In the years since the pandemic, digital platforms have become a familiar presence in university classrooms. Padlet, Miro and Mentimeter are often presented as ways to boost interaction, make lectures more engaging, and give students new ways to share ideas. But their effectiveness depends less on the technology itself and more on how we, as educators, choose to integrate them.
Why Padlet?
When I introduced Padlet into my social enterprise teaching, my aim was not simply to try out the latest tool. I wanted to encourage more discussion, present concepts visually, and make students’ contributions visible and connected.
Padlet offered a creative space, a digital canvas where students could post images, examples and reflections. It promised to energise the classroom, turning abstract concepts like “mission statements” into something students could critique, rework and co-create together.
What worked (and what didn’t)
In practice, some aspects worked well. When I co-facilitated with a colleague (Jacqueline Fairbairn from CQSD-TEL), the prompt was better received, and students were more responsive. Structured tasks – such as asking students first to find a mission statement, then critique it, then collaborate on improvements – helped scaffold their learning. In these moments, Padlet supported active engagement. Frameworks can help here as shown in the Padlet engagement framework (see Figure 1.1), which sets out clear activity sequences from individual reflection through to group co-creation and evaluation.
Figure 1.1. .Padlet engagement framework. For an enhanced version with contextualised information, see Fairbairn (2025).
However, there were also times when Padlet fell flat. Used as a quick ten-minute add-on, it disrupted the lecture flow. Students sometimes saw it as “extra work” rather than as part of the lesson. Interestingly, in sessions where we focused purely on facilitation and dialogue, the energy and depth of conversation were even stronger.
Lessons learned
The experience underscored an important point: the value of a digital tool depends on how well it is aligned with the purpose of the session. Students engage most when they clearly see the relevance of an activity and how it links to their learning outcomes.
This is not so much a limitation of Padlet as a reminder for us as lecturers to be intentional. Any classroom activity (whether digital or low-tech) needs meaningful design, clear integration, and facilitation that draws students in. Sometimes, the simplest methods can achieve just as much as a digital platform.
Wider implications
In business education, and particularly in teaching vocational modules, we often emphasise using resources wisely and with purpose. The same principle applies to teaching practice. Innovation in the classroom is not about adopting every new platform but about making deliberate choices that serve our students’ learning.
Digital tools have become part of higher education, and many can be genuinely valuable. But adopting tools because they look innovative is best avoided. What matters is that students experience activities as meaningful, purposeful, and connected to their learning journey.
Reflections
Padlet reminded me of a simple truth: students want to understand the value of what we ask them to do. They respond positively when they see how an activity supports their learning.
So, the real question may not be whether we need Padlet, but how we, as educators, design experiences that are intentional and values led. Technology can play an important role, but only as part of thoughtful, purposeful teaching practice.
By: Dr Alan Guedes, School of Mathematical, Physical and Computational Sciences, a.guedes@reading.ac.uk
As a computer science lecturer, I am required to show programming source codes in my lectures, particularly for in-class activities like quizzes (e.g. “Determine the output of the following code” or “Identify the logical error within this code”). These quizzes allow me a do an in-class knowledge check for the students.
The recent support for Padlet at the University of Reading prompted me an investigation into an effective approach for displaying a source code in Padlet. However, it became apparent that Padlet is not explicitly designed for this purpose. My initial attempt involved directly placing the source code into a post’s title (image below), but this revealed the limitation of Padlet titles do not support multi-line text. In the following sections, I will share some options I discovered.
Figure 1.1. Pasting source code into the title of a Padlet post
Option 1: Uploading code as a text file
This approach involves using two Padlet posts (image below), where one post is dedicated to an uploaded source code file and other for the poll. The advantage of this method is that it generates syntax colouring for the code, which significantly enhances student readability. However, it presents two drawbacks. First, it requires an additional post solely for the poll, since a single post cannot accommodate both the file and the poll. So, the second post should “refer” to the one before. Second, it suffers from resolution degradation when viewed on mobile devices, what may require students do a second click to “open the file” and improve readability.
Figure 1.2. Using two Padlet posts
Option 2: Code block in the body
This solution involves use only post, which has the code inside its body (Figure 1.3). The post title should remain concise and directly address the quiz query. The source code is then added as a “code block” within the body of the post. This method ensures student readability by preserving indentation and utilizing a monospace font, characteristics common in programming editors.
While this represents a good solution, it has one drawback: it has been observed that Padlet’s default layouts may automatically wrap longer lines of code (Figure 1.4). This can complicate student readability.
Figure 1.3. Inputting the code block in the body of a postFigure 1.4. Code block displayed without text wrapping
To mitigate this issue, the “stream” layout is identified as the optimal configuration. This layout (Figures 1.5 & 1.6) will render content vertically without unnecessary text wrapping, thereby maintaining the readability of the source code.
