTHINKINGFASTANDSLOWON TEACHINGANDLEARNINGSTRATEGIESIN MATHS

ProfessorsLayalHakimandPeterAshwinexplainedtheimpactof thinkingfastandslowonteachingandlearninginMaths.

Basedonthebook‘ThinkingFastandSlow'byDanielKahneman (2011),thesessionhighlightedthetwodifferentmodesofthinkingin thecontextoflearningmathematics:

➕System1: Fast,easy,recallbut subjecttobiases&loss aversion,leadingto wrongdecision-making suchasusinga‘safe’ incorrectmethod.

➕System2: Slowanddeliberative, enablesdeeper understandingbut dependson unfamiliaritywhich couldleadtoerrors.

EngagingstudentsinSystem2thinkingsuchasencouragingcomprehensive reflection(consideringwhytheirmethodisnotapplicable)mayhelpsolve someofthechallengesofteachingMathsinHE:

•Newconceptscompletelydifferentfrompreviouseducation(PureMaths)

•Constructingunseenproofs

•Reluctancetoseekhelpwhenneeded

•Consolidatingtheknowledgegained

Balancingthedifferentsystemsofthinkingrequiresnewskills,intuitionand unfamiliarityanditisimportanttoconsiderthequestionsthatmayarise fromthis.

LEADINGCHANGEATPROGRAMMELEVEL

ProfessorSamNolan,HeadoftheEducationLabat DurhamUniversity’sCentreforAcademic Development,exploredthequestionofwhatworksin leadingchange.

How?

Througha“DevelopingTeachingLeadership” Programme:

-A6-daycoursewith20programmeleads:mustbe nominatedbyHeadofDepartment

-Needtobeleadingachange

-Equalinleadershipandpedagogy

-Activelearningattheheartofeachsession

-Promotesagilethinking

Scientific-topdownchange.Organising big,complexstructures.

Evolutionary-trainpeopleuptoa particularchallenge.

Political-understandtheculture. Workingthesystemtoproducechange.

Environmental-cognition/developingthe peopleyouhavetohelpdealwithchange

Cultural-challengingtacitassumptions. Understandthesocialaspects.

Whatisnecessary?

Clearprojectmandate

CommunicationandConsensuslisteningtoandsharingideasbefore meetings.

Support-fromthepeopleaboveyou andfromtrustedmentorsand friends

Workloadallocation

“Wemustrecognise thatchangeis normality.”

TheFruitsofCo-Labour

Adiscussionofcollaborativewaysofworkingwith

19/06

RussellCrawford,DirectorofLearningandTeachingatFalmouthUniversity, andRebeccaEdgerley,AcademicDeveloperattheUniversityofExeter.

CollaborativepracticesarepartoftheV5ofthenewAdvanceHEProfessional StandardsFramework.Theycombineinterandtrans-disciplinarycollaboration tosolveproblemswhilstprovidingamodelforstudents.

Themainproblem:Howdowe“measure”collaboration?

9DomainsofCollaborationasaMeasurableSkill(AdvanceHE):

1 Awareness-self-awareness,awarenessofgroupdynamics.

2 Motivation-problem-solving,ideadevelopment,solution-creation.

3 Knowledge-organisation,planning,sharing.

4 Participation-inpracticeandreflective.

5 Mediation-negotiation,discussion,verbalandnon-verbalcommunications elaboration,compromise,coherence.

6 Reciprocity-sharingofinformation,support,experience.

7 Reflection-cyclicalreflectivemodelofthe“biggerpicture

8 Engagement-facetsofengagement,“how”inpractice.

9 Innovation-impact,revenue,participation.

AI+Assessments:FishbowlActivity

WhatdoesAIshow?

-Howbasicassessmentscanbe,e.g.MCQs

-Couldmeanreturntoin-person assessment=stepbackinaccessibility

-Lecturersareunderlotsoftimepressure

-TheperceptionofAIimpactshowyouuse it:toolorcompetitortohumans?

