From Prompt to Dialogue: Blackboard AI Conversation Role-plays in Languages

By laurenmccann Comment Closed

Overview

Photo of Oscar Garcia Garcia Find out how Spanish Lecturer, Oscar Garcia Garcia, used role-play activities through Blackboard’s AI Conversation tool to support Intermediate and Advanced Spanish III classes, enhancing authentic conversational practice.

Objectives

• Facilitate interaction in Spanish in real-life contexts.
• Practise transferable skills such as negotiation and problem-solving.
• Reinforce and practise the content covered in class through activities.
• Trial the AI Conversation tool in Blackboard for language learning and share findings with colleagues teaching languages in the Department of Languages and Cultures (DLC).

Context

I wanted to trial Blackboard’s AI Conversation tool in two modules to provide students with a new interactive way to practice Spanish in the context of their course content. I chose the two Intermediate Spanish modules I convene, using role-plays based on day-to-day scenarios: a visit to the GP and a negotiation with a landlord/lady to rent a room. I trialled it in Advanced Spanish III with more complex conversations with a task identifying dialectal features and a debate on social media.

Implementation

The implementation of each activity started with identifying the most appropriate sessions in which to introduce it, ensuring alignment with the module content and appropriate timing. I designed each activity carefully, providing clear student instructions and a prompt for the AI with its role, with information on its level of Spanish and background (job, regional origin, age, personality). Before introducing it to my students, I conducted dry runs to test functionality and refine prompts where necessary. In class, I presented the activity and guided students so they could access it, complete it effectively, and understand how the AI Conversation tool works.

Students then completed each task. We did two activities in class: a doctor’s appointment role-play in Intermediate Spanish, and a task identifying dialectal features in Advanced Spanish III. Two other activities – a negotiation with a landlord/lady (Intermediate, scenario shown in the image below), and a debate about social media (Advanced III) – were set for homework.

After completing the two classroom activities, we discussed them; for instance, Intermediate Spanish students had to mention why the patient at the GP was feeling unwell and why they reached their conclusion.

I then proceeded to review their contributions to provide further feedback, draw conclusions, and redesign activities where necessary to improve their effectiveness for my use with future classes. For the two independently completed activities, the process was reversed: I first reviewed the students’ participation in the role plays and subsequently discussed them in class.

Screenshot of AI Conversation activity in Blackboard.

Impact

I believe the activities were successful as students engaged effectively with the AI Conversation tool and completed the tasks. The objectives were met, particularly in relation to practicing transferable skills such as negotiation and problem-solving, as well as reinforcing and consolidating classroom content and language skills. I also shared my findings at a departmental TEL event, where it was positively reviewed by colleagues, with a further session planned ti share more widely.

An unexpected outcome was that, although no reflections were required, some students still added brief comments on the usefulness of the activity and what they had learned, which has encouraged me to use the Reflection Question feature in the future in a more effective way.

Reflections

The activities were interactive, motivational and almost game-like, requiring students to solve problems individually or in small groups, or deal with everyday situations in real-life contexts using a language they were learning.They were well received by students and they were closely integrated with the course content. A key factor that made the activity successful was that I instructed the AI to use specific language levels: B1 for Intermediate Spanish and C1 for Advanced Spanish III, aligned with the levels of the respective modules students were studying. This allowed students to put into practice the topics and language, such as grammar and vocabulary, covered in class. I also completed the activity by previewing the chat several times to ensure it worked properly and the AI behaved as expected – I would advise doing this.

The two activities assigned as independent work beyond the classroom had a low completion rate. In the future, they could be carried out in class, or there should be a stronger emphasis on ensuring they are completed. I would also like to use the Reflection Question feature more effectively and clearly, as I consider it very useful for encouraging students to reflect on the activity and its objectives.

Follow up

Since these activities were carried out individually at different points during the academic year, I was able to refine the way I created prompts, making them increasingly concise. In the future, I would welcome the inclusion of voice recognition and pronunciation features within the tool, as these would provide significant benefits for language learning and the development of oral proficiency.