Figure 1.5. Selecting the text wrapping optionFigure 1.6. The “stream” post with text wrapping enabled
Final remarks
In conclusion, while Padlet may not be inherently designed for showing source code, the file upload and code block options are viable for displaying source code. These methods can be beneficial for lecturers conducting in-class activities involving source code.
If you’re a University of Reading staff member, you can watch the recording of Alan’s presentation about notation in Padlet by selecting the following link: TEL: Showcase: Power Up your Teaching with Padlet.
This innovative project produced four video vignettes that simulated culturally complex patient interactions in pharmacy settings. Developed collaboratively between the School of Pharmacy and the Department of Film, Theatre & Television (FTT), the vignettes enabled students to reflect on non-verbal cues, patient diversity, and inclusivity. The project was funded by the Teaching and Learning Enhancement Projects (TLEP) scheme and informed by student feedback.
Objectives
Support pharmacy students in recognising and interpreting non-verbal cultural cues.
Improve students’ ability to respond inclusively to diverse patient needs.
Provide simulated exposure to real-world patient communication scenarios.
Enhance cultural competence education through an interdisciplinary, research-informed approach.
Build sustainable capacity for future simulation-based learning
Context
The initiative stemmed from cultural competence teaching embedded in the newly accredited MPharm programme. Previous student feedback revealed challenges in recognising non-verbal cultural cues, especially in potentially sensitive scenarios involving pain, gender, and disability. Traditional workshops were insufficient in exploring these making it challenging for the students’ to put the knowledge into practice, prompting the exploration of immersive, simulation-based learning through video vignettes.
Implementation
The project was based on years of feedback from MPharm students on cultural competence education. One year prior, a research study on placement experiences highlighted specific challenges—such as interacting with LGBTQIA+ individuals, patients from the d/Deaf community, and those who underreport pain due to cultural norms. Dr. Naqvi proposed developing video vignettes as a simulation method to observe and reflect on these challenges. The School of Pharmacy collaborated with the FTT to develop four vignettes: a d/Deaf patient using an interpreter, a trans patient engaging in health consultation, a Southeast Asian woman downplaying pain, and a Western patient masking pain with a smile.
Dr. Naqvi wrote the scripts, which were reviewed by Dr. Bizley and Dr. Ghosh. Two FTT student teams undertook production planning, script refinement, shooting and editing via the Commercial and Community Filmmaking module through Semester 1 of 2024/25, with filming taking place at the JJT Clinical Suite between December 2024 and January 2025 (see Figures 1& 2). The vignettes were delivered as workshops in Years 3 and 4 of the MPharm programme during April–May 2025 and reached over 200 students.
The workshop sessions using the vignettes received positive student feedback, with learners expressing increased confidence and awareness in interpreting cultural cues (see Figure 3). The activity enabled students to better understand the complexity of patient communication and to reflect critically on their own approaches.
A follow-up research study is currently collecting data to formally evaluate the educational impact. Early responses indicate that the use of realistic, context-rich simulations fostered deeper learning compared to traditional methods. The project demonstrated a successful interdisciplinary collaboration, fostered a student-centred learning approach, and set the groundwork for integrating film-based simulations into healthcare education more broadly.
This project’s success lay in its deep grounding in student feedback and educational research. Unlike traditional lectures or workshops, the video vignettes enabled learners to visually and emotionally engage with complex scenarios. Students appreciated the diversity of the patients represented, including those with visible and invisible cultural differences. The collaboration with the Department of Film, Theatre & Television proved invaluable—not only for technical expertise but also for storytelling and visual representation.
One challenge was the logistics of coordinating actors, locations, and filming during term time. Another area for development is expanding the scenarios to include more intersectional and multi-lingual cases. Familiarity with the filmmaking process has equipped our team to undertake similar projects in the future more independently. Overall, this experience has encouraged new forms of pedagogical creativity and interdepartmental collaboration.
Follow up
A research study is currently underway to evaluate the impact of the vignettes on student learning. The team has acquired filmmaking equipment through the TLEP fund, enabling future projects. We aim to expand our vignette library and welcome collaborations with educators at Reading and beyond.
Educator self-disclosure can serve as a useful approach to creating inclusive learning environments and challenging traditional academic power dynamics. Educator self-disclosure refers to personal remarks made in a learning setting that may or may not relate directly to the subject matter, but nonetheless share information about the educator that students would not typically access through other means (Henry & Thorsen, 2018). When used thoughtfully, lecturers sharing personal and professional experiences helped model authenticity, validate diverse experiences and reduce the power imbalance between staff and students. This research highlights the value of using this approach to foster more inclusive and reflective learning spaces.
