Festival of Learning & Teaching

Time 

Event

Venue

8:30 – 9:30

Registration, Tea/Coffee 

Weston Hall 2, SU cafe

9:30 – 9:35

Welcome

 – Sara Raybould and Jessica Frye

Weston Hall 2

9:35 -10:05 

Equity in Action: The Future of Access and Participation (APP)

– Sara Raybould and Eirini Tatsi

Weston Hall 2

10:05 -11:00

Keynote: Understanding AI and Core Ethical Implications in Education

– Josephine Kinsley and Hervé Didiot-Cook – Anthology

Weston Hall 2

11:00 -11:15

Break

11:15 -12:45 

Parallel Session 1 

Weston Hall 1, Weston Hall 2, Savoy Suite (BY.GF.010) and Savoy Suite (BY.GF.011-12)

12:45 – 1:45

Lunch

SU café

1:45 – 3:05

Parallel Session 2

Weston Hall 1, Weston Hall 2, Savoy Suite (BY.GF.010) and Savoy Suite (BY.GF.011-12)

3:05 – 3:15

Break

3:15 – 3:45 

Celebration of Fellowship Awardees

Weston Hall 2

3:45 – 4:00

Feedback and Closing (Drink Reception)

–  Suresh Gamlath

Weston Hall 2, SU café

11:15 -12:45 

Parallel Session 1 

Weston Hall 1

Weston Hall 2

Savoy Suite (BY.GF.010)

Savoy Suite (BY.GF.011-12)

11:15-11:35

(Presentation)

Sunayna Iqbal – RAK campus

(Online presentation)

Inverting Bloom’s Taxonomy: A Pedagogical Blueprint for Engagement and Retention, Powered by AI   

Daniel Pratt – LCM

Jed Welland – LCM

The evolution and future of the 90 Songs Project

Kirsty MacLaren – LCM

The Importance of Providing Mental Wellbeing Awareness Education in Higher Education Performing Arts Training

Chi Jack-Osimiri – SoL

Redefining Student Assessment: A Shift Towards Competency-Based Learning

11:35-11:55

(Presentation)

Anita Sudhagar – CNMH

Breaking Barriers in BLS: Accessibility and Engagement Redefined

Melanie Strafford  – CNMH

Anosha Sirpath – CNMH

Adapting Teaching for Inclusive Learning: Supporting Diverse Student Needs in Nursing Education

Katja Jung – CNMH

Bridging Disciplines, Building Confidence: A Learning Excursion to the Royal College of Pharmacists

Pamela Arasen – CNMH

Moving from High-Stakes Exams to Authentic Assessment in Genomics Education for Healthcare Professionals: A Shift Toward Competence, Context, and Care

11:55-12:15

(Presentation)

Alison Curry – Ruskin College

It’s unlocking opportunity: the role of micro- credentials in enhancing further and higher education

Amelia Au-Yeung – CLBS

Samantha Atanda – CLBS

Embedding Equality, Diversity and Inclusion to Ensure and Enhance Student Success: A Case Study of CLBS

Sharon Vince – SHSS

Viktoria Magne – SHSS

Sarah Hooper– SHSS

Creating a supportive and inclusive learning culture through encouraging attendance

Selam Kidane – SHSS

Assessing Self-Awareness in Psychotherapy Training

12:15-12:45

(Workshop)

Samuel Ratzer Willis – Study Support

Generative AI as a Learning

Scaffold: Supporting Executive Function in Inclusive Ways

Manzoorul Abedin – SHSS

Assessing Dissertation Originality in the Age of AI and Ghostwriting – Is the Process-oriented Approach the Solution?

Hamza Jeetooa – LCM

From Passive to Powerful: How Screen Acting Pedagogy Can Supercharge Student Wellbeing and Engagement

Chiedza Kudita – CNMH

Dorothy Kupara – CNMH

Re-thinking Practice to Prepare Students for the Future Workplace

1:45-3:05  

Parallel Session 2 

Weston Hall 1

Weston Hall 2

Savoy Suite (BY.GF.010)

Savoy Suite (BY.GF.011-12)

1:45-2:15

(Workshop)

Kyprianos Georgiou – SHSS

Enhancing Student Feedback: A Semi-Automated Approach Using Microsoft Excel

1:45-2:35

(Masterclass)  

Herve Didiot-Cook – Anthology

Transform Your Teaching and Your Students’ Learning in the Age of AI with Blackboard Ultra

1:45-2:05

(Presentation)

Fateme Dinmohammadi – SCE

Nicoletta Scurtu – SCE

 (Online presentation)

AI-Powered Chatbots in Higher Education: A Systematic Review of Global Evidence on Teaching, Learning, and Student Engagement’,

Charlotte Bramanis – CNMH

Assessment Reimagined: AI Tools for Learning, Not Cheating

2:15-2:45

(Workshop)

Val Basil – SHSS

Project VALIFY: Press Start

2:05-2:25

(Presentation)

Chiedza Kudita– CNMH

Learning from, not just about, the Patient

Viktoria Magne – SHSS

Sharon Vince – SHSS

Sarah Hooper– SHSS

Rebecca Mace – University of Worcester

AI as a Dialogic Partner: Rethinking Formative Assessment

2:35- 3:05

(Drop in Session)

Richard Jardine – CELT

Drop in Session   – Blackboard Ultra    

2:25-2:45

(Presentation)

Malte Ressin – SCE

Ryan Callard – LSFMD

Press Start and Level Up: Augmenting learning through extracurricular competitions

Lenka Shipton -Library Services

Davina  Omar – Library Services

Confidence, inequalities and knowledge: how we support students to contribute successfully to our information society

2:45-3:05

(Presentation)

Sam McNab – CNMH

Reimagining Learning for the Students Who Never Fit the System: A Neurodivergent Educator’s Perspective

2:45-3:05

(Presentation)

Laura Cole – SMB

“It offers us flexibility”. Working and studying for a postgraduate qualification in Dementia Studies

Manzoorul Abedin – SHSS

Calling for Data Justice: Addressing EDI in the Age of Digital Divides in Higher Education

Presenter:

Eirini Tatsi – Strategic Planning Department

Title:

Equity in Action: The Future of Access and Participation (APP)

Abstract

The session explores the evolving landscape of access and participation in higher education, with a particular focus on the strategic approach adopted by the University of West London (UWL). As a university serving a diverse and dynamic student population, UWL is uniquely positioned to lead on inclusive education practices that respond to structural inequalities and barriers to success.

Building on UWL’s Access and Participation Plan (APP), this session highlights how equity is not just a policy goal but a practical priority, shaping institutional decision-making, enhancing student support, and informing curriculum design at every level. The presentation will showcase how targeted interventions, such as inclusive outreach, transition support, and enhanced academic engagement, are driving meaningful improvements in outcomes for underrepresented and disadvantaged student groups.

The session will also examine how data-driven strategies and student co-creation are being used to inform, refine, and evaluate equity initiatives. Particular attention will be given to collaborative efforts across departments and leadership levels, demonstrating how collective responsibility underpins successful implementation.

Importantly, this presentation will reflect on the future of access and participation by examining how higher education can more effectively address equality of opportunity risks, particularly those affecting specific student groups in their ability to access, succeed in, and progress beyond university. It will consider how UWL can continue to lead with agility and ambition in advancing its equity goals, through embracing innovation, strengthening accountability, and fostering a sense of belonging for all students.

Attendees will gain valuable insight into the practical strategies and lessons learned from UWL’s experience, along with the opportunity to reflect individually on how we can collectively shape a more equitable future for UWL students and the wider higher education sector.

