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Panel discussion - Insights from across education week 

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Panel discussion - Insights from across education week 

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I am thoroughly enjoying the discussion happening here - thank you all. Very insightful and much learning to be gleaned. Yes perhaps more explanation on what and why - sounds wonderful...so that students have a good sense of the college's rationale. I guess its about understanding clearly what the college's purpose is...and the money aspect is simply a balance of exchange for the service that is being provided.

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Panel discussion - Insights from across education week 

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Panel discussion - Insights from across education week 

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About group work- we asked our students in an SSLG on how we could support them. And one thing they said was they find many faculty patronize it and this doesn't go down well with students. Interestingly, while designing our team orientation sessions, it was very challenging to avoid patronizing!

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Panel discussion - Insights from across education week 

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Panel discussion - Insights from across education week 

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Just a comment about students who are against group work - this is where multidisciplinary can be so powerful. If you put a bunch of students from one discipline together, group work becomes about distributing work, but if you put a multidisciplinary group together in response to a multidisciplinary problem that can't be approached by one person on their own, then hopefully the power of working together will become much more apparent. Just one approach...

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Panel discussion - Insights from across education week 

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Panel discussion - Insights from across education week 

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In response to the group work comment, it's probably worth saying that as student reps we're very well aware that you can never satisfy all students! But the ones who hate group work will hate it more if you earnestly try to tell them it's good

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Panel discussion - Insights from across education week 

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Panel discussion - Insights from across education week 

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Some students hate group work and they say so - so either we are doing something wrong with the group work experience or we need to 'explain' why we do it- although you say we can't tell them its good for them!

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Panel discussion - Insights from across education week 

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Panel discussion - Insights from across education week 

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The interaction between students around lectures is a critical aspect of their social experience.  That has been hard/impossible to replicate this year.

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Panel discussion - Insights from across education week 

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Panel discussion - Insights from across education week 

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Not all courses have equal access to EdTech support - how could this be made 'more equal' across the college?

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Panel discussion - Insights from across education week 

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Panel discussion - Insights from across education week 

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I think serendipity is an important element of this. The 'academic' socializing that used to happen was often serendipitous, and I'd be concerned that if we try to now manufacture it instead of let it happen again naturally, we'd lost something great that we used to have.

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Panel discussion - Insights from across education week 

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Panel discussion - Insights from across education week 

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I find it troubling that both live speakers seem to have endorsed the marketed picture of students as customers needing to get their money's worth. We don't need to accept this model, and we don't need to adopt this way of thinking. What do the panel think about this?

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Panel discussion - Insights from across education week

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Panel discussion - Insights from across education week

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We need to use reps and get student feedback but be careful what you wish for: teaching based directly on reacting to what students ask for in conversations with reps wouldn't always work well!

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Panel discussion - Insights from across education week

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Panel discussion - Insights from across education week

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Students hate having why their teaching is good explained to them. They want to experience it to be good, not be told it's good.

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Panel discussion - Insights from across education week

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Panel discussion - Insights from across education week

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Do you think the pandemic increases students ‘ procrastination?

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Panel discussion - Insights from across education week

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Panel discussion - Insights from across education week

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The problem with replacing in person lectures with other interactive sessions etc is that the students already have A LOT of contact hours and struggle with their workload. So if they still needed to learn all the content on top of these replacement contact hours, it would be very problematic.

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Student Union Presentation - Michaela Flegrova

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Student Union Presentation - Michaela Flegrova

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Are students aware of the extraordinary effort that we, the staff, have all put in to try our best to make the educational experience as rich and rewarding an experience as possible?

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No question, just to say this presentation has been great.

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Student Union Presentation - Michaela Flegrova

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Student Union Presentation - Michaela Flegrova

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On my reflections of the year, I agree with that in personal learning is crucial for the student experience. What I am unclear about is the nature of the contact time that students spend in this format. So, if the contact time was predominantly spend on interactive activities, groups work, tutorials etc...as opposed to lectures...would that be associated with an enhanced student experience or not?