-ChatGPTisalanguagemodel-no commonsense;justsoundsplausible

-Makesusstruggletoworkouttruthfrom fact

-Fightforacademicprinciples-against dishonesty,notAI

-StaffusingAIformarking:makesitless personal/critical/reflective

Whatcanbedone

-Gobacktothefundamentals:whatis thepointofauniversity,whatisan academic,whydoweasses?

-Volumeofstudentsandscalabilityneedassessmentswithmoreengagement -Programmelevelchangesarenecessary

-Inclusive/authenticassessments.

-Needtobeclearaboutwhat studentsareasked asrequirements

-Applicationof thetoolinthe rightcontext

EncompassingandDecolonisingSTEM inOurLearningandResearch

19/06

DrJohnBruunfacilitateda discussionaround decolonisingSTEM. Acentralconceptwasthe importanceofaskingwhose voicesarevaluedandwhose aresilenced.

TheUniversityofExeterLibraryhavebeenputtingtogether greatresourcesforexaminingnarrativeandreconsidering whatis'normative'-DecolonisingYourReadingList.

MINDTHEGAP 21,23/06

VrindaNayak,NickyKing,CatherineTaylor,PaulRuddock,LukeBurder,Sean PorterandKirstyJanesgavestafftheinsightful‘MindtheGap’sessions illuminatingawardinggaps,andhowtoaccessthedatathroughtheMIHubto helpclosetheseinlinewithacademicstandardsandSuccessforAllstrategy. Thisisausefuldataresourcethatcanfacilitatethereviewandinformlocal actiononstudentattainment&awardinggapsacrossdemographicgroupsof students,frommoduletoinstitutionallevel,fromcomponentsofassessmentto finalaward.

Withariseingoodhonoursdegrees,andnationalpressureabouttrendsof awardinggenerally,itisimportanttoprovideinformation,andthusassurance, onhowtheUniversitymonitorsandmanagestheacademicstandardsofits awards.ThisformedtheDegreeOutcomesSteeringGroup,whichalsoworks withstudentstopursueamultidisciplinaryandcollaborativeapproachtothe collation,presentation,analysisandmonitoringofdegreeoutcomesdata.

WHAT IS

SKETCH NOTING?

19/06

Sketchnotingisthepracticeof transformingchunksofotherwise denseandoverwhelminginformation intoeye-catchingaccessiblevisuals. Thishelpstomakeyourmessage clearer,morememorable,impactful andcaptivating.

ThankyoutoGraceElizabethHarper forafunandrefreshingworkshopon Sketchnoting.Sketchnotescanbe usedtocreateheadlinesandvisual remindersofkeypointsof informationtoreelpeopleintofind outmore.Notonlycantheybeusedto documentlargescaleeventssuchas lecturesandconferences,butthey canalsobepersonalreflectionsand notestohelpdigestinformation better,andcanimprovewellbeing. Ourbiggesttakeawayfromthe sessionisthatsketchnotesdonot needtobeperfectormakesenseto anyoneelse,themostimportantthing isthattheyarepersonalandyou drawwhatyouthinkisinstinctually mostimportanttoyou.

EmergingMinds:Neurodiversity

ResearchandtheReASoNNetwork

RachelGriffithsandGeorgeNewman ledadiscussionontheworkofthe ReASoNnetwork(ResearchersAnd StudentsOnNeurodiversity)whoare researchingthesupportandresearch prioritiesofneurodiversestudentsin UKHE.

Whatdidwelearn?

-Therearemisconceptions, stereotypes,andanundervaluingof theneedsofneurodiversestudentsin mainstreamacademicresearch settings

-TheReASoNnetworkisworkingto combatthisbyconductingfocus groupswithneurodiversestudents andrecentgraduatesabouttheir experiences

-Itisnotenoughtojusthave neurodiversestakeholders,but neurodiverseparticipantsare essentialtoreallyunderstandtheir experiences

-Thecomplexitiesofbuilding bridgesandgrowingcommunication withhard-to-reachcommunities wasalsodiscussedandthepower imbalancethiscancreatebetween participantsandresearchers

Howdoweovercomethese challenges?