Presenter:

Viktoria Magne – SHSS

Sharon Vince – SHSS

Sarah Hooper– SHSS

Title:

AI as a Dialogic Partner: Rethinking Formative Assessment

Abstract

This presentation explores how generative AI tools, such as chatbots powered by large language models (LLMs), can be used as partners in formative assessment to support student learning. While formative assessment is meant to help students reflect on and improve their work, many students struggle to engage with feedback or to understand how to use it effectively. Research suggests that digital technologies can help by making feedback more accessible and timely (Wood, 2021).

This study looks at how university students interact with AI-generated feedback and how these interactions affect their learning. Drawing on feminist theory (Haraway, 1991), the research views students as active participants who work alongside AI tools, rather than passive receivers of information. The paper explores how students make sense of AI feedback, question its authority, and use it to reflect on their learning. It also asks whether this kind of human–machine collaboration can lead to more inclusive and equitable learning environments.

By focusing on students’ experiences and encouraging critical reflection, the project positions students as co-creators of knowledge, not just learners who receive instruction. This research suggests that using AI in this way can support student confidence, independence, and digital skills – qualities that are important for future employability. The presentation fits within the festival’s theme of integrating AI in assessment design and offers practical ideas for using AI to make assessment more meaningful, engaging, and fair.

Presenter:

Lenka Shipton – Library Services

Davina  Omar – Library Services

Title:

Confidence, inequalities and knowledge: how we support students to contribute successfully to our information society

Abstract

We live in an information society where there are clear inequalities in being able to create and access information. Generative AI is another element to this complicated picture. Literature underpins student’s learning and a key component to a student’s success is them gaining confidence in understanding the quality of what they are reading and deciding how inclusive the material they have found is. With the growth of AI, students are presented with information summaries that feel authoritative and complete and inclusive. Constructing their own opinion, understanding the breadth of what they have found plus seeing the limitations of what they are reading can be challenging. The paper will discuss how search techniques, AI training materials and long standing information production inequalities all play a part in the knowledge the students are discovering. This paper will conclude with the library profession’s experience of trying to create an inclusive collection and the techniques we are using with students to help them understand this increasingly complicated area and so increase their confidence. A student’s success in this area is not only an academic skill but is crucial to a student’s employability skills and their participation in society. Our collective aim is to support students to be confident information individuals who contribute to the information society.

Presenter:

Katja Jung – CNMH

Title:

Bridging Disciplines, Building Confidence: A Learning Excursion to the Royal College of Pharmacists

Abstract

This experiential learning excursion, involving first-year Bachelor degree Mental Health Nursing students from the University of West London, exemplifies innovative, inclusive education aligned with the Festival of Learning and Teaching themes.
The visit to the Royal College of Pharmacists supported student wellbeing by offering a low-pressure, socially connected learning environment. Experiential learning has been shown to reduce academic stress and enhance engagement (Kolb, 1984; Beard & Wilson, 2013), while peer bonding and real-world relevance are protective factors against burnout (Stallman, 2010).

The learning excursion deepened students’ understanding of pharmacists’ roles in mental health care, including medication management and stigma reduction. This interprofessional exposure fosters confidence and prepares students for collaborative practice as an essential employability skill in modern healthcare (WHO, 2010). Discussions on inclusive care and systemic barriers encouraged critical thinking about equity and access, aligning with inclusive education principles (Hockings, 2010).

Importantly, the learning excursion was subsidised by the University of West London Students’ Union, ensuring equitable access regardless of financial background. This addresses the cost of living crisis and promotes social mobility, key concerns in widening participation agendas (Thomas, 2012). Beyond the immediate context, this learning excursion enhances employability by developing soft skills such as communication, cultural competence, and reflective practice. It also models the kind of interdisciplinary collaboration and inclusive thinking increasingly valued in healthcare settings (NHS England, 2023).
Relevance to Festival Themes
Student Wellbeing and Mental Health
This learning excursion supported student wellbeing by offering a low-stress, engaging learning experience outside the classroom. It encouraged peer connection, reduced academic pressure and helped students see the real-world relevance of their studies, factors known to protect against burnout and anxiety. By exploring the pharmacist’s role in mental health care, students also gained confidence in their future professional identity and interprofessional collaboration.
Equity, Diversity, and Inclusion
The inclusion of all students, regardless of financial means, was a key feature of this learning excursion, thanks to the support of the University of West London Students’ Union. The visit also highlighted inclusive practices in pharmacy, such as culturally competent care and support for diverse mental health needs. By engaging with professionals from varied backgrounds and discussing systemic barriers to care, students were encouraged to reflect on their own role in promoting equity and inclusion in healthcare.
Impact and Innovation
This learning excursion is innovative in its interdisciplinary and experiential approach. It demonstrates a commitment to holistic student development by combining academic learning with wellbeing support and inclusive values. Student feedback highlighted to implement these meaningful/relevant learning excursions into the mental health nursing curriculum.
References
– Beard, C., & Wilson, J. P. (2013) Experiential Learning: A Handbook for Education, Training and Coaching.
– Hockings, C. (2010) Inclusive learning and teaching in higher education: a synthesis of research.
– Kolb, D. A. (1984) Experiential Learning: Experience as the Source of Learning and Development.
– Stallman, H. M. (2010) Psychological distress in university students: A comparison with general population data.
– Thomas, L. (2012) Building student engagement and belonging in higher education.
– WHO (2010) Framework for Action on Interprofessional Education & Collaborative Practice.
– NHS England (2023) Core20PLUS5: An approach to reducing health inequalities.

Presenter:

Selam Kidane – SHSS

Title:

Assessing Self-Awareness in Psychotherapy Training

Abstract

This reflective essay explores an innovative approach to assessing self-awareness in undergraduate psychology students training in counselling and psychotherapy. Traditional essay-based assessments, though useful in evaluating theoretical understanding, fall short in capturing the experiential and relational dimensions crucial to therapeutic effectiveness. Drawing on literature around authentic assessment and psychotherapeutic training, the author critiques conventional methods and introduces a practice-based alternative: group supervision using hypothetical cases. This method allows students to articulate the process and content of self-awareness within therapeutic interactions. It facilitates a deeper understanding of internal processes, therapeutic decisions, and limitations, thus fostering both professional growth and personal insight. The intervention is underpinned by principles of authenticity in education and systemic reflexivity, aligning with contemporary calls for holistic and formative assessments. The author concludes that this approach not only enriches student learning but also better prepares future therapists for the relational complexities of clinical practice.

Presenter:

Hamza Jeetooa – LCM

Title:

From Passive to Powerful: How Screen Acting Pedagogy Can Supercharge Student Wellbeing and Engagement

Abstract

This 30-minute workshop introduces a dynamic, inclusive learning strategy drawn from screen acting pedagogy—one that boosts confidence, mental wellbeing, and active engagement across disciplines. It aligns with Festival Sub-Theme 3: Student Wellbeing and Mental Health, exploring how embodied, collaborative practices reduce anxiety, build trust, and foster a sense of belonging in the classroom.

At the heart of this approach is a commitment to knowing our students—not just as learners, but as people. Originally developed to ease the nerves of new acting students, this strategy is rooted in empathy and play. It now underpins a wider teaching culture designed to reduce passivity and self-consciousness, while enhancing flow and peer support. It’s especially effective for neurodiverse or anxious learners, or those who may be quietly struggling with confidence, focus, or external pressures.

Participants will take part in a pared-back version of a storytelling and role-rotation exercise adapted from BA Acting for Screen training, where students take turns as Speaker, Listener, First Assistant, and Tech Assistant. This structure invites students to share their voice and context while developing listening, presence, and classroom autonomy. No prior acting experience is required.

Grounded in inclusive and active learning principles, this session shows how simple, collaborative tasks can build confidence, agency, and connection—especially useful at the start of a new cohort’s learning journeys.

