RSS 1.0Education
Recent Submissions
-
Observations on the implementation of Relationships, Sex, and Health Education (RSHE), which include LGBT themes in an English primary schoolThe article belongs to the Special Issue The Embodiment of LGBTQ+ Inclusive Education. The latest Relationships Education, Relationships and Sex Education, and Health Education (RSHE) Draft Guidance seeks to reduce the inclusion of LGBT themes in English schools. Additionally, the Gender Questioning Draft Guidance for Schools and Colleges and the Cass Review overlook the rights of trans and non-binary young people, further intensifying the heated debates surrounding their lives. In response, the author draws upon research conducted in a primary school in Greater London in 2021, when statutory RSHE, including LGBT content, was first introduced. The research aimed to understand how teachers felt about teaching RSHE and to collaborate with them to enhance pupil learning within and beyond the RSHE curriculum. This paper critiques lesson observations and teachers’ reflections on their lessons using a Framework for Sexuality Education and Queer Theory. The researcher’s call to rethink how RSHE is taught should not be taken to mean it should not be taught. To the contrary, the findings suggest a need for the school to broaden its curriculum, teaching methods, and strategies to become a truly ‘LGBT-inclusive’ environment. However, the paper also illuminates the apprehensions these primary school teachers experienced, which in turn influenced pedagogical decisions. The article concludes by recommending specific whole-school approaches and effective pedagogical practices for RSHE in the school, which could be beneficial to other primary school settings. Effective teaching of LGBT themes requires clear support for educators, especially within the complexity of a primary school setting and given the changing political and social climate.
-
The emergence of the student in Colin in Black and White & Top BoyThis article considers the relational and positional emergence of the student in two shows (markedly different narratologically and socioculturally): Colin in Black and White, which features and is based upon the life of NFL player turned activist Colin Kaepernick; and Top Boy. Both shows are concerned with the intersection of race and class and with the role of place (as particularized geographic location) and space (as cultural, ideological, discursive) in that intersection. The article considers instances in which the student emerges as such in both the presence and absence of the discursive reach (or institutional gaze) of the school. Colin in Black and White not only depicts a young Colin Kaepernick negotiating high school (a ready microcosm for the social, cultural, and political landscape of America), but also takes its audience to school: the audience is positioned as one of the show’s students. Top Boy, by contrast, dramatizes the emergence of teacher-student relations in the absence of formal educational structure. It does so by centring people and places that are often marginalized, and marginalizing those which are often centred.
-
Establishing local sustainability projects that address the UN Sustainability Development GoalsBefore global disruptions and uncertainties, it is pertinent to prepare students with capabilities, and to nurture their agency, to influence change. This case examines a pilot student sustainability leadership initiative, comprising a ‘living lab’ model, and run at an English university. It engaged undergraduates, in partnership with academics, in projects they co-created to address campus and curriculum challenges. These were framed in relation to delivery of the UN Sustainability Development Goals. The model, underpinned by constructivist and experiential learning pedagogies, harnesses creativity and enthusiasm. A multi-level evaluation identified the impacts of the experience on students and academics and the outputs which delivered on key indicators of the University’s strategies. Such outcomes demonstrate the model to be effective and efficient and – in the context of limited resources – institutionally sustainable and transferable. This case is authored by the key staff and students involved.
-
When corona infested everything: a qualitative interview study exploring the impact of COVID-19 mitigation measures on school life from the perspectives of English secondary school staff and studentsTo reduce the risk of COVID-19 infection, transmission and illness during the pandemic, the Department for Education (DfE) issued guidance to schools. However, research on how the school community perceives the impact of the COVID-19 mitigation measures outlined remains limited. This qualitative study aims to explore the effects of school closures and in-school mitigation measures on daily school life, as well as their impact on mental health and wellbeing from the perspective of English secondary school staff and students. Participants were purposively sampled from English secondary schools serving diverse communities participating in the COVID-19 Mapping and Mitigation in Schools study (CoMMinS). Selection ensured representation of staff roles and student demographics. Semi-structured interviews were conducted remotely, and data analysed thematically. Interviews were between January and August 2021 with participants from five secondary schools (20 staff and 25 students). Both staff and students reported significant disruption to school life, with four themes identified: (1) teaching and learning impact, (2) social impact, (3) safeguarding impact, and (4) and mental health and wellbeing impact. Findings highlight widespread negative effects across every aspect of school life, for both staff and students. This study suggests that COVID-19 mitigation measures in UK secondary schools led to a sense of loss and uncertainty as well as increased self-reported stress among both staff and students.