Itisessentialtomoveawayfromthe onesizefitsallapproachbutinstead accommodatefortheindividual needsofparticipantsandengage withstudentsasagentsofchange.

Tofindoutmoreaboutthe innovativeworkoftheReASoN network,howtojoinandtokeepup todatewiththeirresearch,follow @ReASoN_NetworkonTwitter.

UNIQUEDATASETSFORFAIR ANDROBUSTASSESSMENTS

21/06

Theseconddesignthatwaspresentedwasa SmartPDFwhichwontheLearningSci TeachingInnovationAward2022,usedto minimisethepotentialforcollusionduring coursework.

Howdoesthiswork?

Candidatenumberisusedtoseedan algorithmwhichgeneratespseudorandom numbersthatareuniquetoeachstudent whichmakesitclearifstudentsattemptto cheatduringexams.

Conclusion:

AveryinsightfuldiscussionwithAlisonHill,Nic HarmerandStevePorterabouthowtheyhave created unique datasets for Biochemistry exams with thanks to support from the EducationIncubatorDiscoveryGrant.

Why?Because...

85.9%ofstudentspreferonlineexams. However, this has increased instances of studentscheating,68%ofstudentsbelieve thereismorecheatingwithonlineexams.

Topreventstudentscolludinginexams,each studentisgivenauniquedatasetsonoansweris the same. The code helps to tailor unique questionsandnumbersforeachstudent,the methodsusedcanstaythesamebutitmakes sharinganswersmuchmoredifficult.However, the unique questions and answers for each studenttakeslongerforthemarker,yetacode hasbeencreatedtoremovethemarkingburden whichgivesstudentsmorecredit.

PostCOVID-19pandemicacademic misconducthasbecomenormalised,yetthis isanissuethathasbecomemorecommon acrossdifferentuniversities.Therefore,itis essentialthatmethodssuchasuniquedata setsareusedtokeepassessmentsrobust. Ultimately,itisstudentsthatneedreeducatinginwhentheycanandcannotwork togetherwhenitcomestoassessments.

UTILISINGSMARTTECHNOLOGIESTO

NUTUREWORLD-READYLEARNERS

Around-tablediscussionledbyProfessorLayalHakim,asking‘Howdoes assessmentneedtochangetoanticipateandutiliseAIandsmarttechnologies?’

•Lecturersaremoreworried aboutpreventingcheatingthan promotingusingAIandfinding differentwaysofassessing.

•AIcannotgivequalitative feedback.Itwillneverreplace learningfrompersonal experience.

•Studentsaregoingintothe workplacewhereAIisused-need tolearnhowtouseitproperly.

•ChatGPTisnowadependency, anautomaticreactiontouseit, e.g.,likeacalculator.

•Theexamsystemisbasedon regurgitatinginformationlikearobot -needtomakeitaboutbothcontent andskills.

•Theprivilegedcanaccessthebestweneedtobridgethegap.

•Learningandassessmentarethought ofas2separateentities-needtobe integrated-assessmentaslearning.

•Stricterguidelinesaround assessmentsandwhatconstitutes collusion.

•Gamify/havemoreindependent learning-canmakestudentsfeel moreindividualised.

•Authenticlearning-teacheras facilitator.Guideontheside.

•Studentshavetolearnfor themselves-howlearningis sustained.

•Thereisaseparationof employabilityandsubject-how canIapplytheskillsIhavelearned toreallife?

•Getstudentstoreflectonthe feedbacktheyhavereceived,e.g.,a weekofreflectivesessionswithgoalsetting.

•Learning=experience+reflection.