Participants will reflect on their own teaching and leave with adaptable strategies to:
• Foster student voice and visibility
• Reduce passivity and performance pressure
• Improve classroom flow and focus
• Enhance engagement and employability across disciplines

This is pedagogy with people at the centre—energised, practical, and deeply human.

Presenter:

Kirsty MacLaren – LCM

Title:

The Importance of Providing Mental Wellbeing Awareness Education in Higher Education Performing Arts Training

Abstract

Students in higher education are at a higher risk of mental health issues than the general population, with as many as 57% of students in England self-reporting difficulties (Lewis and Bolton, 2023, p4). This is even higher within Performing Arts courses (Maxwell et al, 2015), with factors such as high competition (Curtis 2019, p342), constant self and peer-critique (Robb and Due, 2017, p24) and cost of tuition (Curtis, 2019) negatively impacting the student body. Despite positive cognitive and emotional benefits of studying acting at Higher Education level (Torrissen W, Stickley T, 2017), a startling number of actors, both in the profession and in training, suffer from mental health issues. Studies have shown that actors may be more likely to suffer from depression and anxiety than the general population (Maxwell et al, 2015), and those who have trained appear to be at a higher risk of these conditions. However, the current QAA Subject Benchmark (2019) does not list mental health awareness as an essential part of performing arts training. Whilst it focusses on performance skills and knowledge such as practitioners and their techniques, some of which may be damaging to young actors if not handled safely (Arias, 2019), it does not mention that a performing arts curriculum should include mental health awareness or strategies to mitigate what can be a challenging career, both when in work and when dealing with unemployment (Duck, 2014). Research has shown that early intervention and building awareness are the most likely steps to have a positive effect on mental health (Yamaguchi, Mino and Uddin, 2011). Therefore, it may prove beneficial to include mental health awareness education when young actors are in training. By providing this at the beginning of an actor’s career, we may be able to offer strategies to cope with the occupational demands and mitigate the effects of poor mental wellbeing in the industry. By presenting in the form of a paper and a Q&A, research can be presented clearly, as well as recommendations for performing arts training and the wider higher education community.

Presenter:

Sunayna Iqbal – RAK campus

Title:

Inverting Bloom’s Taxonomy: A Pedagogical Blueprint for Engagement and Retention

Abstract

Bloom’s Taxonomy, which is a popularly used framework in designing learning content, focuses on a linear progression from foundational knowledge to higher-order thinking. However, this progression might not resonate with Gen Z learners for whom creativity, collaboration and hands-on application are paramount. As applicable to any model, periodic review to ensure it aligns better with the highly transformative teaching-learning practices is necessary. In other words, this methodology needs to be reviewed to better fit the learning approaches of Gen Z.  Keeping in mind the distinct learning preferences of Gen Z, an inverted approach grounded on constructivist theory is proposed in this paper. Starting with creativity and culminating in memorisation could facilitate deeper engagement and retention. The rationale for inverting Bloom’s Taxonomy is grounded in research in light of the interactive, exploratory and technology-aided preferences of Gen Z learners. The topic of ‘sustainability’ has been used as a thematic example to demonstrate how the inverted approach would enhance curiosity, critical thinking and practical application. Furthermore, the integration of AI tools at each stage of this inverted model has also been examined. This would leverage the potential of AI tools to personalise and transform the learning experience. This Gen Z-centric model would offer educators an impactful methodology to make learning more engaging and actionable.

References: Alt, D. Constructivist learning and openness to diversity and challenge in higher education environments. Learning Environ Res 20, 99–119 (2017). https://doi.org/10.1007/s10984-016-9223-8
Cretu, D. (2017). Fostering 21st Century Skills For Future Teachers. doi:https://doi.org/10.15405/epsbs.2017.05.02.82.
Whitehead, E. (2023). Augmented Skills of Educators Teaching Generation Z. Excellence in Education Journal, [online] 12(1). Available at: https://files.eric.ed.gov/fulltext/EJ1366828.pdf.
Cilliers, E.J. (2021). Reflecting on Social Learning Tools to Enhance the Teaching-Learning Experience of Generation Z Learners. Frontiers in Education, [online] 5(1). doi:https://doi.org/10.3389/feduc.2020.606533.
Blogspot.com. (2014). Bloom’s Taxonomy: Criticisms. [online] Available at: https://teachercommons.blogspot.com/2008/04/bloom-taxonomy-criticisms.html?utm_source=chatgpt.com [Accessed 24 Dec. 2024].
Joana Stella Kompa. (2017). Why it is Time to Retire Bloom’s Taxonomy. [online] Available at: https://joanakompa.com/2017/02/07/why-it-is-time-to-retire-blooms-taxonomy/?utm_source=chatgpt.com [Accessed 24 Dec. 2024].
Senler, B. (2022). Relationship Between Student Perceptions of a Constructivist Learning Environment, and their Motivational Beliefs and Self-Regulation of Effort. Journal on Efficiency and Responsibility in Education and Science, 15(2), pp.72–81. doi:https://doi.org/10.7160/eriesj.2022.150202
Demir, M. and Kaya, M. (2022). Analysis of constructivist learning model’s effects on student outcomes: A second order meta-analysis. Kuramsal Eğitimbilim, 15(4), pp.938–957. doi:https://doi.org/10.30831/akukeg.1122136.
Semerci, Ç. and Batdi, V. (2015). A Meta-Analysis of Constructivist Learning Approach on Learners’ Academic Achievements, Retention and Attitudes. Journal of Education and Training Studies, 3(2). doi:https://doi.org/10.11114/jets.v3i2.644.
Bada, S.O. (2015). Constructivism learning theory: A paradigm for teaching and learning. IOSR Journal of Research & Method in Education, [online] 5(6), pp.66–70. doi:https://doi.org/10.9790/7388-05616670.
Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project based learning. Alexandria, VA: ASCD. 240 pp.
ISBN 978-1416620334.
Piaget, J. (1977). The Development of Thought. Equilibration of Cognitive Structures. Oxford: Basil Blackwell.
Karpicke & Blunt (2011) APA PsycNet. [online] Available at: https://psycnet.apa.org/record/2011-04504-004.
Western Governors University (2020). What is constructivism? 

Presenter:

Samuel Ratzer Willis – Study Support

Title:

Generative AI as a Learning Scaffold: Supporting Executive Function in Inclusive Ways

Abstract

This workshop offers space to reflect on how we can support students who experience executive function challenges. These include difficulties with planning, time management, organisation and getting started with tasks. Such challenges are often experienced by neurodivergent learners including those with ADHD, autism or dyslexia. In a university setting where independent study is encouraged, these students may feel overwhelmed or struggle to keep up despite strong motivation and effort (Nash-Luckenbach and Friedman 2024; Nesin-Perna 2023).

The session explores how Gen AI tools already available to students can be used to reduce cognitive load and promote confidence. These include planning tools and structured prompts that can help students break tasks into steps and develop personalised study strategies. When introduced with care and flexibility, such tools can become gentle scaffolds that support autonomy and reduce pressure (Zhao, Cox and Chen 2025; Earnest and Crowley 2025).

Participants will explore short case-based scenarios to consider how executive function affects learning, followed by a practical activity to design or adapt a prompt or support strategy. Time will be given for group reflection and discussion about how these ideas might be applied in different teaching and support contexts.

This session cuts across several of the Festival themes including personalised learning, student wellbeing and inclusion. It aims to build understanding of how executive function influences engagement and offer low-pressure, adaptable ideas that can be used in lectures, workshops or one-to-one settings. It has relevance to anyone who has a direct role in student learning, from lecturers (including those with personal tutoring responsibilities) to support staff across the range of teams. Participants will leave with a clearer sense of how small changes in practice can help students manage complexity and feel more in control of their learning.