Further information

CQSD TEL guidance: AI Conversations

University of Derby: Enhancing student engagement with Blackboard’s AI Conversation Tool

 

Across the pond: Working in partnership with students to enhance international students’ experience

Across the pond: Working in partnership with students to enhance international students’ experience

By michaelkilmister Comment Closed

 

By: Dr Mirjana Sokolovic-Perovic, Psychology and Clinical Language Sciences, m.sokolovic@reading.ac.uk
photography of purple petaled flower near body of water during daytime
Photo by bady abbas on Unsplash

Overview

This post reports on a PLanT student-staff partnership project in which students and staff from the School of Psychology and Clinical Language Sciences worked together on exploring the experience of international speech and language therapy (SLT) students. Student partners created an International Students’ Guide providing additional support for international students when they join the programme.

Objectives

  • To explore the experience of international speech and language therapy students
  • To identify key areas where international students may need additional support from the School
  • To create resources to support international students’ transition and to enhance their experience

Context

Student feedback has suggested that international SLT students face unique challenges that may affect their wellbeing, academic achievement and student satisfaction. SLT is an Allied Health profession, and these students, in addition to needing to adjust to a new culture and a new educational system, have an additional challenge of understanding the UK health and care system, the British National Curriculum, and speech and language therapy as a profession.

Implementation

The main aim of the project was to better understand these challenges and to create a student-led resource to support international students’ transitions. Student partners were included in planning and decision-making at all stages of the project.

In the first phase of the project, student partners led focus group discussions, which identified several areas where additional support would be beneficial.

The second phase consisted of a student-led workshop. Based on the main themes from focus group discussions, student partners designed a Guide for new international students providing detailed information about the issues identified. The focus was on supporting international students during the pre-arrival period and on joining the university. It contains practical information (arriving in the UK, transportation, banking) as well as information about the Welcome Week, about DBS (Disclosure and Barring Service) and Occupational Health checks, and some common terminology used in the higher education in the UK. The Guide was sent to all SLT international offer holders in summer 2024 and 2025.

Impact

The International Student’s Guide received positive feedback. Students reported that it helped them feel more prepared for coming to the UK and for joining the course. We will continue to update and share it with new students in the coming years.

The outcomes of this partnership have been shared within the School, University and presented at national conferences. Within the School, a summary of our findings was shared with teaching staff, which initiated a change in staff perceptions of the unique circumstances of international students, enabling them to better identify and support students who may be struggling. Further, based on the highlights from focus groups, the Admissions Team updated information we share with candidates during the admission process and all communication we send to international offer holders during the pre-arrival period. It now includes a separate section for international students and provides a checklist of actions they need to complete before joining the course, which offer holders found to be helpful.

Reflections

This has been a hugely successful project, not only because of its direct outcomes, but also because of the other initiatives that were inspired by it.

The project team thoroughly enjoyed working together. In the words of the lead student partner Marie Elena:

“It was a truly affirming experience, not only to be heard as a student but to relate with all students who participated in the project, and to create a piece that will help future international students ….”

On the other hand, because of the relatively short timeline for the project, we encountered some challenges when planning and scheduling our work. As students from all year groups and from both programmes were involved in the project, it was difficult to find times when all partners were free to meet, especially towards the end of the term.

Follow up

On the suggestion of the student partners, I introduced a welcome meeting for current and new international SLT students, to foster creation of an international student community and to help new students settle in the course. The feedback was excellent, and we plan to keep this event as part of our Welcome Week Programme.

Following a suggestion from the focus groups, I led a PCLS-funded T&L partnership project to create an SLT Glossary, which was shared with first year students when they started the course.

A special thank you goes to my student partners (in alphabetical order) Ameera, Emily, Jamielyn, Jessica, Jojo, Mariana, Marie Elena, Shannon and Tegan for their time, enthusiasm and creativity when working on this project!