•Lookatitfromaprogrammerather thanmoduleperspective:mustbe bothvocationalandpedagogical.

Theme1:AIandChatGPT

Theme3:SkillsEducation

Theme2:Assessments

Theme4:AuthenticAssessments

PROFESSIONAL SKILLS DEVLOPMENTINTO MODULEDESIGN

NickyThomas,SeniorLecturerinTax andAccountingandFionaHartley, EmployabilityandCareersConsultant facilitatedahands-oninteractive workshoponhowtoembedthe developmentofprofessionalskillsinto moduledesign.

ThesessionstartedbyusingPlaymobil fromtheCreativeQuadranttocreatea figurinetorepresenttheskillsan “employablegraduate”willneedforthe jobmarket.

Theythenidentifiedthebarriersastudent mightfacetodevelopingtheeseskills,nad possiblesolutionsincluding:

Makingchangestoimprovestudents’ awarenessoftheiremployabilityskills

Changingmindsetstoencourage studentstobeinnovativeproblem solvers

Guidingstudentstobecriticalthinkers

Usingmoreinnovativeresourcestoaid proactivecollaboration

Creatinganenvironmentwhere studentslearntoberesilientandselfadvocate

Focusonbeinggloballyengaged;to becomeGraduatesofDistinction

Tofindoutmoreabouthowtointegrate hands-oncollaborationandcreativityinto yourlearningandteaching,checkoutthe resourcesavailableattheCreative QuadrantonStreathamcampusinthe BusinessSchool.

TheCreativeToolkitsprojectaims toexplorewhetherabespoke curriculumcanhelplearners engagewithcreativetechniquesas ameansofsupportingwell-beingin theirprofessionalcontext. It'sgoalistosupportbothstudents andstaffaffiliatedwithclinical placements,althoughithasmuch broaderapplicationtoo.

ThankyoutoDrCaitlinKightand projectinternsAliceandHarrietfor showcasingsomeexamples:

CREATIVE TOOLKITS

Foundpoetry-takingwordsand phrasesthatleapouttoyoufrom abookormagazinetoforma poem

Collaging-arrangingimagesfor acreativedisplay

Sketchnoting-making informationmorememorable anddigestiblebydrawingitout, youcancreateavisuallibraryof thoughtsandideas.

"Weshouldtryandapproach creativeactivitieswithaspirit of playfulness, and suspend judgement in order to make themostoftheirvalue."

TAILORINGEMPLOYABILITYPROVISION FORINTERNATIONALSTUDENTS

MelNearchou,SEASFacultyLeadatthe BusinessSchoolandPaulineZhang,Global EmployerEngagementOfficergavea presentationexploringthewealthofcareers supportavailabletointernationalstudents attheUniversityofExeter.

Theyalsoidentifiedsomeofthebarriers internationalstudentsfacewhenseeking graduateemployment,suchasconflicting prioritiesandvisarestrictions.

WhatdoestheUniversityofExeteroffertosupportcareerplanningfor internationalstudents?

YourFutureFirstinductioncourseisavailabletoBusinessSchoolPGT students,designedtode-mystifythegraduatelabourmarket

CareerZoneplanningworkshopsandadvicesessions

EnglishlanguageforemployabilityworkshopsatINTOaimedatbuilding vocabularyandlanguagefluencyforemployabilityandintercultural communication

Increasingemployerengagementbypromotingcareeropportunitiesand graduateprograms:over70eventsaddedtoHandshake22/23

StudentCircus:ajobreadinessplatformforinternationalstudents

TOURETTE'SAWARENESS

Howcanwehelppeoplewith Tourette'sineducation?

-Breaktasksintochunks

-Academicmentoring

-Provide1:1supportifneeded

-Useexecutivefunctionstrategies

-Provideextratimeinexams

HowtoSupportPeoplewith Tourette's:

-Bepatient-sometimesthingsmight takealittlelonger

-Talk-somepeoplemayfindithelpful todiscussandprocesstheir experiences.