-
Partnering with students in the evaluation of higher education: reflections from a diverse universityThe employment of undergraduate students as partners in research projects has typically focused on teaching, learning and assessment, with students working with academic staff to evaluate their degree courses. In a move away from the norm, a project was designed to capture student voice across the University of Bedfordshire, encouraging collaboration between students from a range of disciplines and research fellows in the Evaluation and Enhancement Team. Recognising students as partners, the project aimed to design research investigating the experiences of minority ethnic students across the university, while simultaneously training the students in research methodologies, ethics and data analysis. In this reflective essay, researchers and undergraduates reflect on the successes and challenges of employing undergraduate students in cross-disciplinary research at a diverse post-1992 university. The article explores the benefits of this type of partnership and offers suggestions for improvements. It emphasises the importance of accessing student voice in such a project.
-
Digital language learning: the cognitive, affective and social rewards for older adultsDigital technology has transformed the way we learn and access educational materials. While digital technology offers new opportunities for language learning, it also presents new challenges for older adults. However, when older adult learners are supported and encouraged by participatory and collaborative activities that address their interests and needs, their learning motivation can increase. This chapter begins by examining the theoretical background of sociocultural theory and second language acquisition, before discussing the cognitive, affective, and social dimensions of learning. The chapter explores the definitions of older adults and digital language learning and highlights the benefits of blended learning, which provides a context and a platform for interpersonal learning and collective learning autonomy. The chapter concludes by presenting a case study that demonstrates how digital technology can provide older adults with individualised support, making language learning cognitively, emotionally, and socially rewarding for each learner.
-
Working with Students as Partners to amplify the student voice and develop graduate competencies: the Student Experience Leader initiativeOur university launched a Student Experience Leader (SEL) initiative in 2022. This initiative aims to amplify the student voice and facilitate participating students to develop graduate competencies. The initiative provides the opportunity for students to work in partnership with faculty or professional service teams to co-develop and deliver student voice-focused projects. SELs also act as representatives for their schools, enabling collaboration with the Students’ Union and other student representatives. The SEL initiative was evaluated over two academic years using mixed methods, including a student questionnaire, focus group, staff interviews, and end-of-year reports. Our evaluation found that both students and faculty recognized the value of the SEL initiative in amplifying student voice and developing graduate competencies, with participants showing strongest gains in organization and communication skills, while identifying information management and research competencies as areas of improvement. This case study also considers the enablers and inhibitors that influenced the initiative's success.
-
Personal Academic Tutors and student continuation: the importance of establishing relationshipsStudents studying in higher education (HE) in the UK are reported to be increasingly facing challenges concerning their studies. Personal Academic Tutoring (PAT) systems are widely used in the UK HE sector since research has shown the importance of having an academic mentor to guide students throughout their learning journey. This study contributes to the literature by establishing the relationship between the PAT system, at an English university with a diverse student body, and continuation rates. As such, it responds to the requirement that HE institutions investigate factors that affect student continuation in contexts where there is increasing scrutiny from regulatory bodies. Conducted in 2023, this study explores PAT practices in low and highcontinuation courses using a mixed-method approach. Data was collected through questionnaires and semi-structured interviews with 47 academics and 18 students, triangulated with additional sources. The analysis includes descriptive and comparative assessments of quantitative data and thematic analysis of qualitative data. Findings indicate that academics and students recognised that effective support is contingent on good personal relationships. PATs acknowledged their limitations in addressing both academic and personal difficulties that students face, as well as the implications of safeguarding and data protection. Comparisons between low and high-continuation courses revealed significant differences in student allocation numbers and clarity about the PAT role and notable differences in strategies adopted to enhance support. The study concludes with an acknowledgment of its limitations, points to recommendations that have been taken forward by the University and the relevance for other universities.