Objectives
To explore the benefits and challenges of educator self-disclosure in cognitive behavioural therapy (CBT) training from both student and educator perspectives.
To examine the impact of educator self-disclosure on power dynamics in academic settings.
To assess its potential to support inclusive, reflective teaching.
Context
Many students bring lived experience into the classroom, including mental health struggles, and statistics suggest that every year one in four people will experience a mental health issue (McManus et al., 2009). This research was inspired by my experience of disclosing a needle phobia in teaching, which was positively received by students and helped support their learning of the diagnostic criteria, assessment, and formulation of specific phobia.
Implementation
To explore perceptions of educator self-disclosure, semi-structured interviews were conducted with both staff and students to examine its perceived benefits, challenges, and influence on power dynamics. The data was analysed using thematic analysis to identify key themes (see Table 1 in the appendix and Figure 1 below).
Examples of self-disclosure from educators included their personal lived experiences with mental health and professional learnings from clinical practice. One educator commented “I think that it can sometimes support students who might also have lived experience as well, just to know that it’s normal and it’s OK”, a statement that reinforces the value of creating a supportive learning environment. Another noted how educators using their clinical experiences as a teaching tool can help students understand boundaries and appropriateness in therapeutic settings, “It can help us to model to our trainees what’s appropriate self-disclosure because obviously that’s something we want them to be considering of their own work.”
These insights were echoed by students, with one sharing, “I suppose you feel a bit more on par, especially when they tell you things they have not done so well, like mistakes they’ve made”. This participant described feeling more equal to lecturers when they disclosed professional mistakes, suggesting that such self-disclosure humanises educators and lessens the power imbalance in the room.
These examples demonstrate how educator self-disclosure can serve as a powerful pedagogical tool to foster academic relationships, normalise experiences, promote inclusivity, and reduce power dynamics.
Figure 1. Thematic map Flowchart showing themes and sub-themes of teacher self-disclosure.
Impact
This study achieved its objectives, with the key themes offering insights into how educator self-disclosure has implications for both pedagogy and CBT clinical practice. In the pedagogical context, the findings suggest that self-disclosure can humanise educators, reduce the power imbalance, and create more passionate teaching. The implications for CBT suggest that educator self-disclosure can increase student reflection, bridge the gap between theory and practice, and model appropriate self-disclosure as a therapeutic skill. However, the study also revealed that if disclosures felt irrelevant, they could alienate students and reinforce power imbalances, therefore highlighting the importance of context, intent, and boundaries.
Unexpectedly, there was a general, though not exclusive, difference in how educators and students defined the term ‘self-disclosure.’ Students tended to associate it with professional examples, while educators more often referred to personal experiences. As a result, students responded particularly positively to disclosures involving professional mistakes or challenges as these disclosures helped reduce feelings of perfectionism and self-doubt.
Reflections
This study was made possible by undertaking it as part of my EDMAP3: Academic Research and Practice project, which gave me the dedicated time and structure to carry it out.
A key strength of this project was the dual perspective of students and educators, which enriched the findings and provided a more rounded view of how educator self-disclosure is experienced and understood in the classroom.
The study could have been strengthened by giving clearer distinctions between personal and professional disclosure in the interview questions, which may have helped explore the differing interpretations of self-disclosure more explicitly.
Follow up
Based on this research, I will be looking to develop guidelines for educator self-disclosure, specifically within CBT clinical courses, and will seek to do a follow-up study to assess the impact of such guidelines on the teaching experience for students and staff.
References
Henry, A., & Thorsen, C. (2018). Teachers’ self-disclosures and influences on students’ motivation: A relational perspective. International Journal of Bilingual Education and Bilingualism, 24(1), 1–15. https://doi.org/10.1080/13670050.2018.1441261
This post outlines curriculum development undertaken as part of the MSci/MSc Speech and Language Therapy programmes to strengthen our students’ knowledge and understanding around research ethics, research governance, clinical audit, service evaluation and quality improvement and how these can be utilised alongside clinical practice. Activities were supported by external collaborators with leadership roles in the National Health Service (NHS) providing real-world experience of these processes.
Objectives
To support Speech and Language Therapy students to develop professional competences in research focusing on ethics & governance and adherence to relevant processes and policies.
To engage students in authentic activities assessing examples of audits, service evaluations and quality improvement projects which are common research-based activities in NHS services.
Context
Both the Royal College of Speech and Language Therapists and the Health & Care Professions Council stipulate a requirement for evidence-based practice and engagement in (ethical) research or research-related activities such as service evaluation. This aims to continuously improve and offer the best service to users and stakeholders. However, developing research skills can be challenging on programmes that require many hours of teaching across disciplines while completing placements.