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Student Union Presentation - Michaela Flegrova

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Student Union Presentation - Michaela Flegrova

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Maybe, just maybe we need to do even more to explain to students the benefits of some aspects of blended learning. Just because we know it, doesn't mean that they do.

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Student Union Presentation - Michaela Flegrova

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Student Union Presentation - Michaela Flegrova

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Useful perhaps to remember that across most of the world its the norm to stay at home when studying... at least at UG level. It has traditionally been different in the UK but perhaps this development is more of an alignment with global attitudes and practices in HE than anything else- can we work with this trend?

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Student Union Presentation - Michaela Flegrova

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Student Union Presentation - Michaela Flegrova

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Why the focus on "lectures"? Why don't we use F2F teaching time for group work and interactive tutorials? Would that not improve student's learning experience as well as their social interactions?

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Student Union Presentation - Michaela Flegrova

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Student Union Presentation - Michaela Flegrova

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This has been a really super presentation, thank you so much Michaela. This really helps teachers understand the subtleties of the student experience. We clearly have reason to value in-person 'classes' (lectures, tutorials, etc.). We know, however, from experience in the past, and looking at e.g. Australia after lockdown, that attendance is on a downward trend. Have you got any thoughts of advice for us planning classes, with low capacity limits in the classrooms, on how to schedule in-person lessons that students will actually attend and that will be effective in the sense that you have articulated today?

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Student Union Presentation - Michaela Flegrova

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Student Union Presentation - Michaela Flegrova

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All very well but logistical/time-consuming nightmare to plan/organise on-campus teaching until the 1 metre plus social distancing rule is dropped.

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Student Union Presentation - Michaela Flegrova

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Student Union Presentation - Michaela Flegrova

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Is a one point difference on the mental health graphs equivalent as 'doing much much worth'? What is the deviation? what is the full scale? what is the n value?

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Student Union Presentation - Michaela Flegrova

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Student Union Presentation - Michaela Flegrova

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Have you compared the students "sadness" data with the data from the Imperial staff well being surveys? It might be more meaningful than comparison with the national data from the ONS.

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Student Union Presentation - Michaela Flegrova

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Student Union Presentation - Michaela Flegrova

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Interesting to see 'Get their degree, i.e. "meet the learning outcomes"' as a separate thing from 'Learn the skills & acquire the knowledge'.

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Student Union Presentation - Michaela Flegrova

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Student Union Presentation - Michaela Flegrova

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It is extremely misleading to compare SOLE scores and a 4% improvement doesn't look like a strong piece of evidence for much.

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How do you reconcile students/consumers demands on our programmes with the fact that learning through discovery can be uncomfortable and might not appear as a successful way of learning by the same students?

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Judging by the language used by my kids these days I can tell that they were told about fixed mindsets and growth mindsets at school!!!

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What steps do you think we should take to create more safe psychological places?

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It would be interesting to ask students when they think that they adopt a defended mindset and when they adopt a discovery mindset and what factors they think contributes to this.

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The descriptions of mindsets provokes useful discussion. But we also have an obligation to prepare our students to enter the workplace as well as scientific endeavor. Some of the traits of soldier or defended mindset, which we might portray as less 'good' might actually be more successful (sadly) at securing graduate positions....

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UG/PGT Students arrive at Imperial and are "served" academic content right from 9am on day 1 - how can we better use the first few days/weeks of first year to set up the educational experience that you've described here?

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You said that you think the consumerist model of education isn't necessarily a bad thing, but can we ever truly move forward to what you're describing here if the financial model is built on charging students fees?

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All staff at all levels in Imperial could be encouraged to have a scout mindset perhaps?

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Might there be a problem with contrasting Fixed vs. Growth mind sets in a way where one looks like a negative characteristic, and one looks like a positive characteristic? After all, All of the defining parts of each of them are ultimately natural, human characteristics.