-Doyourresearch-thishelpspeople withTourette'sfeelsupported.

-Beanadvocate-publicacceptance helpssupportpeoplewithTourette's.

WithIoneGeorgakis

FosteringDiverseandInclusiveLearning EnvironmentsThroughPeerSupport

TheCentralPeerSupportTeamdemonstratedhowpeersupportencouragesandhelps promoteinclusiveanddiverselearningenvironmentsforallstudents. Whatcanbedonetohelpstudentsfeelsupportedthroughouttheacademicyear?

CreatesmallercommunitiesthroughthingslikeWhatsAppgroupswhichofferan informalspacewherestudentscanaskquestionsandshareupdatesandideas. TherearemanypeersupportopportunitiesavailableforBAMEstudentssuchasthe BAMEStudentNetworkEventforbothmenteesandpeermentorstonetworkinasafe spaceandtovoiceconcerns,commentsandtohearfromtheexperiencesofother students.

Maturestudents,includingthosewhocometoExeterthroughtheMatureAccess Pathway,canaccesspeersupportthroughschemesincludingtheMatureStudentPeer Mentoringprogramme.Programmeslikethisaimtofosterinclusivelearning environmentsforwideningparticipationstudentsandempowerstudentsasmentorsto leadthesegroups.

Whatarethemaintakeawaysfromthissession?

Peersupportshouldbeflexibletocustomisetothespecificneedsofeachstudent. Don’tfeelboundbycurrentwaysofmentoring,insteadgivementorsownershipover whatworksforthemandtheirmentees.

Embracetheonlineaspectofmentoring,itdoesnothavetobein-personifthatdoesnot suittheneedsofmenteesandmentors.

EmphasisontheaccessibilityofonlinementoringresourcessuchasBSLinterpreters,and differentplaybackspeeds.

TAKINGACCOUNTOF STUDENTSEXPERIENCESOF ECO-ANXIETYANDECO-GRIEF

Dothesenegativeemotionsleadtopositivechanges?

DrKatherineAshbullby,LecturerinPsychology,andDrJuliePepper,SeniorLecturerin Business,discussedtheeffectsofincorporatingtheSDGsintoyoureducation.Thisalso involvedthepresentationofdatafromaqualitatives c.

Howtobestconsidereco-anxiety:

-Emphasisethepositiveaswellasnegativesidesof eco-anxiety

-Highlighthowtheactofdoingcanleadtoaction!

-Recognisethatthistopiccanbepolarising& peoplecanfeeleasilyjudged

-Makesurestudentsdon’tfeelallofthe responsibilityisonthem

Whatcanyoudo?

-Talkwithpeers&brainstormstrategies-community climateanxiety

-Joinrelevantclimatecafesandactiongroups,e.g.,BetheChangesociety.

-Spendtimeinnature.

-Settimeawayfromnegativemedia.

-Seeksuccessstories-collectivejoyistheantidotetoindividualisticclimatedespair.

EMBEDDING WELLBEING FROMTHEGET-GO

SinceCOVID-19,researchhasshownthatnavigatingtheexpectationsofuniversity canbepsychologicallydemanding,puttingsomestudentsmoreatriskthanothers. Therefore,therehasbeenarecentemphasisonmakingmentallyhealthyuniversities thatworktoimprovestudents’wellbeingandmakINGuniversityaspacewhere everyonecanthrive.

Whatchangeshavebeenmadetoenhancepractice basedonembeddingwellbeingfromtheget-go?

· Embeddingwellbeingintothewholeuniversity structurecantaketime

· SignposttowellbeingsupportthroughELEpages

· IncreaseknowledgeandtrainingsuchasMental HealthFirstAidandbecomingadepartmental mentalhealthchampion

· Demonstratingasupportiveculturethrough triallingnewapproachessuchasatherapydog

· Considersubjectsthatcouldbetriggeringto students

· PlayfulinitiativessuchasLegoSeriousPlay, increaseengagementandinteraction

Whatbesthelpsstudentsfeelsupportedbytheir discipline?