References:

Earnest, D. and Crowley, Z. (2025) ‘Time literacy: Academic support for neurodivergent students in higher education’, Cognition and Instruction, 43(1–2), pp. 98–133. Available at: https://doi.org/10.1080/07370008.2025.2463652 (Accessed: 29 May 2025).

Nash-Luckenbach, D.M. and Friedman, Z.L. (2024) ‘The neurodivergent college learner: Faculty perceptions of supporting individuals with ADHD in higher education’, Quality Assurance in Education, 32(4), pp. 597–610. Available at: https://doi.org/10.1108/QAE-01-2024-0014 (Accessed: 29 May 2025).

Nesin-Perna, S. (2023) The interaction of mental health and executive function among neurodiverse university students. MSc thesis. University of Massachusetts Lowell. Available at: https://www.proquest.com/openview/99dffd305acbd1f4376bb75eedc5d701/1 (Accessed: 29 May 2025).

Zhao, X., Cox, A. and Chen, X. (2025) ‘The use of generative AI by students with disabilities in higher education’, Internet and Higher Education, 66, 101014. Available at: https://doi.org/10.1016/j.iheduc.2025.101014 (Accessed: 29 May 2025).

Presenter:

Val Basil – SHSS

Title:

Project VALIFY: Press Start

Abstract

This workshop introduces Project VALIFY, a gamified simulation I developed to help student nurses build clinical confidence and critical thinking. In this 30-minute session, attendees will take part in a mini version of the game, working through a short clinical puzzle ( recognising sepsis) and reflecting on how game-based learning can enhance assessment and engagement.

This alternative delivery vs traditional presentations by using structured play to demonstrate learning in action. It fits the festival theme of innovation in learning. VALIFY is grounded in experiential learning theory (Kolb, 1984) and supported meta-analysis and systematic review on gamification in healthcare education (Nylén-Eriksen et al (2025), Mehraeen et al (2025). There is a time pressure element, challenges that require team work that reflects real clinical environments.
Tasks are mapped to NMC proficiencies and encourage safe care.

Beyond university, project VALIFY strengthens transferrable skills like team work, prioritisation and time management- all essential in clinical practice. Attendees will leave with practical ideas and inspiration to adapt playful, purposeful learning into their own teaching — with a reminder that it’s okay to make learning enjoyable.

Studies show that gamification increases student engagement and supports knowledge retention. However, further research is needed to evaluate its long-term impact on confidence and clinical decision-making.

Reference List

Nylén-Eriksen, M., Stojiljkovic, M., Lillekroken, D. et al. Game-thinking; utilizing serious games and gamification in nursing education – a systematic review and meta-analysis.BMC Med Educ 25, 140 (2025). https://doi.org/10.1186/s12909-024-06531-7

Mehraeen, E., Dashti, M., Mirzapour, P., Ghasemzadeh, A., Jahani, S., Afsahi, A.M., Mohammadi, S., Khajeh Akhtaran, F., Mehrtak, M. and SeyedAlinaghi, S.A. (2025) ‘Serious games in nursing education: A systematic review of current evidence’, International Journal of African Nursing Sciences, 22, p. 100845. Available at: https://doi.org/10.1016/j.ijans.2025.100845.

Presenter:

Sam McNab – CNMH

Title:

Reimagining Learning for the Students Who Never Fit the System: A Neurodivergent Educator’s Perspective

Abstract

This presentation reflects on my experience as a neurodivergent academic with ADHD and how that lived experience is shaping inclusive teaching practices for the benefit of our students—particularly those who, like me, have often felt disengaged or unsupported in traditional learning environments.

It aligns with the festival’s theme “Re-thinking practice to enhance student outcomes and wellbeing” and the sub-themes of Personalised Learning, Student Wellbeing, and Equity, Diversity and Inclusion. As an educator within healthcare simulation, I am actively rethinking the structure and delivery of immersive simulation sessions to reduce barriers for neurodivergent students. Informal feedback indicates that changes such as clearer structure, pre-session briefing materials, flexible participation roles, and psychologically safer debriefing methods are improving student engagement, wellbeing, and sense of belonging.

Grounded in Universal Design for Learning (CAST, 2018) and neurodiversity literature (Clouder et al., 2020; Doyle & McDowall, 2021), this presentation outlines how inclusive design can support not just neurodivergent students, but the entire cohort. While not a formal research project, this contribution is evidence-informed, shaped by reflective practice, student voice, and a commitment to inclusive pedagogy.

By modelling flexible, neurodiversity-affirming teaching approaches, we also prepare students for diverse clinical environments—developing empathy, adaptability, and communication skills that are essential for future employability in health and care professions. Simulation becomes not just a teaching method, but a place to model inclusive values and equip students for working in neurodiverse teams.

This presentation invites attendees to reflect on their own assumptions and to consider how lived experience and learner-centred design can create spaces where more students thrive—not by fitting the system, but by changing it.

CAST (2018) Universal Design for Learning Guidelines. Available at: https://udlguidelines.cast.org/ (Accessed: 02 June 2025).
Clouder, L., Karakus, M., Cinotti, A., Ferreyra, M., Fierros, G. and Rojo, P. (2020) ‘Neurodiversity in higher education: a narrative synthesis’, Higher Education, pp.757-778.
Doyle, N. and McDowall, A. (2022) ‘Diamond in the rough? an “empty review” of research into “neurodiversity” and a road map for developing the inclusion agenda’, Equality, Diversity and Inclusion, 41(3), pp. 352-382.

Presenter:

Kyprianos Georgiou – SHSS

Title:

Enhancing Student Feedback: A Semi-Automated Approach Using Microsoft Excel

This interactive workshop is designed to take participants through our step-by-step methodology for developing a feedback which addressed specific needs of our module(s) and course(s). The session provides essential understanding about our development process along with the main considerations and obstacles we faced.

The workshop will concentrate on the design and implementation of our developed semi-automated feedback tool crafted to enhance student feedback efficiency and consistency. The tool enhances feedback delivery by streamlining the process while ensuring consistency and fairness and reduces human (manual) errors and saves time.

Upon completing the workshop you will know the necessary steps to edit our tool and build alternative tools and will acquire strategies to enhance student feedback quality and effectiveness when applied to your teaching environment.

Presenter:

Charlotte Bramanis – CNMH

Title:

Assessment Reimagined: AI Tools for Learning, Not Cheating

Abstract

This presentation explores the integration of Generative Artificial Intelligence (GenAI) into assessment preparation and academic skill development across a revised undergraduate nursing curriculum.

Rather than viewing AI as a threat to academic integrity, we have taken a practical and student-centred approach to embedding it as a tool for building confidence, supporting personalised learning, and reducing assessment anxiety. Across all modules; ranging from Academic Skills for Nursing to Foundations of Human Sciences and Developing Skills for Team Working; students are introduced to GenAI tools to support paraphrasing, planning, summarising literature, and developing structure in written work. These tools are used within clearly defined boundaries, with a focus on ethical use and critical engagement.

Our approach reflects recent guidance (QAA, 2023) and growing recognition of the need to prepare students for a professional landscape where GenAI is likely to play a significant role. For many of our students, we are hopeful that this structured use of GenAI will help to reduce academic stress, support wellbeing, and improve assessment outcomes. Crucially, it also develops transferable digital and academic skills that will enhance employability beyond university.

This presentation aligns with the festival theme of Re-thinking practice to enhance student outcomes and wellbeing, particularly the Innovative Assessment Practices and Personalised Learning sub-themes. It will share practical examples for embedding GenAI in a way that supports, not replaces, learning.