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If you did a straw poll, how many of us have a growth or a fixed mindset?

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Don't forget we can and should oppose the financial model that HE in the UK currently runs on rather than accept it's there.

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We have discussed having students for 3- 6 years but what about 1 year for Master's students? What can we do to speed up (encourage/push?) the transition through the liminal space for these students?

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As a teacher - how do I balance being 'warm' and informal with some international students expectation for a sort of 'formal politeness'?

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We often describe students as from one of three categories - Home, EU or International despite the massive diversity in each of these categories. To what extent is the simplicity of 2-3 categories helpful and when might it become unhelpful or harmful?

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Very insightful talk, thank you! Just to echo what you have said, managing expectations and understanding of what it means to be a university student and how they will learn in higher education is very important as we cannot assume students know what is valued and what is expected in an academic community.

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Are there differences between UG and PG international students - or between faculties - or do all of these 'issues' apply equally across faculties and levels of study?

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I found the time zone differences to be a big factor which needed to be considered at planning stage so as to not disadvantage any of the students. I wonder how this would translate to student support services being accessible for international students if a hybrid learning/attendance model is to be taken forward?

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What insights or tips do you have for promoting engagement e.g. via Teams? We have created spaces but the take up has been limited.

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Thank you for the insightful session - I found the visualisations very helpful! I really appreciate what you're saying about setting expectations at the beginning - but what do you think the balance should be between expecting students to conform vs allowing them to bring their own behaviours & expectations that they are comfortable with?

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What do you think will be the biggest changes in internationalisation going forward?

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Have you noticed an even bigger drop on the already low engagement rates with support services since the pandemic? Are there any data or insights on what might encourage international students to engage with support services more?

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Very interesting talk, thank you. It's interesting to see the data on  how international students rank the online experience highly, but also how their experience of online learning was perhaps not what they originally expected. What lessons learnt would you say are important to take forward moving into the new academic year, especially since across institutions a hybrid pedagogy approach seems to be recommended? What would be a good way to support international students in the year ahead?

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Panel discussion - What have we learn from moving assessments online?

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Panel discussion - What have we learn from moving assessments online?

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Why do you think HE is so attached to traditional modes of assessment despite the evidence that they often hamper learning, negatively affect wellbeing, create massive workloads for examiners and the fact that there are many alternatives?

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Panel discussion - What have we learn from moving assessments online?

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Panel discussion - What have we learn from moving assessments online?

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Has the sector-wide covid-related move to online assessment thrown up anything that has surprised David or changed his views?

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Panel discussion - What have we learn from moving assessments online?

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Panel discussion - What have we learn from moving assessments online?

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Surely if the assessment is well designed then high performance should also means that learning has happened. Or I am just being naïve?

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Panel discussion - What have we learn from moving assessments online?

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Panel discussion - What have we learn from moving assessments online?

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We have some extensive sections of peer feedback (non mark based) as well as assessor feedback (also non mark based) and found the students placed little value in that process as they were interested only in the numeric mark. What proposals do you (plural) have to change this culture?

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Panel discussion - What have we learn from moving assessments online?

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Panel discussion - What have we learn from moving assessments online?

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What are your thoughts on moving away from giving students the mark for assignments and just the feedback?

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Panel discussion - What have we learn from moving assessments online?

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Panel discussion - What have we learn from moving assessments online?

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Would you be able to comment on any recommendations you have for aligning assessment strategies with the learning goals for a course?

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Panel discussion - What have we learn from moving assessments online?

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Panel discussion - What have we learn from moving assessments online?

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Learning by comparison so makes sense ... my students tend to value peer feedback more than tutor feedback. This came as a surprise to me as the academic insight in peer feedback is not necessarily as deep as the one from tutors. However, if students are also feeding back from their experience of learning by comparison, I know see why their value it more.

