Case Study: Developing an online community through small steps and student feedback

Tutor: Helen Klepper SummaryHow to engage part-time students on a one year CPD professional programme by focusing on developing a learning community using a range of activities and technologies.Further Information:Subject Area:Human Resource management (HRM) programme - LBSLevel: 5Class Size: 24 BackgroundThe CPD Chartered Institute of Personnel and Development level 5 programme in HRM attracts a cohort of more mature students who are looking for promotion or progression within this field. The programme consists of two modules over two semesters and classes take place in the evenings. This case study will focus on the assessment and related developments during the period of Covid, that have influenced the thinkingaround how to run this programme in the future.Creating an online communityAs with most programmes, this one was not designed as a distance learning course, neither had the students applied for nor prepared for the switchover to a fully online experience. The programme lasts for two semesters. In that short time the students have never met the tutors nor each other physically throughout the whole programme. One of the key objectives was to create and encourage a safe online climate which engenders active participation through discussion. One of the assessments was a group presentation. The tutors were keen to build the trust and working relationships between the groups when they were only meeting online too. The sequencing of the modules was changed to allow time for the students to get to know each other before completing the summative group work. Even with this change it still presented a problem to the tutors to design different ways in which to build this trust.Formative online tasksThe tutors have also introduced several formative tasks asking the students to create podcasts and infographics representing their understanding of the various summative assessment tasks. This allowed the tutors to understand how well the students have understood the briefs, it\u27s also allowed the students to think differently about the diverse ways of using online media and allowed them to learn from each other. These were successful with over 95% of students completing each one.WhatsappThe tutors encouraged the course student reps to set up a Whatsapp group. They were members too but withdrew as soon as everyone was added to allow the students to talk more freely. This space allowed the students to support each other in a space that they owned.Activities in Zoom breakout roomsRight from the start, tutors used zoom breakout rooms to place students in random groups to answer simple questions relating the content to their experiences. These questions were carefully designed and used to help the students create bonds through structured activities rather than leaving them to their own devices to get to know each other. Joshi pointed outhow important it was to provide enough time in these group sessions to allow the conversations to grow. It was important for her to give them structure and something constructive to talk about and provide them with space to have a ‘natter’! Joshi believes that the students would have struggled to solely share personal information in a unprecedentedtime, without providing this structure.Later, in the course the tutors transitioned the students from randomly allocated groups to small working groups of four that continued to work together for all Zoom breakouts and eventually completing the group assignments.Although this was successful there was a particular session which made a big difference in terms of the students opening up and becoming more of a collective, sharing online community. Joshi asked a successful student to come and give a talk to the current students. This student talked openly about their struggles with the course in terms of developing their confidence. They also encouraged the students to understand that there was a responsibility on them to form more of a collective. Joshi believes this candidness from a successful student allowed the students to reassess the importance of the way they worked with each other.In the recent board of study meeting students voiced their enthusiasm for this “I really feel comfortable with the others now”.External eventsIn the past students were encouraged to attend CIPD professional body events, however these were difficult to attend because of travel and parking difficulties. During covid students could attend the events were delivered online. This has allowed attendees to speak to key members of the Body, and follow them on twitter. Through this process, students became more interested in networking and asked for extra sessions on CVs and other employment focused activities such as MicroSoft certification. Joshi hopes to continue this practice allowing a wider selection of participants to network and contribute.Assessment – Group PresentationFollowing initial resistance, students began to use the Teams tool to practise presenting together as a group outside teaching sessions. The summative assessment were performed on Zoom. Through consultation, to minimise disruption, it was decided that the students would present without their peers watching. Individual Zoom sessions were created for each presentation group. The tutors moved to each respective zoom session during the scheduled delivery times and aided the process by changing each slide which was most welcome.ConclusionThe team are still learning but have noticed a change in communications. On the lighter side, the student community were also blessed by one of their partners having a baby during lockdown which was at once adopted as the course baby. Joshi has asked the students about next year and what they would like to keep in terms of teaching and learning methods. Theywould prefer lectures to remain online and only attend for the first induction and discussions around assessment

Session 33: A day in the river of learning: a metaphorical inquiry of university life

Session overview: A creative qualitative research method known as the River of Life was employed to invite Level 4 students to consider how they might represent their learning journey, if it were a river. The river is used as a metaphor for the students to consider how university study feels and looks like for them. The metaphor enables them to reflect on what their river looks like by identifying and depicting the highs and lows, the twists and turns, and the other features that come into view along their ‘river of learning’. Following this exercise, the students were then invited to generate a digital image of their river using a free AI image creator such as Microsoft Bing. In this presentation, we will share some of the river of learning AI-generated images of students, including the reflective stories that emerge in the process. Engaging students with their river of learning provided a deep understanding of what student lives are made of and what preoccupies their university study that is intricately entangled with place, belonging and sense of self. Key learning points from this session: The \u27River of Learning\u27 is offered as a creative exercise with pedagogical grounding in the lives of our current students. It is a useful method to engage students in a reflective process for their assessment and essay writing