Presenter:

Pamela Arasen – CNMH

Title:

Moving from High-Stakes Exams to Authentic Assessment in Genomics Education for Healthcare Professionals: A Shift Toward Competence, Context, and Care

Abstract

Genomics is the study of a person’s DNA, their genes and how they are expressed and interact to influence the growth, development and the working of the body. According to the World Health Organization, since the completion of the first Human Genome project in 2003, genomic medicine has offered a greater understanding of how our genetic makeup impacts on our health and to change the way disease is managed and treated. Using genetic information (such as family history, single-gene and chromosomal tests) within healthcare is not a new practice and has been present in the NHS since the 1950s.  As genomics becomes central to precision healthcare, there is a pressing need to ensure that healthcare professionals not only know genomics but can also apply it in clinical, ethical, and patient-centred ways. Traditional high-stakes exams often fail to capture real-world decision-making, interprofessional communication, and the integration of genomic data into patient care. It is therefore pivotal for educators to consider authentic assessment approaches to enhance engagement of the trainees health care professionals, in order to promote lifelong learning and adaptability in a rapidly evolving field.

Presenter:

Melanie Strafford  – SHSS

Anosha Sirpath – CNMH

Title:

Adapting Teaching for Inclusive Learning: Supporting Diverse Student Needs in Nursing Education

Abstract

In contemporary higher education, particularly within nursing and healthcare programmes, adapting teaching strategies to meet the diverse educational needs of students is essential to foster inclusivity and academic success. Students bring unique strengths, challenges, and learning preferences; a uniform teaching approach is often ineffective, especially for those with specific learning differences such as dyslexia (British Dyslexia Association, 2024).

Differentiated instruction is a cornerstone of personalised learning which empowers educators to vary content, process, and assessment methods in line with visual, auditory, reading/writing, and kinaesthetic learning styles (DfE, 2023). This approach is evident within the Nursing Associate and broader nursing curricula, where assessments and delivery modes are designed to accommodate a range of learning profiles.

Effective differentiation involves regular formative assessment, feedback, and observation to identify students’ evolving needs. This supports timely adjustments to lesson planning, pacing, and teaching techniques (OfS, 2023).

Inclusive practice is further enhanced by using adaptive technologies and accessible resources such as print-outs, captions, voice-to-text tools, and hands-on activities. Providing additional time, targeted academic support, or small-group interventions benefits learners with disabilities and ensures equity in achievement.  Personalising learning also includes cultural responsiveness, fostering relationships that honour students’ identities, motivations, and aspirations (Advance HE, 2024).

In apprenticeship routes, particularly in nursing, it is vital to maintain supportive professional relationships across university and practice settings, ensuring learners feel valued in both environments. This dual approach i.e., academic and practice-based underpins learner confidence and success, particularly for students who may struggle with traditional academic delivery.
Ultimately, inclusive teaching practices that focus on personalisation and differentiation contribute to a supportive, equitable learning culture. This empowers all students, regardless of their starting point, to reach their potential in both academic and clinical practice settings.

References:
Advance HE. (2024). Embedding inclusive practice in higher education.
British Dyslexia Association. (2024). Dyslexia in Higher Education. https://www.bdadyslexia.org.uk
Department for Education (DfE). (2023). Inclusive teaching and SEND guidance.
Office for Students (OfS). (2023). Access and participation: Enhancing student success.

Presenter:

Anita Sudhagar – CNMH

Title:

Breaking Barriers in BLS: Accessibility and Engagement Redefined

Abstract

Basic Life Support (BLS) training is essential for improving survival rates in cardiac emergencies. However, traditional training methods often face challenges related to accessibility, inclusivity, and learner engagement. In the UK, initiatives are underway to transform BLS education through innovative approaches (Fijačko, N. et al. 2025). 
The Resuscitation Council UK (RCUK) has introduced the Basic Life Support Instructor (BLSi) course, designed to empower instructors with the latest research and inclusive teaching techniques. The course comprises seven e-learning modules, covering topics from the science behind BLS to delivering inclusive training and understanding neurodiversity. Accessibility features include screen-reader compatibility, keyboard navigation, and mobile compatibility, ensuring the course is accessible to a broad audience (RCUK, 2025)

To enhance learner confidence and skill retention, immersive technologies such as virtual reality (VR) and augmented reality (AR) are being integrated into BLS training. Studies have shown that high-fidelity simulations can significantly boost student confidence in performing BLS. Moreover, extended reality (XR) technologies offer interactive and engaging learning experiences, addressing the limitations of traditional instructor-led courses Rushton and Pilkington, 2024)
The National Health Service (NHS) England supports the adoption of simulation and immersive technologies to enhance healthcare education. These technologies provide safe environments for learners to practice real-world scenarios, improving competencies and system performance (Health Education England, 2025).
Incorporating blended learning approaches, which combine face-to-face experiences with digital resources, further promotes inclusivity. By embracing Universal Design for Learning (UDL) strategies, educators can create accessible educational environments that cater to diverse learner needs (Blended Learning Service, 2025)

In conclusion, redefining BLS training through inclusive practices and immersive technologies addresses existing barriers, enhances learner engagement, and ensures broader accessibility. These advancements are pivotal in equipping individuals with the skills and confidence to respond effectively in emergencies (RCUK, 2025).

References
Blended Learning Service (2025) Inclusive Blended Learning. Available at: https://blendedlearning.cam.ac.uk/guidance-support/inclusive-blended-learning? (Accessed: June 4, 2025).
Fijačko, N’, Rios, M. P., Semeraro, F.,  Nadkarni, V. M., Greif, R. (2025) “Resuscitation education science meets virtual and augmented reality: Evolution from potential concept to recommendations,” Resuscitation Plus, 23. Available at: https://doi.org/10.1016/j.resplu.2025.100950.
Health Education England (2025) Simulation and immersive technologies. Available at: https://www.hee.nhs.uk/our-work/technology-enhanced-learning/simulation-immersive-technologies (Accessed: June 4, 2025).
Resuscitation Council UK (2025) Basic Life Support Instructor course. Available at: https://www.resus.org.uk/ (Accessed: June 4, 2025).
Resuscitation Council (2025) e-ILS (Immediate Life Support e-learning) Course. Available at: https://www.resus.org.uk/training-courses/adult-life-support/e-ils-immediate-life-support-e-learning (Accessed: June 4, 2025).
Rushton, M., and Pilkington.R. (2024) “Basic life support training: Is student confidence enhanced by advanced levels of simulation?,” British Journal of Nursing, (33), pp. 411–417.

Presenter:

Sharon Vince – SHSS

Viktoria Magne – SHSS

Sarah Hooper– SHSS

Title:

Creating a supportive and inclusive learning culture through encouraging attendance

Abstract

Academic outcomes in higher education (HE) are significantly impacted by student attendance (Woodfield et al, 2006; Halpern, 2007; Gough et al, 2021). As student attendance is corrolated with socio-economic status (SES), with those on lower incomes typically attending less (Carter, 2023), student attendance and engagement is therefore an issue of equity, and an important area to develop if the attainment gap between students from lower and higher SES backgrounds (Nathwani et al, 2023) is to be narrowed. Student attendance in HE is a difficult area to work on as students are adults and, in the education marketplace, consumers paying for a degree. The cost of living crisis and the increase in students experiencing mental ill health have compounded the issue of attendance (Carter, 2023; Association of Colleges, 2024). However, we argue that encouraging students to attend face-to-face sessions enhances not only student outcomes but also a supportive learning environment.