References

  • Sokolovic-Perovic, M., & Goddard, M-E. (2024, 17 October). Across the pond: International SLT Students’ Guide. Invited talk. CQSD PLanT Showcase: Applying for Partnerships in Learning and Teaching (PLanT) project funding.
  • Sokolovic-Perovic, M. (2024, 4 July). Across the pond: A PLanT Project. [Staff talk]. PCLS Away Day.
  • Sokolovic-Perovic, M. (2025, May 27 & 29). Supporting international students’ transitions using student-created resources [Paper presentation]. Change Agents’ Network (CAN) Conference. University of Plymouth, UK.
  • Sokolovic-Perovic, M. & Low, J. (2025, September 4-5). A student-staff partnership as a catalyst for change: Co-creating support for international students [Paper presentation]. Researching, Advancing, and Inspiring Student Engagement (RAISE) Conference. University of Glasgow, UK.
Improving student accessibility, learning opportunities and experience through enhanced fieldtrip information

Improving student accessibility, learning opportunities and experience through enhanced fieldtrip information

By michaelkilmister Comment Closed

 

By: Dr Laura Girling, Agriculture, Policy and Development, Laura.Girling@reading.ac.uk
A group of people are kneeling and crouching in a row outdoors, engaged in an archaeological dig. They are working close to the ground, using small hand tools to scrape and uncover soil. Several black plastic buckets are placed in front of them for collecting material. The ground is a cleared dirt area, and the background shows greenery, equipment, and partially visible structures indicating an active dig site.
© University of Reading

Overview

Funded through the T&L Initiative Fund, we co-designed a user-friendly template that allows staff to generate clear and relevant fieldtrip information leaflets. Whilst the focus was to better support Students with Accessibility Needs (SAN), the products tested also held benefits for the wider student cohort and enables students to make more informed choices about field trip attendance and maximise their learning opportunity.

Objectives

To develop a template for staff to use to optimise the learning value of fieldtrips by:

  • Enhancing quality and clarity of field-trip information to maximise the student experience and learning opportunities.
  • Supporting SAN through in-built leaflet design, presentation and inclusion of specialist content. For example, details of important on-site facilities, identification of additional support available/ allowed, and use of British Dyslexia Association (BDA) recommended font type, size and spacing.
  • Incorporating staff considerations into the template design to ensure practicality and ease of use.

Context

Student absence from fieldtrips leads to unnecessary costs, missed learning opportunities and sometimes requires alternative assessments. Pre-fieldtrip information currently varies widely between staff, which may leave students failing to recognise the trip’s value or leave them feeling unprepared, uncertain or anxious. Research literature also claims prior information can support student capacity to learn and reduce anxiety (Haynes et al.,2005: Tucker et al.,2022).

Implementation

We undertook an iterative approach to co-designing a template for fieldtrip leaflets, engaging with a range of stakeholders and incorporating research literature. Design aspects around formatting and style were informed by BDA (2014) guidelines (2014).

Project students jointly defined our use of the term Student with Accessibility Needs’ (SAN) and identified these learners to be our priority focus for the work. These SAN learners included students facing physical, mental and/or learning difficulties. Project students identified key content including a specific section on learning support, details about onsite grouping, keywords and acronyms likely to be used onsite, identification of sensory triggers, and also ensured the wording of the leaflet was student friendly.

Staff piloted populating the template and fed comments back to the project team. Colleagues noted the section on making learning support explicit was valuable, as they had previously just assumed students would reach out if they needed additional support.

Two pilot leaflets were trialled with students and evaluated through an online survey with Likert-style questions. Results were analysed with project students, interpretations discussed and learning fed back into the template.

Impact

Improved ‘student organisation’ was the largest benefit for non-SAN learners, and for SAN individuals, it was ‘being mentally prepared’. Sixty-five per cent of students reported an “improved experience”, and 88% wanted staff to use leaflets on some or all fieldtrips.

The template has been used on more than four fieldtrips (see figure 1 for an example), has been presented at the 2024 Enhancing Fieldwork Learning Conference in Edinburgh, and the template shared with external individuals. In modules where fieldtrips are linked to assessment, we anticipate students will use the leaflets for information and as visual reminders.

The project has raised awareness in the school around accessibility, encouraging colleagues to view the environment in a different way and recognising more of the challenges some students may face.

A particularly eye-opening theme in the comments from project students concerned the need for time to unwind, re-energise, or clean up after field trips, either due to transition fatigue or sensory overstimulation. In response, fieldtrip timetabling has been extended by an hour to ensure students are not late for their next lecture, which can cause anxiety, and have space to decompress before refocusing on remaining lectures.