Implementation
We designed a series of materials and activities around obtaining information and/or assessing a particular provision in an NHS service (audit, service evaluation, quality improvement). We selected a series of real examples from NHS services involving audits, service evaluation and quality improvement projects. Subsequently, we created a number of activities where students were asked to consider:
the motivation for these projects,
their relevance and appropriateness given the challenges faced in the services,
their implementation and effectiveness and
avenues for further action aiming to deliver optimal service.
The activities involved group discussion around a series of structured questions with students’ contributions collated on PowerPoint slides. For students to engage with these activities, we ran four 2-hour workshops in Semester 1 (for Part 3 MSci or Part 1 MSc students).
Involvement of (external) experts: This project was supported by three NHS practitioners with leadership roles (Dr Sam Burr, Dr Colin Barnes & Ophelia Watson, Solent NHS Trust) who:
provided us with the relevant case studies from their own Trusts
recorded screencasts on how their Trusts engage with either evaluating their service or involving the patients and the public in research, or
attended workshops and co-taught with a UoR lecturer (Emma Pagnamenta).
Impact
This project has been running for three years. Overall, it covered a gap in the teaching on the speech and language therapy programmes on evaluation and research, aligned with professional standards, while enriching the student experience in terms of diversity of opportunities and learning activities.
In the second year (2023–4) we obtained feedback from students specifically for this teaching this year. Responses were positive with over 80% students reporting that they were more interested in carrying out clinical research and/or service evaluation in their careers.
In 2023–4 and 2024–5, current students have been invited to showcase research projects from the Undergraduate Research Opportunities Programme (UROP) that have involved collaborative quality improvement initiatives between NHS services and UoR.
Reflections
We evaluated these activities this year informally. Students were generally positive about these activities with > 80% reporting that they have become more interested in clinical research/audit/evaluation. One student characteristically said that “[it] made research a lot more realistic to me”.
One challenge we faced was around the logistics of timetabling these sessions around external collaborators’ availability and fitting these sessions into an already loaded timetable. One way around this is to be flexible in terms of the contribution of our external experts – through using screencasts, joining teaching sessions remotely to present and answer questions, providing resources and examples. We hope this will enable a more long-term collaboration with external experts who have unique professional insights and experience given their roles.
We believe having activities which are digitally enabled in this way can facilitate learning integrated in professional settings in other contexts across programmes.
We designed, piloted and evaluated a series of wellbeing resources specifically for apprentices to better support their wellbeing. These resources were created with learners’ and employers’ feedback and demonstrate Henley’s commitment to improve and protect wellbeing for our apprentices.
Objectives
The project aimed to
Create wellbeing resources for learners focused on challenges of studying while working
2. Embed and integrate these resources consistently in degree apprenticeship programmes.
Context
Like all employees and students, learners on apprenticeship programmes need ongoing support to maintain their wellbeing. Henley is committed to creating a wellbeing-focused culture, yet current wellbeing resources fail to address the unique challenges experienced by this type of learner who are both employee and student. Embedding tailored resources into professional practice modules ensures learners receive consistent, relevant wellbeing support.
Implementation
The steps taken to carry out the activity were:
Conducted a needs analysis by conducting surveys and informal discussion with apprenticeship learners to identify specific wellbeing challenges related to balancing work and study.
Audited existing wellbeing materials to assess relevance and identify gaps specific to the dual role of apprentice learners.
Worked collaboratively with an occupational psychologist to co-create new resources addressing motivation, procrastination, fear of failure, understanding perfectionism, stress and managing work and study.
Mapped key wellbeing themes to the stages of the programme. For example, a video and talk on ‘Managing the transition to HE: Balancing work and studies’ at the beginning of stage 1 (see Figure 1).
Introduced wellbeing resources in the Professional Practice Module and reinforced content through ‘live’ talks, reflective activities and follow up tasks.
Collected learner feedback and reviewed module evaluations to assess the impact and make iterative improvements to the resources.
Figure 1. Screenshot from a video embedded in stage 1.
Impact
The integration of tailored wellbeing resources into the programme had a positive and measurable impact on apprenticeship learners. Students reported feeling more supported in managing the dual demands of work and study, with increased confidence in applying wellbeing strategies such as stress reduction and maintaining motivation. We observed greater engagement and openness during reflective activities, indicating improved awareness and prioritisation of personal wellbeing. Employers also noted improvements in apprentices’ self-management, resilience, and motivation. Feedback highlighted the value of consistent, embedded support rather than one-off interventions, contributing to improved retention, progression, and alignment with Henley’s wellbeing-focused culture.