-
A blueprint for LGBTQ+ leadership development programmes in UK higher educationEducation leadership for people who identify as lesbian, gay, bisexual, transgender, queer and other sexual and gender minorities (LGBTQ+) presents distinct challenges that heterosexual and cis-gendered leaders do not have to navigate. Despite this, there is currently no national leadership development programme specifically for LGBTQ+ aspirant leaders in UK Higher Education. This article researches the outcomes of the first LGBTQ+ specific leadership development programme at a university in England. The authors, one a participant and the other the founder and co-leader of the programme explore the outcomes for the mentees, the mentors and the host university through interviews, field notes and written feedback. The research underscores the distinct leadership development needs of the LGBTQ+ educators and the importance of having a dedicated LGBTQ+ leadership development programme. It also offers a framework to guide the development of future LGBTQ+ specific leadership development in Higher Education.
-
The impact of generative AI on academic integrity of authentic assessments within a higher education contextGenerative AI (hereinafter GenAI) technology, such as ChatGPT, is already influencing the higher education sector. In this work, we focused on the impact of GenAI on the academic integrity of assessments within higher education institutions, as GenAI can be used to circumvent assessment approaches within the sector, compromising their quality. The purpose of our research was threefold: first, to determine the extent to which the use of GenAI can be detected via the marking and moderation process; second, to understand whether the presence of GenAI affects the marking process; and finally, to establish whether authentic assessments can safeguard academic integrity. We used a series of experiments in the context of two UK-based universities to examine these issues. Our findings indicate that markers, in general, are not able to distinguish assessments that have had GenAI input from assessments that did not, even though the presence of GenAI affects the way markers approach the marking process. Our findings also suggest that the level of authenticity in an assessment has no impact on the ability to safeguard against or detect GenAI usage in assessment creation. In conclusion, we suggest that current approaches to assessments in higher education are susceptible to GenAI manipulation and that the higher education sector cannot rely on authentic assessments alone to control the impact of GenAI on academic integrity. Thus, we recommend giving more critical attention to assessment design and placing more emphasis on assessments that rely on social experiential learning and are performative rather than output-based and asynchronously written. Practitioner notes What is already known about this topic GenAI has enabled students to complete higher education assessments quickly and with good quality, leading to challenges in academic integrity. GenAI has transformed the requirements and considerations in assessment design in higher education. Authentic assessments are seen as a prominent way to tackle the GenAI challenge. What this paper adds We provide quantitative and qualitative experimental evidence suggesting that GenAI can generate authentic assessments that pass the scrutiny of experienced academics. We demonstrate how the use of authentic assessments alone does not protect the academic integrity of students in higher education. Our qualitative analysis indicates that markers may generate false positive and false negative results if they suspect GenAI tampering in an assessment. Thus, students' learning is not assessed correctly. Implications for practice and/or policy When universities and national organisations design policies regarding GenAI, authentic assessments are not the panacea; the focus must remain on assessment design. Assessments of learning need to shift from assessing output to focusing on process and relevance to the workplace. That would mean a paradigmatic shift from written assessments to synchronous interpersonal assessments. The move away from written assessments has implications that are far reaching for the academy if written assessments cannot be trusted as a reliable indicator for and of learning.
-
Critique as a means of Jiaohua (Cultivation): insights from ConfucianismFrom a Confucian perspective, critique serves as a tool for jiaohua (cultivation), encompassing not only the transmission of knowledge but also the cultivation of morality. This article adopts theoretical and empirical approaches to explore the Confucian understanding of critique. Theoretically, critique in Confucianism is not merely a challenge directed at external individuals or society; rather, it is viewed as a personal moral and social responsibility. Empirically, this article draws on fieldwork conducted in Confucian schools to demonstrate how students, teachers, and parents employ critique as a corrective tool in educational practice. Confucian critique challenges the monolithic framework of Euro-American critical traditions, offering a pathway of ‘multiple modernities’ to global higher education while addressing the pressing need for a more equitable and diverse knowledge production system.