· Emphasisethatyoucareaboutstudentwellbeing

· Confidentiality,controlledbythestudents

· Clearpathwaysofinformationforthestudents

· Helpingstudentsfeelconfident

AseriesofworkshopsthroughoutthefestivalwasgivenbyAmyMellowsand SoniaThakurdesaifromDoorstepArts,anartseducationorganisationbased inTorbay.ThroughtheuseofForumTheatre,interactionsbasedonreal experienceswereactedoutbetweenpersonaltutorandtutee.Together participantsevaluatedtheseinteractionsandmaderecommendationsfor howtoimprovethem.Thiscreatedasafespacetodiscussimportantissues surroundingprivilege,racism,microaggressionsandwellbeing.

"Ithinkthatitwasreallyimportanttositinthese uncomfortablesituationsanditwasreallyuseful forchallengingmyownassumptionsandthe proactivechangesIcanmaketomytutoring practice."

"Thankyouforareallyeye-openingsession,Ilearntsomuchand cameawaywithlotstothinkabout.Iespeciallyfoundituseful watchingthescenariosbetweenpersonaltutorandtuteeand havingtheopportunitytosuggesthowthisinteractioncouldbe improvedtohelpstudentsfeelvaluedandlistenedto."

27/06

ChatGPT&HigherEducation:Staffand StudentVoicesfromUoE.

ProfessorBarrieCooper&Dr.JudithKleine-Staarmansummarisedthe findingsoftheExeterEducationIncubatorproject,whichusedstaff andstudentworkshops,andwerejoinedbyProfessorRobFreathy, DeanforTaughtStudentsforaquestionandanswerpanel.

Keyfindingsoftheproject:

➡ TheneedtoestablishabaselineofgenerativeAIthat’sfreelyavailabletoalldueto issuesaroundequalityandaccess

➡ Ensuresufficienttimeandresourcesareallocatedforstafftoexplorethistechnology andconsidernecessaryadjustmentstotheircoursesandassessments

➡ StaffmustconsiderthecapabilitiesofgenerativeAIwhensettingassignments

➡ Theneedtoimplementauser-friendlypolicy,makingclearacceptableuse.Itmust undergoregularreviewstostayinstepwithadvancementsingenerativeAItechnology

Bothstaffandstudentsemphasisedtheneedtoreviseassessmentpractices-reflecting onwhyareweassessing,whatisthefunctionofoureducation?Whichcanleadto workloadconcerns.

“IfanAIcandoanassessmentbetterthanI,whyamIdoingit?”Studentvoice

Someassessmentmodessuggested:CriticalanalysisofAIanswers,groupwork individual,reflectivelearninglogs,portfolioassessments,andinclusionofchatlogs. Despiteconcerns,otherusesofAIwerenoted:

Students: Accessibilitysupport(describingvisual figures,explainingdifficultconcepts, findinghelpfulresources)

Proofreadingandlanguagesupport:help withgrammar,fluency,understanding coursecontent(getasense)inadvance, socankeepupwithlivesessions. Studentswereworriedandconflicted aboutacademicconduct,andabout beingabletotrustthetool

Staff: Proofreading

Draftwritingforemailsetc Checklectureplansformissingcontent +summarisework, Improvingaccessibilityofcontent Translationsbetweenprogramming languages

"Navigatingtheseissuesrequires leadership,communityand collegiality,andbraverytochallenge ourselvesandreconceptualisewhat wedoandwhy."

STUDENT BELONGING AND MATTERING

28/06

THEIMPACTON ACADEMICACHIEVEMENT

WITHCLAIRZAWADA,ASSOCIATE

Belongingisthehumanneedtobe acceptedandvaluedbyagroupof others-iswellresearched,andis alreadyhelpedbyembeddingsocial eventsandsocietieswithprogrammes, ensuringtheyareawareofextracurricularopportunitiesand encouragingpeersupportandlearning.