A side‑by‑side comparison of two field‑trip planning documents.
Figure 1. Example of an Excel generated fieldtrip leaflet available for students prior to their trip. Blackboard statistics suggest 53% of students have accessed this information. © Laura Girling

Reflections

I am proud to see how this project empowered the project-students to share their experiences openly. Their reflections highlighted that students may be afraid or embarrassed to speak out about their needs, and as a result, choose not to attend field trips. Hopefully, the increase of information and the action implied by the leaflet, to better support students, will initiates more conversations between students and lecturers.

Sourcing images was the most time intensive element of creating the leaflet, and images illustrating accessibility features were either difficult to find, or just unavailable. This may result in staff undertaking greater reflection during field-site visits when they are trying to identify appropriate images to take. Because fieldtrips often run annually, investing the time to capture clear, informative images and material will benefit students and staff in future years.

The alternative ideas the students generated through the project were both simple and addressed directly their barriers and concerns. These were shared after the ‘leaflet’ approach was adopted and suggests that if the project had initially started with a blank ‘canvas’, the output may have been different.

It is exciting that this project may benefit for not only SAN but also may address some of the broader engagement concerns around poor student organisation and in students not recognising the value in attending.

Follow up

The most challenging part of this project was identifying a user-friendly platform suitable for the template. Currently, Excel is used, but this is inefficient and threatens the longevity of the work.

Revisiting some of the students’ alternative ideas for improving accessibility would be beneficial, as is continuing to gather user experience from staff and students.

References & further reading

 

The suitability of personalised AI models for ancient language T&L

The suitability of personalised AI models for ancient language T&L

By michaelkilmister Comment Closed

 

By: Jackie Baines and Edward A. S. Ross, School of Humanities; Department of Classics, j.baines@reading.ac.uk; edward.ross@reading.ac.uk 
A robot and a human hand almost touching.
Photo by Cash Macanaya on Unsplash

Overview

This article outlines the work undertaken in the Department of Classics to test the effectiveness of GenAI model personalisation to reduce hallucinations and output refining time. These tests found that personalised model using OpenAI’s GPTs, Google’s Gems, and Blackboard Ultra’s AI Assistant made some efficiency improvements, but personalisation had no impact on reducing hallucinations.

Objectives

• To test if personalised GenAI tools can reduce hallucinations related to ancient language vocabulary and reduce the number of required inputs to achieve an expected output, compared to the equivalent freely-available GenAI model.
• To develop ethical and sustainable methods for training personalised GenAI tools.
• To collaborate with students to test the GenAI tools from a learner’s perspective.

Context

Based on previous research on the effectiveness of using GenAI tools to support ancient language T&L, we found that ChatGPT, Google Gemini, Microsoft Copilot, and Claude all frequently outputted hallucinated vocabulary that was not included in the restricted vocabulary lists prescribed in our modules. We found that this would cause problems for students without a firm understanding of their vocabulary requirements, so we sought to determine whether personalised GenAI models would significantly reduce these hallucinations. Furthermore, for sustainability purposes, we hoped that personalised models with pre-prepared guiding prompts would potentially reduce the required number of inputs to achieve an intended output.

Implementation

  • We developed an exhaustive dataset of all possible Latin words and forms that a student in CL1L1 (Beginners Latin) would be expected to know at the end of the module.
  • This dataset included 21,825 datapoints and took 48 hours to tabulate.
  • We prepared personalised models using OpenAI’s GPTs and Google’s Gems interfaces, where we uploaded the datasets and created guiding prompts based on our previous work developing guiding phrases.
  • Teaching staff and students then tested the personalised models for their effectiveness at supporting ancient language learning in two different tasks: creating and marking vocabulary quizzes and generating additional homework questions.
  • The personalised model outputs were then compared to equivalent outputs from the general versions of ChatGPT and Google Gemini available at the time.
  • Teaching staff then tested these same prompts with Blackboard Ultra AI assistant, which only had access to the prepared datasets and CL1L1’s module materials.
  • Based on the results of these tests, we updated our departmental AI guidance and instructional booklets.
  • At the beginning of the 2025–2026 academic year, we informed students and staff in the Department of Classics of best practices for supporting ancient language T&L with GenAI ethically and effectively.