-
Education paradigm shift to maintain human competitive advantage over AIDiscussion about the replacement of intellectual human labour by ``thinking machines'' has been present in the public and expert discourse since the creation of Artificial Intelligence (AI) as an idea and terminology since the middle of the twentieth century. Until recently, it was more of a hypothetical concern. However, in recent years, with the rise of Generative AI, especially Large Language Models (LLM), and particularly with the widespread popularity of the ChatGPT model, that concern became practical. Many domains of human intellectual labour have to adapt to the new AI tools that give humans new functionality and opportunity, but also question the viability and necessity of some human work that used to be considered intellectual yet has now become an easily automatable commodity. Education, unexpectedly, has now become burdened by an especially crucial role of charting long-range strategies for discovering viable human skills that would guarantee their place in the world of the ubiquitous use of AI in the intellectual sphere. We highlight weaknesses of the current AI and, especially, of its LLM-based core, show that root causes of LLMs' weaknesses are unfixable by the current technologies, and propose directions in the constructivist paradigm for the changes in Education that ensure long-term advantages of humans over AI tools.
-
Implementing a study support service (Studiosity) software system to improve students' academic writing skillsIn an effort to respond to the UK's OfS (Office for Students) Gravity Assist review the Digital Learning team at the University of Bedfordshire have been experimenting with ways to improve the experiences of students' academic writing skills as part of an effective digital induction, to support students' transitions into HE (Higher Education), and for our existing student body. A key part of our efforts has focussed upon using a study support service called Studiosity which provides students with feedback on their assessments and academic work. Rather than focusing upon a service which utilises AI for feedback, we opted to utilise a service which provides feedback from a writing assessor. In this way the service mirrors, supports and provides a route for us to better understand our students' writing skills and to determine how we can feed forward and back to students and a multitude of organisational layers within the University which stretch across staff and student groups. Using a DBR (Design Based Research) approach we explore our initial considerations before approaching staff and students with the service, the technical and pedagogical considerations we made before our first engagements, and detail some of our experiences of engaging staff and students in the process of improving their academic writing. We move from these initial considerations to explain how we are engaging with academic and support colleagues within the University, the insights the data provides us about our students writing skills. We conclude the paper by providing an initial version of a potential implementation framework which other colleagues implementing similar schemes can build upon our initial mode to critique and develop their own implementations from. We also examine the possibilities for demonstrating the ways in which we can evidence and explain the ways we and our students think the service is effective. As this is our first iteration of the implementation, this paper also serves the secondary purpose of bracketing and recording our assumptions about our implementation. Our intention is to use this paper to document our initial iteration and we will return to provide an updated version of this paper as a point of reference for our next iteration.
-
The uncanny workplaceThe fact that dictionaries fail to agree completely on a definition of uncanny is perhaps, in and of itself, an uncanny occurrence, at least in the sense of uncanny that we hope to use consistently throughout this paper. (Whether we do use this slipperiest of concepts consistently is a matter for the reader to decide.) The writers and compilers of dictionaries, of course, have a job to make their contributions stand out from other similar publications, and a nod towards originality is expected.[1] However, a failure to align semantically – which we might describe as a non-event, as something that did not happen – feels rich with hidden meaning, especially given that “the uncanny” attracts synonyms such as “weird”, “eerie” and (in particular) “unsettling”. [1] For a fascinating account of the professional disagreements between dictionary writers, please see “Authority and American Usage” by David Foster Wallace. “[P]robing the seamy underbelly of US lexicography reveals ideological strife and controversy and intrigue and nastiness and fervor…” (Wallace, 2014, p.885).
-
AI and forensics security with cloud, networks impact on educationLarge Language Models (LLMs) have demonstrated significant potential to revolutionize higher education, prompting a need for strategic guidance on leveraging their benefits while addressing associated challenges [1]. This paper reaches into the critical role of cloud computing in enabling the smooth integration and sustainable transformation of Higher Education Institutions (HEIs) through LLMs. By examining the mutually beneficial relationship between LLMs and cloud technologies, this paper highlights how the cloud empowers HEIs to utilize the full potential of LLMs, overcoming challenges related to scalability, accessibility, and cost-effectiveness. The paper presents a comprehensive framework for the strategic integration of LLMs and cloud computing within HEIs, addressing key considerations such as data privacy, security, interoperability, and ethical governance. Through a systematic review of case studies and best practices, the paper offers actionable insights and recommendations for HEIs to navigate the
-
Ten tips when building a centralised evaluation unitHow can we establish and develop evaluation activities to show what support and interventions affect the student experience, as well as their learning, outcomes and destinations? Universities increasingly need to demonstrate their practices are based on evidence. They face demands from external regulators to show the impact of educational and other institutional practices on the student experience, learning outcomes and graduate destinations. Many higher education institutions will need to change and refine their evaluation processes and approaches to meet these demands. Here, we outline 10 tips for establishing a centralised evaluation unit, to lead on institutional evaluation and support evaluation activities, within your institution.