Case Study: Global Classroom, Local Impact:: Leveraging International Partnerships for Transformative Student Experiences

This case study examines an innovative international collaboration that transcends traditional educational boundaries through authentic industry engagement and meaningful cultural exchange. Dr Onur Dursun, Dr Emma Mulliner, and Dr Neema Opiyo created a transformative learning experience for 48 Level 6 and 7 Civil Engineering students by leveraging established relationships with Denver University and major international construction companies. The project demonstrates how authentic professional experiences, combined with genuine cultural exchange and systematic boundary-breaking, can create educational innovations that fundamentally challenge how higher education is organised. While financial constraints limit immediate scalability, the approach offers a compelling model for assessment design that prioritises real-world relevance, global perspective, and systemic change over traditional academic structures.

Session 29: Alumni with a heart: alumni entrepreneurs giving back to the community

Session overview: Overview: The Start-up Hub (SuH) at Liverpool John Moores University (LJMU) has been a cornerstone of entrepreneurial support for our students and alumni for over 20 years. Our new Startup Hub network will help us connect more alumni businesses and student entrepreneurs together with local eco system opportunities for potential collaboration, support and mentoring. In this session, we will present a dynamic panel comprising current students, successful alumni, and a dedicated staff member. Each panelist will share their unique business journey and highlight the pivotal role the Start-up Hub has played in their development. This discussion will showcase how mentorship and support from the SuH have fostered growth and innovation. Additionally, we will introduce the \u27Start-up Hub Network,\u27 a new initiative designed to enhance both internal and external engagement. This network connects alumni and student entrepreneurs with like-minded partners and industry experts across the Liverpool City Region (LCR). By facilitating these connections, we aim to create a thriving ecosystem of innovation and collaboration. Join us to learn how the LJMU Start-up Hub is nurturing the next generation of business leaders and driving economic growth in the LCR. Key learning points from this session: Attendees will learn about the support provided by the Start-up Hub and engage directly with panellists. Staff members are encouraged to join the network event to discover ways to get involved, enhance their knowledge, and connect with the Hub for better signposting and networking opportunities. These success stories will help the next generation of entrepreneurs and encourage the audience work alongside students and alumni, fostering a sense of community and shared purpose. Alumni with a heart: alumni entrepreneurs giving back to the community PowerPoint. Only LJMU staff and students have access to this resource

Session 10: Just do it: student-led experiential learning – insights from first-year Applied Entrepreneurship students

Session overview: As first-year students of Applied Entrepreneurship at LJMU, we want to share a unique student-centred perspective on experiential learning, focusing on our experiences during the course. Applied Entrepreneurship is an innovative programme that replaces traditional lectures with a hands-on, student-led approach, combining real-world business experiences with coaching. Our position as students gives us the opportunity to offer an often-overlooked perspective, providing reflections on how this model has shaped our university experience. We believe our insights are relevant and valuable in demonstrating the benefits of this contemporary, student-led learning model. We will discuss how this hands-on approach develops independence, collaboration, innovation, and shared learning, making it an inclusive and empowering learning model. This has enabled us to apply theories to real business scenarios, critically assess and adopt complex concepts, and develop our own problem-solving approaches. This student-driven strategy promotes continuous learning, with knowledge that deepens through repeated application in a real-world context. We aim to present the value of this learning style and the impact it has had on our first year. Hearing our experiences may support programmes in adopting a more transformative and engaging approach to learning by encouraging trust and collaboration between staff and students, alongside greater learner autonomy. While this model is particularly well suited to business and entrepreneurial fields, where practical application is crucial, its principles could inform other disciplines as well. Key learning points from this session: Key takeaways include first hand experiences in experiential learning: how autonomy and trust influence our learning processes, how applying theory to practice enhances understanding, and how staff support deepens engagement. By sharing our journey, we aim to show the effect this model has had on our academic and personal growth. Just do it: student-led experiential learning – insights from first-year Applied Entrepreneurship students PowerPoint. Only LJMU staff and students have access to this resource

Case Study: Harnessing Social Media for Professional Practice:: An Instagram Portfolio Assessment Model

This case study examines how a Sports Coaching program transformed professional practice assessment by implementing Instagram portfolios for level 5 students. These students develop contemporary digital skills while consolidating their professional development by creating professional social media profiles that showcase and collated weekly learning activities. The success of this approach is evidenced by strong student engagement, external examiner support, and the assessment\u27s longevity and evolution over eight years.