Reflections
The process of embedding tailored wellbeing resources into the programme was both rewarding and instructive. What worked particularly well was the collaborative, learner-informed approach. Engaging apprentices and employers in the development phase ensured the resources were relevant, practical, and sensitive to their dual roles. Embedding the materials within core modules rather than offering them as optional extras normalised wellbeing as an integral part of professional development.
However, some challenges emerged. Creating resources that were not only informative but also engaging proved challenging, given the authors inexperience with creating digital content. Interactive formats and the use of software helped but required significant time and creativity to develop effectively.
Overall, this ongoing initiative demonstrated the value of consistent, embedded wellbeing support. It fostered stronger connections between learners, tutors, and employers, and highlighted the importance of continued dialogue, flexibility, and cross-team collaboration in embedding a wellbeing-focused culture.
Research within psychology has been largely conducted on a group that represent on 12% of the world’s population, those that are Western, educated, industrialised, rich and democratic (WEIRD) populations (Henrich et al., 2010). This colonial legacy, the centralising of the WEIRD population as representative of the human species, indicates a need to decolonise (Winter et al., 2022). The British Association for Behavioural & Cognitive Psychotherapies (BABCP) who accredit our High Intensity Child, and Adult Cognitive Behavioural Therapy (CBT) programmes centre decolonisation and inclusion within their updated curriculum. In response to this, and decolonisation efforts elsewhere in the higher education sector, the aim of the BABCP is to embed EDI within assessment. Assessment is also a focus of this case study as assessment drives learning in higher education (Boud, 1995).
Objectives
To change current assessment mark scheme to incorporate a section on EDI.
To ensure assessment is in line with BABCP EDI guidance.
To encourage student learning through assessment.
Context
The Charlie Waller Institute (CWI) offers graduate and post graduate clinical training courses. The training course discussed here is for High Intensity Adult CBT course, a year-long post-graduate clinical training course run twice a year with intakes of up to 50 students. The ongoing effort of the University to decolonise is essential within training courses to ensure our trainees are equipped to deliver equitable psychological support to all.
Implementation
The extended case report (ERP) is an assessment used across two modules, a 5,000-word report which is set as part of paired assessment, was explored as a potential vehicle of change. There were some references to the identity of the client within the original mark scheme, however, little exploration of the client’s identity was required to pass the assessment. The High CBT Curriculum 4th Edition (NHS, 2022) states that trainees should be equipped with an understanding of EDI, and that we should support students to understand the needs of their clients in the context of protected characteristics. The curriculum (NHS, 2022) outlines the need for CBT therapists to achieve cultural competence, to be committed to anti-discriminatory clinical practice, and to have knowledge of research on CBT with minoritised groups. As assessment is an opportunity for learning (Sambell, et al., 2013), so this was a key opportunity to meet the BABCP curriculum.
Historically assessment has been neglected in the process of decolonisation within higher education (Godsell, 2021) and this was the case within our course. Changes had been made to lectures, but no changes had been made in assessment. To ensure assessment was aligned with BABCP curriculum (NHS, 2022) and Minimum Training Standards (BABCP, 2022) the method of assessment was not able to be changed, so changes to the original mark scheme were made in two ways. The first was to change what constituted a passing mark for each section of the mark scheme, so that a lack of considerations of power relations in the literature, or protected characteristics would equate to a failing mark (Figure 1). The second change was to redefine item 6, originally Reflection, to Diversity & Inclusion, which is worth 10% of marks (Figure 2). To pass this section students must demonstrate a satisfactory account of protected characteristics (such as age, disability, gender, race, sex and religion) through an exploration of aspects of their client’s identity in CBT literature, and a reflection of their own identity. To support the students in this new aspect of assessment a lecture on “Identity & Values” so the topic was introduced prior to the assessment.
Figure 1. A comparison between the ‘new’ and ‘old’ marking schemeFigure 2. New diversity and inclusion section in the marking scheme.
Impact
Student and marker feedback indicates the three objectives of this project have been met: the assessment and mark scheme incorporates EDI, the changes are in line with BABCP guidance for EDI, and these changes have facilitated student learning. The changes to the mark scheme were rolled out for two modules of the HI CBT Adult course and adopted by the HI CBT Childrens course also. Feedback from markers indicate a noticeable increase in the student’s consideration of the client’s identity, and a diversification of CBT literature utilised for reports. In the Theory and Practice for Depression (PYMDEP) module evaluation, students’ ratings of “course content/examples/case studies selected (or used) offer a diversity perspective” has increased from an average of 3.5 to 4.4, where 5 means definitely agree. Although this feedback is not solely regarding changes to assessment, it does indicate change has been recognised and is having a positive impact.