-
The influence of the TARGET motivational climate structures on pupil physical activity levels during year 9 athletics lessonsSchool Physical Education (PE) is recognised as the key resource for promoting physical activity (PA) among young people (Trost, 2004; Department for Children, Schools & Families [DCSF] 2008). Unfortunately, physical activity levels during many PE lessons fall significantly short of national recommendations (Fairclough & Stratton, 2005). Ames (1992a) devised the ‘TARGET’ acronym, a model used by educators to manipulate the environment to create a ‘mastery motivational climate’. Evidence suggests that perceptions of a mastery climate can develop pupil’s perceived competence, enjoyment and intentions to be active (Ntoumanis, 2001a). The TARGET framework therefore provides support for the long-term development of young peoples’ activity levels. Unfortunately, PE physical activity interventions have largely ignored pupil motivation, focusing instead on increasing pupil’s lesson activity levels (Fairclough & Stratton, 2005). The purpose of the current study was to utilise the TARGET structures to identify how this model directly impacts on pupils’ perceptions of the climate and their lesson activity levels. Two female groups of Year 9 pupils participated in an athletics unit of work. The control group (n=14) followed a programme of athletic activities delivered using ‘teacher-centred’ (UK Athletics, 2005) strategies. The mastery group (n=18) followed an intervention consistent with Ames’ (1992b) mastery TARGET structures. Pupils in the mastery group were involved in approximately 9% more MVPA per lesson. The mastery TARGET structures of task, grouping and time appeared to have the greatest positive effect on pupil activity levels. Whilst research suggests that this has positive long-term benefits for pupils, this study would argue that lesson activity levels can also be enhanced through the creation of a mastery motivational climate.
-
Students' perspectives of a study support (Studiosity) service at a UniversitySupporting students’ success and achievement is a key mission of WP (Widening Participation) institutions such as the University of Bedfordshire. An essential step in ensuring students succeed is the development of academic writing skills – these are vital during students’ studies and when students leave university study and undertake further study or enter graduate-level employment. During the 2021–2022 academic year, the University of Bedfordshire implemented a study support service called Studiosity, a service designed to provide students with formative feedback on drafts of their assessment tasks. This study utilises a survey instrument exploring Studiosity’s Writing Feedback (WF) service and addresses a gap in the literature where there is very little understanding of the details of students’ engagement with the system. The survey’s results indicate a mismatch between students’ assumptions about formative feedback provided by Studiosity. However, when students utilise Studiosity’s WF service, the personalised and specific feedback raises students’ confidence in their ability to write academically.
-
I reflect, therefore I am!: exploring the use of a voluntary online reflective journal as a learning tool among postgraduate dental studentsIntroduction: Reflection is widely used in all aspects of teaching and learning in dental education and makes a fundamental part of all learning activities for dental students. However, reflective tasks are often used with a clear purpose, for example in completing e-portfolios or dealing with critical incidences. This study explores the use of an optional online journal that Postgraduate (PG) dental students were encouraged to use as part of their own development. Aim: to explore how PG dental students perceive the use of optional online journals. Materials and Methods: data were collected via an anonymous questionnaire that included a word pool, Likert scale statements and free text comment sections (Appendix 1). Results: 31 students (93%) responded to the questionnaire with high focus on the usefulness of the journal showing 58% selecting “connecting with tutors” and 41% selecting “keeping track” of own learning and progress. The word “reflection” was selected by 87% of participants when describing the use of the journal. Some participants, 29%, considered the journal as “added pressure”, and 41% felt it was “extra work” as the journal, although voluntary, presented an added task to complete. All students made at least one entry on the online journal. Discussion and Conclusion: The use of an optional online journal can be a useful tool in establishing connection between dental students and their tutors. Some postgraduate dental students valued the benefits of reflective journal without it being linked to assessments. Some concerns were reported around the time constraints as well as the added work related to taking part in such activity.