This short presentation will inform attendees of the process to encourage student attendance developed within the Education team in the academic year 2024/5. We will explain how our simple approach, which involves emailing students when they first miss a face-to-face session to open up discussions regarding the reasons for absence, has improved attendance and assessment submission rates. Student wellbeing, caring responsibilities and the cost-of-living crisis have all emerged as reasons for non-attendance, and we will discuss how we have supported students to make steps in addressing these areas to improve attendance and engagement, including sharing where support can be found. Ongoing challenges, how the department are seeking to further improve support and communication in future, and questions for other departments to consider, will also be shared.

Presenter:

Laura Cole – SMB

Title:

“It offers us flexibility”. Working and studying for a postgraduate qualification in Dementia Studies

Abstract

Due to an ageing population, dementia has become a global priority. Advanced multi-disciplinary workers are looking for continued development opportunities in the area of dementia care but struggle to find postgraduate courses that enables them to continue working within their chosen field. The MSc Dementia Studies course has been designed by academics from the Geller Institute of Ageing and Memory (GIAM) to enable a flexible approach to study a postgraduate course that accommodates for student and employer time, cost, and teaching needs. Guided by a student-centred approach (Hoidn, 2027), and with the support of the MSc Dementia Studies Advisory Group, a new model of delivering the course was developed based on six, six-week modules, and a yearlong dissertation module. Modules are standalone, Continued Professional Development (CPD) courses, which enables students to address a gap in their knowledge or provide them with a ‘taster’ course for embarking on one of the Dementia Studies postgraduate awards.  The curriculum follows the UWL Flex approach, with a week of intensive teaching, with sessions/workshops to strengthen student learning, allowing for further discussion and reflections. And with each module occurring sequentially, this model allows a staggering of module assessments throughout the academic year. Early indications from applicants and student feedback are that this new innovative structure is a preferred model. Undertaking CPD courses offers

1) flexibility, as students are able to build their module credits and aim for an award and

2) affordability, as it is easier to find funds or apply for funding for ‘bite-size’ courses, thereby making the costs more manageable and appealing. The presentation will explain the course structure in more detail, demonstrating how the innovative model of delivering this postgraduate programme in Dementia Studies might work for other courses. It will also provide the experiences and perspectives of students and teaching staff.

Hoidn, S. (2017). Student-centered learning environments in higher education classrooms. Palgrave Macmillan.

Presenter:

Fateme Dinmohammadi – SCE

Nicoletta Scurtu -SCE

Title:

AI-Powered Chatbots in Higher Education: A Systematic Review of Global Evidence on Teaching, Learning, and Student Engagement’,

Abstract

AI-Powered Chatbots in Higher Education: A Systematic Review of Global Evidence on Teaching, Learning, and Student Engagement

AI-powered chatbots such as ChatGPT are increasingly used by university students to assist with writing essays, summarising readings, and answering complex questions. While these tools offer speed and convenience, this review examines whether frequent reliance on them may diminish students’ abilities to think critically, solve problems independently, and engage in deep learning.

For instance, rather than brainstorming or planning an assignment, some students may use a chatbot to generate entire responses. Although this may save time, it bypasses essential cognitive processes such as analysis, comparison, and reflection—key components of meaningful learning. Over time, this reliance can impair the development of crucial skills like logical reasoning and creativity. This phenomenon is referred to as cognitive offloading, where individuals increasingly depend on external tools rather than engaging their own mental faculties.

On the technical side, how do chatbots actually function? A common misconception among students is that these systems “understand” the subject matter. In reality, chatbots are based on Natural Language Processing (NLP) and trained on large datasets using machine learning algorithms. They do not possess true comprehension; instead, they predict the next most likely word in a sequence based on statistical patterns. As a result, chatbots may occasionally generate hallucinations—responses that are factually incorrect yet appear convincing—or replicate biases present in their training data.

Presenter:

Chiedza Kudita – CNMH

Dorothy Kupara – CNMH

Title:

Re-thinking Practice to Prepare Students for the Future Workplace

Abstract

As traditional placement models face increasing pressures from placement shortages to the evolving complexity of care we are having to re-think how we prepare students for the future workplace (Health Education England, 2022). This presentation shares evaluations of the design, delivery, and evaluation of a simulated placement recently delivered within the Pre-registration Learning Disabilities Nursing field. Developed and delivered collaboratively with service users and clinical partners, this innovative model draws on principles of co-production (Bovill, 2020) and immersive simulation (INACSL Standards Committee, 2021) to replicate real-world challenges while promoting psychological safety and inclusive learning.

The evaluation examined and explored student feedback on how simulated placements affect their confidence, decision-making skills, and overall learning experience in comparison to traditional placements. Data was collected through a post-sim placement survey.

The findings from the evaluation suggest that simulated placements provide a safe and controlled environment for students to practice low-frequency, high-risk scenarios, fostering critical thinking and problem-solving skills , especially when underpinned by reflective practice and structured debriefing (Cant & Cooper, 2017; Jeffries et al., 2022). It demonstrated a significant increase in student confidence and a positive impact on their decision-making abilities, suggesting that simulated placements can be a valuable addition to pre-clinical education. Future research will explore the long-term effects of simulated placements on student performance and their integration into future practice.
The findings emphasise the significant contribution of simulated practice learning in the delivery of pre-registration nursing programmes.

Presenter:

Chiedza Kudita– CNMH

Title:

Learning from, not just about, the Patient

Abstract

Background:
Public involvement (PI) in healthcare education has gained momentum in the UK, particularly within pre-registration nursing programmes. Its integration is based on the belief that service users offer vital insights that complement traditional academic content (Ocloo & Matthews, 2016). As healthcare increasingly demands person-centred, culturally competent care, nurse education must evolve to prepare students for real-world practice. This study explores findings from a sequential multiple methods study conducted at the University of West London, investigating student nurses’ experiences and perceptions of PI. It contributes to growing discourse on experiential and co-produced learning as transformative pedagogies.

Aim:
To explore, describe, and explain how pre-registration nursing students experience and perceive PI as part of their education, with a focus on its role as a co-produced pedagogical approach (Kolb, 2015; Bovill, 2019).

Methods:
A three-phase sequential multiple methods design (QUAL-QUAL-quant) was used. Data were collected from one cohort of student nurses, offering insights into evolving experiences and perceptions of PI throughout their programme.

Findings:
Co-producing learning experiences with the public led to significant shifts in students’ attitudes and philosophies of care. Students increasingly saw patients not just as recipients of care, but as co-educators. PI was described as instrumental in cultivating empathy, compassion, and critical reflection—key elements of professional nursing identity. Participants viewed PI as an embedded pedagogy that bridged theory and practice. However, its impact depended on institutional culture, tutor engagement, and structured preparation.

Conclusion:
Reframing PI as a co-produced pedagogy moves it beyond tokenistic inclusion toward transformative partnership. Embedding PI across curriculum design, delivery, and evaluation offers a powerful alternative delivery model, enriching experiential learning and better preparing nurses for the complexities of modern healthcare.

Presenter:

Malte Ressin – SCE

Ryan Callard – LSFMD

Title:

Press Start and Level Up: Augmenting learning through extracurricular competitions

Abstract

So-called game jams are competitions where creatives from different disciplines create video games on a given topic within a limited time frame. Game jams have been organised at UWL in different contexts for some time. For the last three semesters, the course teams of Game Design and Animation and Computer Games Technology have collaborated on creating a five-day game jam during the enhancement weeks with students from computing- and game-related courses at LSFMD, SCE and LCM.