Reflections
Decolonisation, and developing cultural competence are both ongoing processes, which require lifelong learning. This change in assessment has been one step in meeting BABCP curriculum guidance (NHS, 2022) and in training our therapy workforce to deliver anti-discriminatory, and effective therapy for diverse groups of people. This change has happened in line with lecture content changes, such as the introduction of teaching day on working with neurodivergence, gender & sexuality, and religion & spirituality.
Follow up
One change within an assessment does not end the ongoing process of decolonisation and of the integration of EDI within higher education. Going forward it would be good to get more feedback directly from students’ assessment, and any further work we can do to continue to decolonise the course and ensure all peoples can access equitable psychological support.
Sambell, K. (2013). Engaging students through assessment. The student engagement handbook: Practice in Higher Education (pp. 379–396). Emerald.
Winter, J., Webb, O., & Turner, R. (2024). Decolonising the curriculum: A survey of current practice in a modern UK university. Innovations in Education and Teaching International, 61(1), 181–192.
This is an overview of a buddy system for speech and language therapy students which aims to support students’ academic and social transition to university and to enhance their sense of belonging and wellbeing. We paired each first-year student with a second-year ‘buddy’ and provided opportunities for the two cohorts to get together.
Objectives
To support academic and social transition of first year MSc and MSci speech and language therapy (SLT) students
To help build a community of students and a peer-support network
To support development of students’ sense of belonging, and to enhance their wellbeing
To enable students to start building a professional network
Context
Transition to higher education has been recognised as a multi-layered process involving academic, social and lifestyle adjustments. It has a long-term impact on students’ academic achievement and satisfaction, social integration, mental health and wellbeing, and retention rates (Briggs et al., 2012).
Peer support has been suggested as an effective strategy in supporting various aspect of student transition (Heirdsfield et al., 2005). For students on allied health programmes, Health Education England (HEE) have advocated for a student buddy scheme in HE institutions, advising it provides educational, social and pastoral support (Stokes, 2022). Peer-to-peer support adds an extra layer of student support and is often the first step in accessing professional services. HEE report on attrition and retention (Lovegrove, 2018) found that healthcare students who had participated in a buddy scheme felt it was important to settling into the course and helped with engagement, learning and any possible anxieties and fears.
This has led us to consider how the existing SLT peer-support scheme could be improved to aids SLT students’ academic and social transition.
Implementation
Recent feedback indicated that first year students felt anxious and sometimes lonely, not knowing what to expect from the programme and from day-to-day life as SLT students. They needed a wider community of SLT students they could reach out to for advice and support.
A buddy system has existed in Clinical Language Sciences department in the past, where each first-year student was paired with a second-year student (there are currently around 215 students on the two SLT programmes: approximately 40–45 students in each MSci cohort, and 20–30 students in each MSc cohort). However, it was left to students to initiate and maintain contact, and consequently the uptake was low and there was little impact on student experience. Unfortunately, during the Covid-19 pandemic and in the following years, this has fallen away, and the scheme was abandoned.
In academic year 2023–24, we decided to reconsider our approach and to revive the SLT buddy scheme, by not only pairing students from different cohorts, but also by providing them a safe space on campus where they could meet and socialise with students from the year above.
Students were allocated a buddy at random. Pairings were shared with both cohorts via email and advertised in teaching sessions. Students were invited to an informal get together where buddies could both meet each other in person and get to know the other cohort. Students were encouraged to either contact their buddy beforehand or to arrange to meet at the get together. Two different formats were used for MSci and MSc students because of different cohort sizes.
For the MSc SLT cohorts, which are smaller than the MSci groups, a room was booked on campus at a lunch time and both cohorts were invited. Attendance was high for this meeting. We organised a small ice-breaker activity and had talking point questions and well-being activities (colouring-in, pom-pom making) available. The students were very welcoming of each other and conversations started immediately and spontaneously throughout the session.
The MSci SLT cohorts are larger, and for this buddy get-together we booked two rooms, with the same format. However, the attendance was lower, so in the end we only used the larger room.
Impact
Participants were asked to complete a MS Forms questionnaire about their experiences. Student feedback was very positive overall, demonstrating achievement of our initial objectives:
‘It was so reassuring talking to the 2nd year students and widening our network of SLTs in the department. I intend to keep in touch with my buddy.’
‘Really good opportunities to mingle and talk. Like that it was a big group so we could meet more people than just our buddy….’
‘I thought it was a lovely idea. I got to speak to my buddy in a chilled environment.’
‘The informality of the session worked really well to get to know each other and find out about the specific information….’
Reflections
Buddy meet-up sessions were very successful. The atmosphere was relaxed and student feedback suggested that it helped them settle better into the new environment.