Matteringisfeelingasignificantpartof theenvironmentaroundyou (importance),beingtendedtobyothers (awareness),orbeinglookedtofor resources(reliance).

Therearealreadychallengestoproviding personalengagementtoastudentdueto resourceintensitysuchaswithlarge cohorts.Manystudentsstruggleto engageinactivitiesprovidedduetoa varietyofcommitments,suchascareor jobs,andbeingoverwhelmed. Akeyfindingoftheextensiveresearch carriedoutisthesmallbutstatistically significantcorrelationofstudentswitha higherperceptionofmatteringachieving highergrades.Thisquantitativeresearch acrossdemographicslookedatbelonging andmatteringatuniversityandmedical placements.

PROFESSORFROMBIRMINGHAM CITYUNIVERSITY

GLOBALLEADERS:EMBEDDING

EMPLOYABILITYANDSDGSINTO

FIELDTRIPSANDEXPERIENTIALLEARNING

28/06

WhatistheGlobalLeadersProgramme?

Anintensiveexperiential,overseasplacebasedlearningprogramme thatfacilitatessocialmobility.Itcombineseducational,culturaland realworldlearningthatisalignedtothedevelopmentof interdisciplinaryknowledgeandglobalcitizenship,requiredfor professionalcareerpaths.

Findoutmoreonthewebsite.

"Whata great initiativefor the students.”

"Brilliant presentation-well doneteam!”

"Really interestingand engaging"

"Reallygoodto hearasummary ofallthe programmes andtheimpact."

"Soundslikeawell thoughtout programmeandthe studentcasestudies areimpressive.”

DrPhilippaHardman,DOMSledafascinatingdiscussiononthe implicationsandopportunitiesofAIinhighereducation.

Whatwasdiscussed?

➡ HowcanAItechnologieshelpstudentstogetbetteroutcomes?

➡ WhatdoesAImeanforstudents,academicsandassessments?

➡ Howhaveeducators,studentsanduniversitymanagersreacted toAI?

➡ HowhashighereducationbeenusingAItoincreaseefficiency?

StudentsareusingAItogeneratepracticepromptstochecktheir knowledgeandcreatebadandexemplaryanswers.AIcanhelp reviewlotsofdatainwaysthathumanscannot.

WhatisthemainimpactofAIonlearnerexperienceand outcomes?

AIincreasesproductivityandefficiency,itisinevitablethatAIwill bethefuture. Thereiscurrentlyashiftfromfearandscepticismtocuriosity. Therefore,HEneedstobeeducatedontherisksandethical implicationsofAItoensurethatitisusedresponsibly.Itis importantthatstudentsareAI-educatedandencouragedtobe activeandinformedmembersofthecontinuallyevolving workforce.

REFLECTIVE WRITINGIN HIGHER EDUCATION

29/06

Dr.RossanaGuttilla,Senior LecturerintheUniversityof ExeterBusinessSchoolgavean insightfulpresentationonthe valueofreflectivewritingandits intrinsicroleinimprovingand solidifyingtheimpactofyour learning.

WhyisReflectivewritingso important?

Itaidscollaborationand reflection

Deepenslearningandhelps studentsmakesenseoftheir experiences

Encouragesbehaviourchange astheresultoflearning Helpsstudentsreflectonthe UNsustainabledevelopment goals

APLAYFUL CONCLUSION

IntheCreativeQuadrant

AN INTERACTIVE & ENJOYABLE END TO EDUEXE FESTIVAL 2023

OnthefinaldayofEduExe,alltheattendees andspeakerswereinvitedforamorningof gamesandpizza!

Itwasachancetocelebrateallthatwehad achievedandcongratulateallthespeakers fortheirhardworkoverthepastfewweeks. Withoutthem,EduExewouldnothavebeen possible,sothankyou!