Impact

The original intention for this project was to try and reduce the hallucinations present in GenAI outputs related to ancient language vocabulary and thereby reducing the number of prompts required to obtain an accurate desired output. Over the course of this research, we discovered that end-user-friendly GenAI personalisation models are largely ineffective, and sometimes more problematic, when compared to the equivalent general use models. Vocabulary hallucinations were just as persistent in the personalised models as in the general-use models. The major issue, however, was that the personalised models would insist that hallucinated vocabulary was in the original dataset to begin with, while the general-use models would apologize and try to make the mistake a learning opportunity for the user. There was some reduction in the number of required inputs to obtain an accurate desired output, but the hallucination issues tended to outweigh these improvements. For more details about the effectiveness of OpenAI’s GPTs and Google’s Gems, please see Ross and Baines (2025).

Blackboard Ultra’s AI Assistant was able to provide quizzes and extra homework, acting as a tutor. However, despite having access to the vocabulary dataset and module materials, we found that the hallucinated vocabulary issues were also present. When challenged about the presence of unneeded vocabulary, the tool took a balanced approach, compared to the OpenAI and Google’s models.

Screenshot of genAI chatbox
Figure 1. Anthology, Blackboard AI Assistant 3900.121.0, 3 July 2025 version, personal communication, generated 23 July 2025. Prompt: “Write a vocabulary quiz using 2nd declension nouns.”

In the above image (Figure 1), oppidum is a hallucinated noun that is not included in the vocabulary dataset, but the word does exist otherwise. Blackboard Ultra AI Assistant responds to the input that highlights this issue by still providing grammatical details and the opportunity to learn the noun as additional vocabulary. Although this tool does produce the same kind of hallucinations as the other personalised models, it does generate outputs which are similar to a teacher in a classroom.

Reflections

We think that this research is important, despite the lack of positive results. These tests demonstrate that personalisation using general-use AI models like ChatGPT and Google Gemini will not be appropriate for supporting specific language learning tasks, especially for ancient languages. Instead, smaller, independent, bespoke AI models that are trained on restricted datasets would be more effective. However, these models and datasets do not yet exist. Through collaborative work, AI developers and ancient language teachers can create accessible, ethical models to support ancient language T&L.

References and further reading

Video vignettes for pharmacy education

Video vignettes for pharmacy education

By michaelkilmister Comment Closed

 

By: Atta Naqvi*, Sam Bizley, & Shweta Ghosh, School of Pharmacy
Three people standing in front of doors with a sign above them that says "Welcome to Harry Nursten Home of Pharmacy & Food and Nutritional Sciences."
From left to right: Dr Atta Naqvi, Dr Shweta Ghosh, and Dr Sam Bizley. © Atta Naqvi

Overview

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.

Two people filming near a table with an old cash register, keyboard, and papers under studio lights.
Figure 1. Filming the learning videos. © Atta Naqvi
Pharmacy-style room with people working at a counter labeled 'Day Lewis'; camera setup for filming.
Figure 2. Filming on location. © Atta Naqvi

Impact

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.

Students in a classroom working in groups; a slide titled 'PRIVILEGE AND OPPRESSION' is displayed
Figure 3. A photograph of the workshop where the vignettes were used. © Atta Naqvi

Reflections

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.

Links

Supporting academic and social transition of first year speech and language therapy students

Supporting academic and social transition of first year speech and language therapy students

By michaelkilmister Comment Closed

 

By: Dr Mirjana Sokolovic-Perovic & Joe Spackman, Psychology and Clinical Language Sciences, m.sokolovic@reading.ac.uk, j.spackman@reading.ac.uk 
yellow smiley emoji balloons on grey textile
Photo by Tim Mossholder on Unsplash

Overview

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).