Session 47: Menstruation matters: exploring how menstruation influences the student experience at LJMU

Session overview: This session will present the findings and recommendations from an ongoing piece of research called Menstruation Matters.  This project has been funded by the LMU EDI fund and is set to explore the experience of students who menstruate, and how this impacts upon their studies and university experience.  Previous research has identified that menstruation can cause lower academic performance due to absenteeism, impaired concentration and lessened class participation.  The project aims to understand the menstrual experiences of students related to stigma and dignity challenges, examine the barriers to use of sustainable menstruation products amongst LJMU students,  address existing/arising stigmas and taboos that affect the dignity of menstruators on campus and understand barriers to learning, attendance and student experience. The study commences in January 2025 and will include surveys, interviews and focus groups.  Students are working with us as co-researchers and the student union is a partner in the project. Key learning points from this session: Delegates will learn how menstruation impacts upon student\u27s academic success and their participation in university life.  It will share the outcomes from our research along with our recommendations for change, as well as a summary of the part colleagues can play in this process. Menstruation matters: exploring how menstruation influences the student experience at LJMU PowerPoint. Only LJMU staff and students have access to this resource

Case Study: Building Assessment Literacy Through Scaffolded Peer Review:: Transforming First-Year Lab Reports into a Deeper Learning Opportunity

This case study examines an innovative approach to first-year lab report assessment that addresses the dual challenges of developing assessment literacy and managing large cohort marking loads. Dr. Gemma Miller has developed a sophisticated scaffolded peer review system in a Level 4 Exercise Physiology module that transforms traditional lab report submissions into multi-stage learning experiences. Through a carefully designed sequence of activities including calibration exercises, structured peer review sessions, and reflective writing, students develop critical evaluation skills while developing meaningful feedback on their own work. The approach demonstrates how traditional assessment challenges can be transformed into powerful learning opportunities.

Session 55: Destination: library. An interactive approach to library induction

Session overview: Library Services has a good track record of delivering introductory sessions to new students, but the range and amount of other induction activities means that their impact can be variable.  Many students will experience ‘library anxiety’. Additionally, since the pandemic and the opening of the Student Life Building, there has been a marked decline in footfall in Aldham and Avril Robarts buildings. Destination: Library was launched at the start of this academic year as part of the overall induction offer from the library, to address some of these issues.   This new initiative aimed to attract students into our physical spaces and provide an opportunity to promote and engage with our services.  This gamified approach followed an airport/travel theme and with participants ‘visiting’ 8 different checkpoints located throughout the library.   Each checkpoint incorporated a task linked to a particular feature such as understanding electronic resources or referencing.  The tasks were designed to be fun, interactive and quick. The aim was for students to complete the whole game within 15 – 20 minutes. The event was run simultaneously at both the Aldham and Avril Robarts libraries allowing students to participate wherever they were based on campus.  Each of the individual components of the event were run again as standalone activities throughout semester 1 in the libraries, Student Life Building and online. Feedback from library staff and students was positive.  Destination: Library met the aim of providing an overview of the different services within the library, in an accessible way.  Students reported feeling more confident in coming to the libraries and using our services as a result of their participation.  Key learning points from this session: This session will discuss the event in more detail, reflect on our experiences and give attendees a chance to participate in a sample activity. Participants can put forward ideas for further development and how they might want to incorporate this into their own induction plans. Destination: library.  An interactive approach to library induction PowerPoint. Only LJMU staff and students have access to this resource

Session 52: The River Mersey clean water challenge: localising outreach and public engagement

Session overview: This session will explore the value of drawing on the local environment to situate university outreach and public engagement. In 2023/24 the Absolute Chemistry Research Group (ACRG) designed and delivered The River Mersey Clean Water Challenge. This project saw over 150 learners aged 9-12 from six Liverpool City Region (LCR) schools challenged with a local problem within a global context: investigating the River Mersey to advance their understanding of UNSDG6: Clean Water and Sanitation.  Participating schools received a mock ‘sample’ of River Mersey water and were challenged to purify it through scientific procedures. Each school received three outreach sessions to support their investigation which situated learning in a Liverpool context, including a school visit by Liverpool John Moores University (LJMU) staff, a teacher-led series of practical activities and a Gala Day visit to the LJMU campus. This Gala Day saw learners take part in enriching science enhancement activities and share their approach to purifying the simulated river water. Each sample was tested for purity by an expert panel of chemists at LJMU. The Water Challenge was successful in engaging learners from socioeconomically deprived backgrounds; offered school-aged learners experience of the LJMU campus and supported interactions between young people and current LJMU Student Advocates, providing positive role models for HE. This session will reflect on the advantages and limitations of adopting a localised approach to outreach and public engagement, drawing on evaluation data and research literature, and offer advice to others who might wish to localise their outreach and engagement activities.  Key learning points from this session: This session will offer insights into the practice of outreach and public engagement, including advantages and challenges of undertaking activities with a local focus. The session will demonstrate the capacity to draw on the local environment to serve local communities in line with LJMU Student-Focused, Community, Courageous and Inclusive values. The River Mersey clean water challenge: localising outreach and public engagement PowerPoint. Only LJMU staff and students have access to this resource