By being open and consistent about how AI supports learning materials, an MBA accounting module built trust, encouraged responsible use, and improved engagement with flipped resources— without making transparency feel like a lecture.
Dr Amy Proctor describes how a new module was developed in SNES which embedded continuous reflection in taught sessions and through a reflective essay assessment.
Dr Matt Bawn convened a cross institutional workshop on GenAI and assessment and developed inclusive AI aware approaches that strengthen student critical thinking, transparency, and digital literacy through research informed practice.
Dr Chris Leyland discusses positioning students as active participants in scholarly practices that facilitate professional competences.
Adam Badger, Lecturer in Economic Geography, discusses sharing module responsibilities in Geography.
Building professional competency in Public Relations by connecting academic learning with industry practice through client briefs, portfolio development, and reflective academic writing
Dr Jennifer Warrender discusses how the School of Computing have utilised Team Teaching across multiple modules.
Discover how a flexible, adaptable 3-week summer project focusing on science communication can enhance bioscience students’ academic and professional skill gains, placement attainment rates, confidence, as well as provide a transnational educational opportunity.
Dr David Hope reflects on using ArcGIS StoryMaps as a summative assessment for a second-year undergraduate module and offers practical advice and inspiration for colleagues interested in the potential of this digital tool as a form of authentic assessment.
Dr Cong Zhang, Lecturer in Phonetics and Phonology in ECLS, discusses embedding authentic, engaging, and practical digital literacy skills into phonetics learning through interactive tools, online assessments, and creative multimedia projects.