Links and further reading

References

ChatGPT: A conversational language study tool

ChatGPT: A conversational language study tool

By michaelkilmister Comment Closed

 

By: Jackie Baines and Edward A. S. Ross, Department of Classics, School of Humanities, j.baines@reading.ac.uk and edward.ross@reading.ac.uk
classical Greek/Roman style columns on a classical ruin with a bright futuristic sky background
Photo by Yusuf Dündar on Unsplash

Overview

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

Further reading

  • 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
Blending problem-based learning (PBL) and real-world scenarios on foundation economics: IFP

Blending problem-based learning (PBL) and real-world scenarios on foundation economics: IFP

By michaelkilmister Comment Closed

 

By: Dr Veundjua Muruko-Jaezuruka, ISLI (International Study and Language Institute), v.muruko-jaezuruka@reading.ac.uk
stack of jigsaw puzzle pieces
Photo by Hans-Peter Gauster on Unsplash

Overview

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

  1. 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.
  2. 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.
  3. 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.
  4. 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.

Embedding entrepreneurship and technology literacy in the student curriculum: A case study of a module for real estate students

By michaelkilmister Comment Closed

 

By: Dr Matteo Borghi, Henley Business School, m.borghi4@henley.ac.uk
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Exclusive study visit to Savills headquarters in London by students, one of the practical employability outcomes of the curriculum and assessment redesign © Matteo Borghi

Overview

The Managing Change in the Real Estate Sector module was redesigned to embed entrepreneurship (the ability to identify and seize business opportunities) and technology literacy, aiming to bridge academic learning with real-world industry demands. The initiative significantly improved student engagement, understanding of PropTech (technology-driven innovation in Real Estate) trends and practical application of entrepreneurial skills, as reflected in enhanced student satisfaction and successful project outcomes.

Objectives

Foster students’ entrepreneurship skills (such as opportunity recognition, innovation, and problem-solving) and technology literacy, particularly in the context of PropTech (short for Property Technologies).

  • Encourage creative problem-solving and the development of innovative business ideas.
  • Enhance students’ practical understanding of industry trends through direct engagement with experts.
  • Improve student confidence and readiness for entrepreneurial careers in real estate through authentic assessments.

Context

The Managing Change in the Real Estate Sector module was developed to address the evolving needs of the real estate industry, particularly the integration of technology literacy (the ability to effectively use and understand modern technologies) and entrepreneurial skills. It was introduced in response to industry demands for graduates proficient in PropTech (technology-driven innovation in Real Estate) and capable of innovative thinking. In this context, entrepreneurial skills refer to the ability to identify opportunities, adapt to changing circumstances, and implement creative solutions within the real estate sector. The module, which carries 20 credits, is compulsory for approximately 120 Level 5 students each year.

Implementation

To implement the module, several key steps were taken:

  1. Module Design and Collaboration: The curriculum was developed in collaboration with internal teams, including the Henley career services and the Henley Centre for Entrepreneurship, to ensure alignment with industry needs and academic goals.
  2. Guest Lectures and Forums: External experts were invited to provide insights into PropTech and entrepreneurship, culminating in the Global Henley PropTech Forum (GHPTF) where students engaged with industry leaders. In the GHPTF, we included a general Q&A and an interactive co-creation session where students collaborated with industry leaders to refine the business ideas they had developed with the seminar leader during the first six weeks of the module.
  3. Dragons’ Den Assessment: A competitive pitching event was organised, where student teams presented their business ideas to a panel of judges, simulating a real-world entrepreneurial experience. This event mirrored the format of the famous British television show Dragons’ Den, where aspiring entrepreneurs pitch their business ideas to a panel of investors (Dragons) seeking promising ventures. To prepare for the Dragons’ Den assessment, students engaged in weekly seminar sessions, mock presentations with cross-fertilisation between teams, and a dedicated ‘Pitching to Sell’ workshop.
  4. Continuous Feedback and Adjustment: Throughout the module, student feedback was actively solicited and used to make real-time adjustments, enhancing the learning experience and addressing concerns.
  5. Support Structures: The module included mentoring and support from faculty, promoting an environment conducive to innovative thinking and teamwork.
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Dragons’ Den 2024 © Erno Frak

Impact

The module successfully achieved its objectives, as reflected in students’ positive feedback on experiential learning methods (4.3/5). Integrating entrepreneurship and technology literacy greatly enhanced students’ understanding of real estate and PropTech. This resulted in improved business propositions and heightened student engagement, praised by both internal and external contributors. An unexpected outcome was the module’s selection as the main compulsory team project for future students. Additionally, a student venture developed during the module was shortlisted in the European PropTech competition, demonstrating the initiative’s success in fostering critical real-world skills such as problem-solving, creative thinking, digital proficiency, and the ability to navigate the intersection of technology and business.