First year MSc students reported that speaking with a second-year buddy alleviated some of their anxieties about the workload and studying on a professional course. They suggested that they would prefer the buddy system to start earlier in the academic year, and to have regular meetups, which is something we will try to implement for the next year.
Our reflections on the lower attendance for the MSci cohort led us to consider whether there was some uncertainty among the second-year undergraduate students about the role of a buddy and expectations in terms of their engagement. We could have provided more support on this. HEE suggests creating a buddy fact sheet/contract to explain the scheme and boundaries (Lovegrove, 2018). Next year we plan to introduce this at the beginning of the process.
Following some feedback about the impact of interacting in a large space with multiple students, we will investigate different options for the environment to support students who may find this uncomfortable or challenging.
Follow up
Using an adapted Learning Cycle (Kolb, 1984), we will continue to refine the format of the buddy scheme, based on feedback from this year’s cohorts and subsequent cohorts, making sure that these events benefit all groups of students.
The reflections and recommendations on the SLT buddy scheme have been shared at an Advance HE Conference (May 2024) and PCLS Teaching and Learning Away Day (July 2024).
Briggs, A. R. J., Clark, J., & Hall, I. (2012). Building bridges: Understanding student transition to university. Quality in higher education, 18(1), 3–21.
Heirdsfield, A., Walker, S., & Walsh, K. (2005). Developing peer mentoring support for TAFE students entering 1st-year university early childhood studies. Journal of Early Childhood Teacher Education, 26(4), 423–436.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
This project outlines the work undertaken in the Department of Classics to demystify generative artificial intelligence for ancient language staff and students over the 2023-2024 academic year.
Objectives
Codify and standardise methods for using conversational AI models (such as ChatGPT, Claude-2, and Google Bard) in ancient language classes.
Produce tested guiding phrase documents for students to copy and paste into conversational AI models so that their outputs are standardised to match course expectations.
Lead interactive testing sessions in all levels of ancient language classes (i.e. Latin and Ancient Greek) to test these documents and inform students about the ethical considerations for using generative AI.
Context
At the time when this project was instigated, there was a dramatic surge of generative AI development and use at a generally accessible level. This led to extreme anxiety among educators and students alike as to how these tools could impact the known models for teaching, learning, and assessment in classics and beyond. We sought to approach this issue ‘head on’ in order to contextualise the nature and value of generative AI tools for staff and students, dispelling any unwarranted preconceptions and informing them of necessary ethical considerations.
Implementation
Surveyed ancient language teaching staff about the necessary elements of their courses.
Led sessions with staff to develop the departmental AI guidelines and citation guide in Summer 2023.
Led AI ethics information sessions for all undergraduate and postgraduate students in the Department of Classics over the Autumn 2023 term.
Held survey sessions with all ancient language students studying Ancient Greek and Latin, gathering data on their views on generative AI before and after the information sessions, in Autumn 2023.
Hired three undergraduate research assistants to test guiding phrases on a variety of conversational AI tools to determine the effectiveness of the tools and guiding phrases for supporting various aspects of their ancient language learning.
Published the tested guiding phrases as a digital and physical pamphlet for staff and students to freely use in March 2024.
Recorded and published a series of tutorial videos on generative AI ethics and digital tools for Classics.
Carried out a follow-up survey in Spring 2024 with the same ancient language students that completed the Autumn 2023 survey to gauge the impact generative AI had on their studies over the 2023-2024 academic year.
Analysed and published survey data in two academic journal articles (one is currently in press) and on secure data repositories.
Impact
The initial intention for this project was to investigate how effective generative AI tools were for supporting ancient language teaching and learning, but our research and response from students led us to work more towards improving general AI literacy among humanities teachers and students. When we were giving our ethics presentations, teachers and students were shocked by the ethical considerations behind generative AI, especially the environmental and copyright implications, and as soon as they saw this and learned that their own work could be used to train these models, they were much more sceptical of using the tools. At the time of writing, the tutorial videos and guiding phrase pamphlet have been downloaded around 150 times each, and this continues to grow as we present our tutorials to future course groups.
Reflections
We found this work was successful in many ways, particularly through our collaboration with our undergraduate students. By working with our students, who are seeing large swaths of generative AI tools on a daily basis, we were able to get a wider perspective on the impact and use cases of these tools for ancient language teaching and learning. Any research into generative AI and teaching and learning should involve student-teacher collaboration. In some aspects, we were also interdisciplinary in our reach, making some presentations for the Modern Languages Department, but there is scope for many more interdisciplinary collaborations for this work. In the future, we intend to continue making ethics tutorials for ancient language students, and the materials developed during this TLEP-funded project will help us illustrate the current issues more effectively.