Therewerearangeofstationswithdifferent games,includingLEGO,Dobble,Happy Salmon,TicTacToe&GhostBlitz.Itwasa chancetousethenewCreativeQuadrantand geteveryonetogetherforanagilewayof working!

Weendedthesessionwithsomewelldeservedpizzaandbeverages!

AfinalnotefromKelly-LouisePreece, EduExeFestivalLead

WhenIjoinedasHeadofAcademicDevelopmentinNovember 2022,IinheritedleadershipofEduExe–aseriescontinuing professionaldevelopmentsessionswithayearlyconference.Aswith similarinitiatives,engagementwithEduExehaddroppedsincethe onsetofCovid-19,andsoIknewweneededtothinkaboutwhat EduExewouldlooklikeinthepost-Covidworld–andsotheEduExe Festivalwasborn.

ThegoaloftheEduExeFestivalwastocombinetheseminarseries andconferenceintoamonth-longcelebrationofteachingand learningattheUniversityofExeter,providingcolleagueswith flexibilityinbusyworkloadstodipinandoutofthefestival programme,andengagebothinpersonandonline.Envisaginga feweventseachweek,weopenedourcallforcontributions–and weremetwithanavalancheofinspiringteachingandlearning practicefromacrosstheinstitution.Weendedupprogramming over80sessions–farbeyondwhatweimaginedattheoutset.Thisis alldowntotheamazingworkofourcolleaguesacrosstheUniversity, andtheirprofessionalgenerositygivinguptheirtimetosharetheir practicewithus.

Notonlywerewesurprisedwiththenumberofcontributions,but alsothewaysinwhichourStudentCampusPartners,Gudrun Bennett,FlorrieSargentandMarthaShepherdenrichedthefestival throughtheirsocialmediacoverage.Theyhavenotonlycreateda legacyofonlinematerialstosupportteachingandlearningfar beyondJune2023,butcreatedanidentityforteachingandlearning attheUniversityofExeter.

Part2fromKellyLouisePreece, EduExeOrganiser.

Sowheredowegonow?

Well,we’velearntalotfromthefestivalthisyear,andare oo gat engagementandfeedbacktoconsiderthetimingofthefestivalgoing forwardaswellashowto balanceface-to-face,onlineandhybrid events.

ButtheimmediatestepforwardisintheEduExeidentity.Seeingthe impact,theSCPshavehad,wearetakingonEduExeasthenewidentity fortheworkoftheAcademicDevelopmentteam,andteachingand learningenhancementacrosstheUniversity.

Youwillsoonstarttoseechangesincluding:

ContinuationoftherecentlylaunchedEduExepodcast!

RebrandingtheEducationToolkitastheEduExeToolkit

RelaunchoftheExcellenceinEducationblogundertheEduExeidentity AnewEduExenewsletter

Thereturnofin-yearcentralandbespokeCPDopportunitiesunderthe EduExebanner

Afestivalfor2024!

...andmuchmuchmore!

IjustwanttofinishbyofferingahugeandheartfulthankstotheEduExe ‘team’.AvagueideaIhadbackinDecember2022hasgrownbeyond anythingIcouldhaveimagined,andthat’sthankstotheirincredible hard work. So, thank you to Amelia Groves – my right-hand and basicallythefestivalorganiser–andourStudentCampusPartners Gudrun,FlorrieandMartha.YouareallamazingandIhavelearnedso muchfromyouallthatwillbecomepartofthefabricofAcademic Development,andEduExe.

VisittheEduExeSharePointsitefora collectionofinformationgatheredthroughout thefestival.

PleasenotethattheSharePointsitewillonlybeaccessible tocolleagueswith@exeter.ac.ukemailaddresses. IfyoudonothaveanExeteremail&youwishtoaccessthe site,pleasegetintouchwitheduexe@exeter.ac.uk