Reflections

The success of the module stemmed from its integration of real-world experiences with academic learning, enhanced by effective collaboration with industry experts and external events. Key elements included the Global Henley PropTech Forum and Dragons’ Den assessments, which provided students with invaluable exposure to real-world scenarios and feedback. The responsiveness to mid-module feedback and adaptation of content and support mechanisms significantly contributed to student satisfaction and engagement.

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Global Henley PropTech Forum 2023 © Matteo Borghi

However, some challenges remained. Coordination issues with guest speakers and unexpected withdrawals from the Dragons’ Den highlighted the need for more robust contingency planning. Additionally, while student feedback on individualised guidance was addressed, further improvement in personal mentorship could enhance the learning experience. Future iterations could benefit from more structured self-assessment and additional real-world case studies to deepen students’ understanding and application of entrepreneurial concepts. Overall, the module demonstrated a strong capacity to evolve and adapt, ensuring its continued relevance and effectiveness.

Follow up

Since the module’s implementation, it has garnered additional industry support. Savills, a prominent global real estate services provider, has endorsed a revised version of the Dragons’ Den, featuring a grand final and a study visit for the winning team (see title image above). Additionally, an exclusive internship opportunity was offered by one of the Dragons. The 2024 winning team, Senspore, also achieved significant success by securing £3,000 for the best commercialisation idea for China at Henley Business School’s IDEAFEST student business idea competition.

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Senspore winning the best commercialisation idea for China at Henley Business School’s IDEAFEST student business idea competition © Matteo Borghi

Links

The published article can be downloaded for free from Innovations in Education and Teaching International.

The Hidden Curriculum Glossary – supporting transitions with student-created resources

The Hidden Curriculum Glossary – supporting transitions with student-created resources

By michaelkilmister Comment Closed

By: Amanda Millmore, The School of Law, a.millmore@reading.ac.uk

Overview

As a way of helping new students to transition to university, our student-staff partnership co-created a “Hidden Curriculum Glossary.” The original glossary has been shared with students in the School of Law, used as the basis for a guide for first generation students at the University of Reading and has been adopted and adapted by universities across the sector, both in Law and other disciplines.

Objectives

The “hidden curriculum” has varied definitions but relates to the lack of connection between academics’ assumptions about students and how they should behave and what happens in reality. This includes implicit aspects of the taught curriculum as well as the academic expectations. The project aimed to get first generation Law students to help new entrants to understand some of the terminology and behavioural expectations of university by co-creating supportive resources.

Context

The adverse impact of the Covid-19 pandemic on students’ sense of belonging has been challenging. This partnership project worked with first generation Law students to brainstorm ideas to improve a sense of community and belonging within the Law School. The project led to positive ideas to benefit our community, as well as the creation of resources to support transition for all students.

Implementation

We recruited 8 paid student-partners; we pay them for their time to ensure a diverse group of students and as always, we are adopting the University’s Principles of Partnership.

Together we shared ideas to improve the sense of community and belonging which were taken forwards by the School’s Student Experience Committee and we identified suggestions to help incoming students.

One important output of our partnership was our quick guide to terminology and expectations – the Hidden Curriculum Glossary. Students shared what they wished they had known before starting and in their first year of university, and we co-created a helpful and colourful document demystifying key terms and concepts, written in plain English and tailored for what new students need to know.

The glossary was printed and shared with incoming undergraduate and postgraduate students as part of their transition materials in Welcome Week. Students also created “Top Tips” videos for new students and a video guide to our building. All of the resources are also shared electronically via Blackboard.

We have updated the glossary each year to incorporate student feedback and to include any changes. So for example, in its second year we added in more information about the Careers team and how they can help students.