Links
Baines, J., Ross, E. A. S., Hunter, J., McRitchie Pratt, F., & Patel, N. (2024). Digital tools for learning Ancient Greek and Latin and guiding phrases for using generative AI in ancient language study. https://doi.org/10.6084/m9.figshare.25391782.v3
Ross, E. A. S., & Baines, J. (2024). Treading water: New data on the impact of AI ethics information sessions in classics and ancient language pedagogy. Journal of Classics Teaching, 25(50), 181–190. https://doi.org/10.1017/S2058631024000412
This case study explores blending problem-based learning (PBL) and real-world scenarios on foundation economics. By embracing PBL, encourages deep learning, real-world application, and fosters a global perspective in students. In addition to enhancing academic achievement, it prepares students for further academic studies and future professional challenges in a globalised world.
Objectives
To build a deep understanding of foundational economic theories and concepts, while engaging students in practical applications that stimulate critical thinking and problem-solving skills.
The aim is to bridge the knowledge gap for international students who may face challenges transitioning into higher education systems.
Context
On the International Foundation Programme (IFP), we are committed to enhancing the student experience through creative and effective teaching strategies. An innovative approach I introduced on the Foundation Economics modules was the integration of Problem-Based Learning (PBL), in response to student feedback. With an average cohort size of 28, the module offers a supportive and interactive learning environment. Previously, students engaged mainly through quizzes, short-answer tasks, calculations, and textbook-based case studies, with limited real-world application. The shift to PBL marked a significant change, as students tackled real economic issues—such as market failures and government intervention in Microeconomics—through collaborative group work. They researched and critically analysed real-world problems, then proposed possible government intervention/solutions. This approach not only deepened engagement and critical thinking but also developed transferable academic and professional skills aligned with the expectations of higher education and future employment.
Implementation
PBL: Each week, students were presented with real-world economic challenges, such as analysing global trade disputes, inflation crises, or the impact of taxation on different economies. This PBL approach moves beyond traditional lectures, prompting students to work in small groups to research, analyse, and propose solutions using core economic principles.
To encourage more active participation, we adopted the flipped classroom approach. Students access lectures online at home and come to class prepared to engage in discussions, debates, and hands-on activities based on the theoretical content they’ve already absorbed. By shifting lower-order learning to independent study, resulted in more engagement, through interactive tasks. This change enhanced retention of complex economic concepts, and students reported feeling more confident in applying theory to practice.
Cross-cultural perspectives: Given the international nature of the IFP, the module includes case studies from different countries, fostering discussions on how economic principles apply across diverse global contexts. Students were encouraged to draw on their own countries’ economic policies, enhancing relatability and relevance adding unique insights and enriching the learning experience.
Interactive database technologies: Students were introduced to economic databases to analyse trends in GDP, inflation, and unemployment rates. These not only support the application of economic theory but also equip students with skills required in the modern data-driven world.
Impact
– Critical thinking and collaboration: Students developed critical thinking skills by working through ambiguous economic problems in teams -such as the impact of recent inflation on living standards and how this affects students’ daily lives, or the externalities of production and their environmental consequences, encouraging students to propose relevant policy solutions – learning to debate and defend their solutions. Student feedback indicated higher confidence in tackling complex economic problems, a skill crucial for their success in undergraduate studies.
– Global awareness: Students gained a global perspective on economics, appreciating the nuances of economic policies and their impacts in various regions around the world. By creating a learning community where students’ diverse experiences are valued (see Lave and Wenger’s Social Learning Theory, 1991), we fostered a collaborative and inclusive learning environment.
Reflections
Integrating PBL with digital tools (query interface built-in databases – like Statista, ONS and the World Bank Data Portal – transformed the classroom from a space for passive content delivery to a dynamic environment for exploration. One significant benefit was how it catered to different learning styles; students who excelled in independent research complemented those who thrived in group discussions, creating a holistic learning experience. These impacts were evident through classroom observations, where diverse strengths emerged during group tasks, as well as through end-of-seminar student surveys.
While the flipped classroom model was largely successful, there were some challenges, particularly in ensuring all students completed the pre-class materials. To address this going forward, short accountability measures, such as online quizzes, to track progress will be implemented. Some students also required more support transitioning to this self-directed learning model, so additional tutorials will be provided for those who need extra guidance.
I aim to develop a stronger feedback loop, where students regularly reflect on the flipped classroom model’s effectiveness, ensuring that the approach evolves in line with their learning needs.
Follow up
Expanding the use of PBL to cover all major topics in the curriculum
Introducing additional digital tools and simulations to further enrich the learning experience.
Providing continuous professional development for staff to adapt and refine these innovative teaching strategies.
Feedback on the effectiveness of PBL has been collected, and this approach will be incorporated (in seminars) into curriculum areas that students find challenging – identified through their own feedback.
References
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