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Panel discussion - What have we learn from moving assessments online?

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Panel discussion - What have we learn from moving assessments online?

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We have completely moved away from closed book exams on facts regurgitation to open book exams on our MSc programme. The tasks are very authentic of the discipline which means we can test higher level skills and application of knowledge. This means that we are able to ask more from our students (this is reflected in our marking grids) ... and the result is NO grade inflation.

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An exellent presentation. No doubt that we need to change our assessments. However, it seems we need a lot of questions for an oral exam for a large classroom with ~250 students, as students might share the questions after exam. Any suggestions?

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The exam was a great progressive development in the 19th century. It enabled two things: (a) assessment on merit (without bias), and (b) efficient assessment of large numbers of students This development broke the curse of nepotism and aristocracy, and opened education to much larger numbers of people. By the 70's (that is, the 1870s), the flaws of exams were already well understood. They still contain bias, they induce terror, and they rarely assess what we really want to assess (and indeed, through influencing student behaviour, this becomes a deterrent to 'real' learning as Alejandro has commented). Good students seem to succeed despite these problems, but many do not succeed in the sense that we really want them to (despite good grades). Have we made any fundamental progress since the 70's (the 1870s)?

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Thank you for the presentation so far! Can you imagine higher education without assessment? If so, what do you think it would it look like? What is keeping us from considering an educational model that is not built on assessments?

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How to mark two-stage assessment? If a student didn't get right answer to a question in the 1st stage, and worked it out in the 2nd stage with discussion from group members, will they get full mark on the question? Will that be fair to others who had got right answers in the 1st stage?

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What principles and approaches should underpin evaluations of these alternative assessments? Should we focus on student 'satisfaction'? The ability of assessments to differentiate students? Academics' perceptions? Really great presentation!

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More integrated learning and assessment often leads to improved student performance in the assessment. Is this a problem? For me, I think this is fantastic, and I don't mind my students achieving better grades. But my colleagues are disturbed by this and insist of ranking and producing assessment curves. What do you think about this? Is it a problem if improved learning and assessment processes lead to greater achievement?

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Has anyone used a student's exam script as the basis of an oral exam?

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In Physics we dropped vivas for students on grade boundaries mainly due to perceived issues surrounding bias.

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We have been running a two-stage exam format in Physics with our first years for the past couple of years. The format with the group discussion section has been basically successful but it takes careful construction: we are still tweaking some of the details, such as judging the amount of content for the time available and tackling student anxiety about a credit-bearing activity with an unfamiliar format.

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A highly intelligent and entrepreneurial student once said to me that they "Sacrificed learning to pass their exams". How would you respond to such a student?

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How can we deal with the bias (unconscious or otherwise) that a non-anonymous oral assessment might yield?

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Will students who have the oral earlier complain of unfairness if the ones on later days have more time to study? I have a feeling ours might, and a large cohort might take several days.

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Panel discussion - What methods/approaches for practical education can we sustain in blended learning

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Panel discussion - What methods/approaches for practical education can we sustain in blended learning

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I was just in a clinical talk which raised the possibility that post COVID more and more consultations with our GPs will be via telephone or online ... perhaps the 'real' world is moving towards xR .... should we be worried?

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Panel discussion - What methods/approaches for practical education can we sustain in blended learning

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Panel discussion - What methods/approaches for practical education can we sustain in blended learning

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How do we ensure that students maintain the social aspects of learning when XR technologies are adopted (which may lead to them working in isolation)?

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Will VR ever replace the real-world lab?

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Are there any opportunity for virtual assessments .... what do you think the issues might be with this approach?

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How about those who experience nausea from the use of a VR headset during long durations. Have you found solutions, alternatives or workarounds?

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Linked to the question about mental health and support ... is VR useful as a way of practicing/teaching the emotional component of challenging learning environments and 'performance'?

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Headsets are more immersive ... is there any evidence that that makes the experience more 'real' &/or more effective than say the less immersive PC-based AR/VR?