What it all means - studying Law at the University of Reading! This is a guide created by students for students, to help you understand what some of the words we use while studying mean. We hope you find it helpful! STUDYING LAW AT THE UNIVERSITY OF READING Co-curricular activities: Things you do along with your Law degree. They can be law related like mooting, negotiation skills, client interviewing and mediation or they may be clubs, societies and hobbies you get involved with. Foxhill House: Home to the School of Law - we have some classrooms here, lots of offices and a student common room. All Law students are welcome. We also have some offices in Edith Morley building. LLB: Bachelor of Laws - this is your degree programme and is the qualification you are awarded at the end of the course. Module: A module is a subject with a set number of credits assigned to it. You can find a number of compulsory and optional modules to complete each year.

The glossary is designed to support student transition and retention. It received very positive feedback from Law students via a questionnaire to all who received it, for example here is some of the qualitative feedback we received:

Screenshot of a PowerPoint slide. It reads: Evaluating the Glossary: How specifically did it help you? “How and who to contact for help if need be.” “The key websites that I’d be visiting frequently and who to ask for help in different circumstances. Assessment and marking section was really helpful.” "Familiarity with all the new terms I had never come across regarding my learning." “It gave me more of an understanding of the structure of the law school and what everything means. It had also clarified the definitions of the assessment terms as I had been struggling with understanding them.” “How the assessments work, how teaching works here, who to contact, what everything means."

Impact

 

Student partners disseminated the work at a Teaching & Learning Showcase and the Change Agents’ Network Conference 2023.

We created a Criminology version of the glossary for the new programme which was launched in 2023/24 and are now getting ready for the 3rd iteration of the glossary to incorporate the new language of semesters for 24/25.

The glossary is also a useful introduction to new colleagues joining the university, to get to grips with the language and terminology we use in Reading.

Reflections

Sometimes the simplest ideas are the best. The glossary has been a really useful exercise in co-creation with students, ensuring that we meet their needs and by making something of real value to them.

I would recommend that anyone looking to devise this kind of resource, looks to do so with student partners. Partnership working in this way ensures that the materials you produce are appropriate. As always with this kind of work, the students are fantastic at getting their teeth stuck into a project and make a real difference. Co-creation leads to sharing of different perspectives and is always eye-opening, unsurprisingly students know best as to what will resonate with their peers.

One of the biggest challenges was the timing of the project. Our funding did not kick in until August, but we needed to start work before then in order to achieve something useful in time for the start of the next academic year. Juggling student availability, when they have so many calls upon their time is always tricky, but keeping a flexible approach and realising that things do not need to be perfect, is crucial to a successful project.

Full credit to my colleague Dr. Başak Bak who worked on the community-building side of the project, and our fantastic student partners: Laura Carroll, Ambreen Azeem, Ryan Gibbard, Aina Binti Mohammad Abu Sofian, Srijanani Viswanathan, Saydee Brown, Lewis James, Hasti Houshyari and Kartiga Moganan.

Follow up

Having presented this work and its evolutions within Legal Education streams at Law-specific conferences (Society of Legal Scholars, 2023, Socio-Legal Studies Association, 2024) and at the Advance HE Teaching & Learning Conference (2023 & 2024), our glossary has been adopted and adapted by 8 other institutions (to date), many working to co-produce resources with their students:

2023

  • University of York (Law)
  • King’s College, London (Law)
  • University of Lancaster (Law & Student Success Team)
  • University of Salford (School of Science, Engineering & Environment)

Screenshot of the glossary at the Lancaster University Law SchoolScreenshot of the glossary at the University of York Law School

2024

  • University of Cardiff (Law)
  • University of Nottingham (Law)
  • University of Portsmouth (Law)
  • University of Manchester (Law)

I am currently working with colleagues at these institutions to gather feedback and the impact of this work. With cohorts of several hundred (and in one case over 1000) our work has already supported several thousand students nationwide. They are all explicitly acknowledging that their versions were inspired by the work of our student staff partnership.

In 2024 students asked, through course representatives on the Student Staff Partnership Group, whether we could create a Careers-focused Glossary. Jeff Anderson (our Careers Consultant) is working with student representatives and me to produce something suitable.

If you are interested in adopting and adapting the glossary for your students, please get in touch with Amanda as she is very happy to share the materials, advice and wants to gather more evidence of impact of this work.

Links