For students, these game jams offer an opportunity to exercise general skills such as networking, problem solving, collaboration, networking and self-efficacy. Students studying game-related disciplines can further learn hands-on design, software engineering, music production, portfolio building, and handling immediate response and feedback in a serious yet extracurricular context. In particular, education-related skills such as deadline discipline and time management can be practiced outside of regular assessment pressures and processes.
Among others, feedback from students indicate that students prefer the game jam to the assessments. In this way, even though ungraded and outside of the regular delivery window, we consider game jams as valuable contributions towards skill building and employability where students can switch off from delivery while still onbtaining relevant skills, staying connected to the subject and ground their learning in practice.
In this paper, we relate our experience of three semesters of running cross-school Game Jams at UWL. We will discuss benefits, outcomes, success factors, and lessons learned. Outcomes include the power of extracurricular project building, growth of a cross-school community, feedback on the curriculum, and obtaining institutional knowledge. We hope to inspire other colleagues to consider similar extracurricular events for their subjects.

Presenter:

Chi Jack-Osimiri – SOL

Title:

Redefining Student Assessment: A Shift Towards Competency-Based Learning

Abstract

Student assessment is a crucial indicator of academic performance, yet it remains one of the most anxiety-inducing aspects of education. For students, this apprehension is largely driven by the stress and pressure associated with formal summative assessments. Likewise, anecdotal feedback from learners reflects scepticism among academics at an institutional level, with growing concerns over the effectiveness of traditional grading methods in fostering deep learning and meeting intended learning outcomes.

As higher education moves away from being dominated by formal examinations towards more varied assessment approaches, such as coursework and presentations, there is increasing recognition of the need to shift from a grade-focused, summative model to a competency-based, formative framework. This article examines academic discourse and current practices in assessment, incorporating insights to propose a more sustainable direction for the evolution of higher education. By redefining the assessment culture, this transition seeks to move students away from an obsession with grades towards a more engaging and enriching learning experience—one where they develop genuine curiosity and look forward to their academic journey.

Presenter:

Manzoorul Abedin – SHSS

Title:

Assessing Dissertation Originality in the Age of AI and Ghostwriting – Is the Process-oriented Approach the Solution?

Abstract

Assessing the originality of student dissertations and/or theses has become increasingly complex due to the emergence of generative artificial intelligence (AI) tools that can fully or partially aid literature review, data analysis and generate conclusions. The risk and accessibility of academic ghostwriting (where someone is hired to create the text, but the client receives all the recognition and retains the copyright) has become further nuanced as Generative AI makes it low-cost and easier to bypass ethical boundaries (QAA, 2022, Cotton et al., 2023).

This workshop addresses the urgent need for supervisors and HE institutions to refine their Dissertation assessment strategies and argues in favour of a process-oriented approach with increased student-supplied statutory evidence annexed to the submitted materials.

Participants will evaluate emerging approaches to identifying AI-assisted writing through linguistic forensics and authorship analysis (Dawson, 2023). Attention will also be given to develop a multi-layered framework for assessing dissertation originality including integrating reflective commentaries, supervision logs, formative oral defences or presentations, and scaffolded activities to track student progress and engagement with their research process. By the end of the session, attendees will be equipped with practical tools and policy templates to assess dissertation originality in a robust, fair, and forward-thinking manner.

The workshop, thus, relates to the theme of innovative assessment practices and the subthemes – evidence-based practice and integrating generative AI in assessment design.

References:

Cotton, D., Cotton, P., & Shipway, R. (2023). ChatGPT and academic integrity: Student and staff perspectives on the use of AI-generated text in higher education. Assessment & Evaluation in Higher Education, 1–14.

Dawson, P. (2023). Defending assessment against the rise of AI: Practical suggestions. International Journal for Academic Development, 28(2), 100–105.

Quality Assurance Agency for Higher Education (QAA). (2022). Contracting to Cheat in Higher Education: How to Address Essay Mills and Contract Cheating.

Presenter:

Manzoorul Abedin – SHSS

Title:

Calling for Data Justice: Addressing EDI in the Age of Digital Divides in Higher Education

Abstract

Digital divide is no longer defined solely by access to hardware and internet connectivity; it now includes digital literacy and equitable access to emerging technologies, such as, AI writing and research tools, virtual labs, and adaptive learning systems (van Dijk, 2020). HE students from lower socio-economic households, disabled communities, and minoritised ethnic and racial groups face significant barriers to fully engaging in digital learning environments, for instance, limited access to up-to-date devices capable of running generative AI models, insufficient guidance on ethical AI use, and a lack of culturally responsive digital pedagogies (Roberts and Hernandez, 2019). This can be further exacerbated by institutional blind spots on digital equity risking a digital “participation gap” (Selwyn, 2021).

This plenary talk addresses how higher education institutions can reframe digital access as an EDI issue. The talk will highlight embedding inclusive AI literacy into curricula, ensuring equitable provisioning of AI tools and platforms across teaching and assessment of module. The plenary calls for a reimagined approach to digital inclusion including investment in digital infrastructure, co-creation of curricula centring underrepresented voices and mandatory staff training in inclusive practice.

The plenary relates to the theme of equity, diversity, and Inclusion, and student well-being.

References

Roberts, S. K., & Hernandez, K. (2019). Digital access and equity in education: Policy, pedagogy, and the digital divide. Journal of Digital Learning in Teacher Education, 35(3), 122–134.

Selwyn, N. (2021). Digital education after COVID-19: A renewed call for critical perspectives. Learning, Media and Technology, 45(3), 253–256.

van Dijk, J. (2020). The Digital Divide. Polity Press.

Presenter:

Amelia Au-Yeung – CLBS

Samantha Atanda – CLBS

Title:

Embedding Equality, Diversity and Inclusion to Ensure and Enhance Student Success: A Case Study of CLBS

Abstract

CLBS has a very diverse student body, which we proudly celebrates. According to HESA data for 2023/24, 60% of our students are female, 35% BAME, 45% above 30 years old, 64% from the lower social and economic background (IMD 1-2), and 77% with no parental HE experience.

Based on UWL Access and Participation Plan AY2024/25, CLBS’ degree awarding gap is 4% for gender, and -1% for IMD which is second lowest gap among all schools in UWL. For the gap for ethnicity, CLBS is also the second lowest among all schools in the University.

Equality, diversity and inclusion (EDI) is a paramount focus in teaching and learning in CLBS given our diversity and because according to Zhao et al. (2024), there has been evidence that inclusive teaching and learning leads to better engagement, higher achievement, reduced attainment gaps, better wellbeing and higher employability skills.

By drawing on varies pedagogic frameworks, the School’s endeavour in embedding EDI focusses on three main areas: Curriculum – Inclusive Content and Diverse Examples; Culturally Responsive, Student-Centred and collaborative teaching and learning; and Equitable Assessment Design and Methods.

For example, in MA HRM course, contemporary EDI issues, such as recent Supreme Court ruling on the definition of the female gender, would be incorporated into classroom discussions and assignments, allowing students to critically analyse them through the lens of the subject. The students had the opportunity to debate how this would impact on data gathering and also on employment law. The diversity in the classroom was fully exploited to enrich students’ learning experience.

This presentation outlines practical examples of CLBS’ inclusive teaching and learning strategies, shares with the audience our experience and reflection of how these practice have gone and what we could do more to embed EDI to further enhance students’ outcome harnessing their diverse background.

References

Zhao, X., Wider, W., Jiang, L., Fauzi, M. A., M Tanucan, J. C., Lin, J., & Udang, L. N. (2024). Transforming higher education institutions through EDI leadership: A bibliometric exploration. Heliyon, 10(4), e26241. https://doi.org/10.1016/j.heliyon.2024.e26241

Presenter:

Daniel Pratt – LCM

Jed Welland – LCM

Title:

The evolution and future of the 90 Songs Project

Abstract

This presentation charts the rapid evolution of the 90 Songs Project from a modest pedagogical experiment to a flagship creative event at the London College of Music. Launched in 2023 with the intimate goal of recording 62 songs in a week—drawing inspiration from NPR’s Tiny Desk concerts—the project began in the small Paragon Studios, focusing on simplicity, speed, and hands-on learning. In 2024, it expanded to the much larger Lawrence Hall, supporting more ambitious technical and performance setups to meet the challenge of recording 90 songs. By 2025, the project had scaled dramatically—recording 102 songs in one week—featuring a large live audience, cross-course collaboration, and growing community involvement.