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I noticed you use Unity. How did you decide to use this over other engines, such as Unreal?

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Great talk! thank you. I have a question - How do we protect student Mental Health when using XR: are they supported if they encounter trauma or strong emotive experiences for example? is Xr suitable for students with pre-existing issues, autism for example or do they lead to sensory overload?

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What are your thoughts about the cost vs benefit of AR in teaching? Isn't a HoloLens £2-3k per set? At what cost do you think it will be viable? Or is cost perhaps not the prohibiting factor right now?

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To efficiently deliver these experiences to students it must require a lot of headsets, computers, space, etc. Currently, how is this managed? Do individual courses/departments have this equipment or is there a central resource? What do you think the best setup for this is in the future?

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Panel discussion - Wellbeing and belonging in the post COVID-19 era

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Panel discussion - Wellbeing and belonging in the post COVID-19 era

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What do members of the panel think the main areas of needed are needed? What do we not know that we need to to support staff and students?

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Panel discussion - Wellbeing and belonging in the post COVID-19 era

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Panel discussion - Wellbeing and belonging in the post COVID-19 era

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We're a bit inclined, collectively, to blame (a) students and (b) the schools they come from for this outcome-focused mindset; but we need to think about in what ways we select for it, and reinforce it.

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Panel discussion - Wellbeing and belonging in the post COVID-19 era

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Panel discussion - Wellbeing and belonging in the post COVID-19 era

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How can we effectively and in a timely manner share good practices between faculties?

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Panel discussion - Wellbeing and belonging in the post COVID-19 era

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Panel discussion - Wellbeing and belonging in the post COVID-19 era

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Is there any risk in not helping students to become more resilient during their degree?

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Panel discussion - Wellbeing and belonging in the post COVID-19 era

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Panel discussion - Wellbeing and belonging in the post COVID-19 era

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Just in response to Denise's suggestion about proactively forcing students into groups, we did identify some 'good practice' in personal tutor groups where the tutor effectively saw their tutees as a group rather than as individuals, and often did things like meet for group lunch/coffees etc. Interestingly, this was said to make students more comfortable with their tutor than just the 1-1 tutorials, as well as promoting peer interaction. Scope for some research and experimentation here I think.

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Panel discussion - Wellbeing and belonging in the post COVID-19 era

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Panel discussion - Wellbeing and belonging in the post COVID-19 era

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We have students from certain cultures who don’t consider ‘belonging’ as a priority for them. How do we deal with that?

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The compassionate mind model is fine, but potentially may over-complicate some basic psychoeduation. As presented through the metaphor it didn't seem to recognize the problem of students arriving and continuing with a fixation on outcomes - results (built through primary and secondary education) instead of process - the process of learning, of being in the present and engaging in the joy of learning, and that then includes dealing with uncertainty, an openness to possibilities through learning.

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Do you think it’s too late for mature students to develop emotional resilience when they have developed a strong identity?

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I wonder how the course proposed is encouraged at Portsmouth, and whether its impact on students learning has been evaluated. I presume the students involvement with the course is not compulsory and its anonymous? Could you please share more about this?

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When people are really stressed, they often don't want to reach out so even if the help is available - how do we spot these individuals, especially when working remotely?

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We will begin next year with a Second Year cohort who will never have had the experience of sustained face-to-face interaction at Imperial. Will they feel they belong? What can we do about this?

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Do you think that all students are capable of dealing with that sense of uncertainty? Now that more students go into HE, do you think we are exposing more students to this 'emotional chasm' and that's why there are more mental health problems? Do we have the resources to support all these students to do this?

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The counselling service has some guidelines: https://www.imperial.ac.uk/counselling/mental-health-guidelines/

The student support zone has a lot of links for students https://www.imperial.ac.uk/student-support-zone/

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Could you provide some hypotheses which may explain this increase in mental health related issues among students?