Now recognised with the 2024 Innovation in Teaching Award, the project exemplifies a model for scaling creative education using structured ambition, AI integration, and staff-led production teams. Students remain central to the process, while the staff scaffold the infrastructure and creative scope. Industry support is also growing: new partnerships with Marshall, Lewitt, and AI mixing pioneers Sonible will lead to co-created promotional materials that showcase the project’s scope and innovation.

As the project matures, plans are underway to introduce satellite events throughout the academic year. These smaller-scale sessions will deepen student engagement and preparation in the lead-up to the next full-scale edition in 2026. What began as a compressed studio week is fast becoming a year-round ecosystem—rethinking how creative work, performance, and production education can thrive through scale, speed, and collaboration.

Presenter:

Josephine Kinsley and Hervé Didiot-Cook – Anthology 

Title:

Keynote: Understanding AI and Core Ethical Implications in Education

A short bio:

Josephine Kinsley

As a Team Manager and Solutions Engineer at Anthology since October 2021, I lead and support a dynamic team while also specializing in delivering tailored demonstrations, proof of concept presentations, and comprehensive responses to tender bids. My role involves close collaboration with the European Solutions Engineering team, regional account managers, channel partners, and professional services to craft client-focused solutions that drive success in higher education.

With over 15 years of experience working with Blackboard products—first at The University of Edinburgh and later at Queen Margaret University—I bring a deep understanding of educational technology, institutional policies, and strategies for academic adoption. My expertise spans the full lifecycle of edtech implementation, from strategic planning to hands-on deployment and faculty engagement.

My academic background includes a BSc in Computer Science and an MSc in Multimedia and Interactive Systems. I am also a Fellow of the Higher Education Academy, reflecting my ongoing commitment to professional development and excellence in teaching and learning support.

Throughout my career, I’ve actively contributed to the edtech community, presenting at European and global Blackboard conferences and, more recently, co-presenting at the European Teaching and Learning Conference as part of the Anthology team.

Hervé Didiot-Cook

As a passionate advocate for accessible and inclusive technology, I believe well-designed digital tools are fundamental to breaking down barriers to education. My work focuses on creating dynamic learning ecosystems that meet the evolving needs of modern learners and educators.

As a Senior Customer Success Manager with Anthology, I lead strategic discussions on product capabilities and benefits, leveraging my expertise to drive technology adoption and deliver engaging success sessions for academic and other staff, both on-site and online.

With nearly three decades in Higher Education, prior to joining Blackboard (now part of Anthology) in 2016, I held diverse roles including lecturer in French, head of department, external examiner, community of practice lead, and partnership manager. During my 17 years at LSE, I collaborated closely with the learning technology team, initiating and successfully implementing a broad program that integrated pedagogical and technological innovation into the student learning experience. This included diagnostic testing, assessment and feedback, Digital Storytelling, immersive environments, widening participation, and learning content repository development.

I regularly speak at higher education conferences, actively contributing to the global dialogue on the future of educational technology by sharing insights on best practices, emerging trends, and the strategic deployment of educational applications to enhance student learning and achieve institutional excellence.

Abstract

Artificial intelligence is profoundly reshaping education, presenting both unparalleled opportunities and crucial ethical obligations for institutions. This keynote details how Anthology, with its AI-powered functionalities embedded in Blackboard Ultra, is spearheading efforts to enhance teaching practices and enrich student learning experiences.

Anthology’s Trustworthy AI program, an ethical framework built on transparency, explainability, and accountability, guides this initiative. The session will begin with a concise overview of AI’s evolution, tracing key milestones that have brought generative AI into widespread use. We’ll then pivot to higher education, examining the fundamental ethical considerations institutions must address to ensure responsible AI adoption. Drawing on insights from global experts and academics, the discussion will explore how ethical AI can be implemented across key stages of the learning and teaching journey, from course structure to authentic assessment and role-play.

The rapid evolution of higher education necessitates addressing student needs for personalized educational experiences and flexible approaches to learning. This includes:

1. Re-thinking delivery: Designing inclusive and accessible online courses, creating flexible pathways through modular courses and stackable credentials, preparing students for future workplaces via alternative models, and implementing best practices for interactive online engagement in hybrid or alternative delivery models.
2. Innovative Assessment Practices: Moving from high-stakes exams to authentic assessments, integrating generative AI into assessment design, and developing alternative assessment methods based on evidence-based practices.
3. Student Wellbeing and Mental Health: Implementing strategies to support student mental health and wellbeing within the curriculum, addressing the impact of the cost-of-living crisis, and fostering a supportive and inclusive learning culture.
4. Personalised Learning: Tailoring teaching and learning practices to meet individual student needs and utilizing data and analytics to inform personalized learning approaches.
5. Equity, Diversity, and Inclusion: Promoting equity and inclusion in higher education, addressing barriers to access and success for underrepresented students, and implementing inclusive teaching practices and curriculum design.

This comprehensive approach ensures that as AI transforms education, it does so responsibly and ethically, meeting the diverse needs of learners in an ever-evolving landscape.

Presenter:

Hervé Didiot-Cook – Anthology

Title:

Understanding AI and Core Ethical Implications in Education

Abstract

In an era defined by rapid technological advancement, academics and higher education teachers are increasingly called upon to integrate intelligent tools that enhance both teaching efficacy and student engagement. This masterclass explores the transformative potential of Blackboard Ultra’s ten AI-driven functionalities, designed to streamline course design and enrich learning experiences.

Participants will gain an understanding of the AI Design Assistant, a powerful tool that supports the creation of dynamic, pedagogically sound course structures. The session will delve into the use of AI Conversations, showcasing how Socratic questioning and immersive role-play simulations can foster deeper critical thinking and active learning.

Attendees will also explore how AI can suggest authentic learning activities, generate engaging AI personas for interactive learning, and craft reflective prompts that promote metacognition.

By the end of the masterclass, educators will be equipped with practical strategies t

Presenter:

Richard Jardine – CELT

Title:

Drop in Session   – Blackboard Ultra

Abstract

In this session, you will have the opportunity to ask any questions you have about Blackboard Ultra, explore its features in depth, and gain insights into how to effectively utilize the platform for your educational needs. Whether you are new to Blackboard Ultra or looking to enhance your existing skills, this session is designed to provide you with comprehensive support and guidance. Feel free to bring up any specific challenges or topics you would like to discuss, as our goal is to ensure you leave with a clear understanding and confidence in using Blackboard Ultra.

Presenter:

Alison Curry – Ruskin College

Title:

Micro-Credentials in Further Education

Abstract

This paper explores the growing integration of micro-credentials within the Further Education (FE) sector in England, with a particular focus on their potential to enhance the learner experience and outcomes for students enrolled on Access to Higher Education (HE) programmes. As the UK government promotes lifelong learning and digital skills through initiatives like the Lifelong Learning Entitlement, FE colleges are increasingly encouraged to offer modular and flexible learning opportunities. Micro-credentials (small, stackable, and often digital units of learning) can play a vital role in supporting adult learners, widening participation, and bridging gaps in confidence, digital literacy, and employability. Drawing on policy analysis, sector developments, and the specific needs of Access to HE learners, the paper critically evaluates both the opportunities and challenges of embedding micro-credentials into FE curricula.