Episodios
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''AI is fundamentally uncaring. It is a language model. It’s not a system that knows and cares about its students. It can be enormously helpful but it needs to be in addition to the support and mentoring of a human teacher. If we can get the balance right, so that the human teacher is at the centre of education with AI acting as a really valuable supplement to that, then I think we have got a powerful combination'' - Prof. Mike Sharples.
In this episode, in conversation with Mike, we unpick some nuanced considerations educators need to be mindful of when planning to use Gen AI technologies for teaching and learning. As Mike suggests 'Gen AI could be treated as a conversational partner who is prone to make mistakes' and as educators we shouldn't forget that the focus 'should always be on good pedagogy'.
Mike Sharples is an Emeritus Professor of Educational Technology at the Open University. He provides consultancy for institutions worldwide including UNESCO, UNICEF, universities and companies.
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Continuing from Part-1, listen to this latest episode where Emerita Prof. Sally Brown and Prof. Kay Sambell critically explore the role of student involvement (either directly or indirectly) in creating effective authentic assessments. In addition, Sally and Kay outlines and explains the 6 steps method of designing authentic assessments using this time-tested and evidence informed approach to foster learning and engage students in a 'productive messiness' for optimised pedagogic experience.
For a rich collection of scholarly work on authentic assessments from Sally and Kay, visit:
www.sally-brown.net
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In this exclusive episode, in collaboration with the Journal of Educational Innovation, Partnership & Change, Professor Nephtali Marina Gonzalez, along with Iker Hernaez and Angelica Blotto, delve into their co-creation project offering valuable insights into the challenges faced and lessons learned from the perspectives of both staff and students. Tune in to discover what makes student-staff partnerships successful and how you can co-create similar partnerships within your practice.
Professor Nephtali Marina Gonzalez is the Vice Dean of Equality, Diversity and Inclusion at the Faculty of Medical Sciences, UCL. He is also the co-editor of the Journal of Educational Innovation, Partnership and Change. Nephtali is extremely passionate about Research-Based Education. He implements and disseminates innovative and cutting-edge educational strategies that enable students to create new knowledge by constructing their own research and makes them more competitive for the challenging job market.Angelica Blotto is a 3rd year BSc Applied Medical Sciences student at UCL. She is one of the student-partners for the Integrated Medical Sciences Change Maker’s project. Angelica is also a member of the Drama and MedTech societies at UCL. Outside of university, Angelica also trains in ballet.Iker Hernaez, is a third-year student at University College London pursuing a BSc in Applied Medical Sciences. Besides academics, Iker is deeply involved in leadership roles, serving as a Student Partner for UCL Change Makers, former captain of UCL's 1st Tennis Team, and the Cultural Events Officer for the Spanish and Latin Society.
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This podcast features two internationally acclaimed Authentic Assessment experts Professor Sally Brown and Kay Sambell, who illuminate the transformative potential of authentic assessment methods in Higher Education through their expertise and experience. Drawing upon a range of global examples, Sally and Kay provides guidance for the integration of genuine tasks and real-world contexts to elevate student engagement and competency development, advocating for a more meaningful pedagogical approach to evaluation.
Professor Sally Brown is an Independent Consultant in Learning, Teaching and Assessment and Emerita Professor at Leeds Beckett University where she was, until 2010, Pro-Vice-Chancellor. She is also Visiting Professor at Edge Hill University and formerly at the Universities of Plymouth, Robert Gordon, South Wales and Liverpool John Moores and at Australian universities James Cook Central Queensland and the Sunshine Coast.
She holds Honorary Doctorates from the universities of Plymouth, Kingston, Bournemouth, Edinburgh Napier and Lincoln. Sally is a Principal Fellow of the Higher Education Academy, a Staff and Educational Development Association (SEDA) Senior Fellow and a National Teaching Fellow. Sally is widely published on learning, teaching and particularly assessment and enjoys working with institutions and teams on improving the student learning experience. Her publications can be accessed on www.sally-brown.net .
Professor Kay Sambell is widely known internationally for her contributions to the Assessment for Learning (AfL) movement in Higher Education, which seeks to emphasize the ways in which assessment processes can be designed to support and developing students’ learning, as well as measure it. For over two decades she has spearheaded a range of pragmatic innovations, research projects and initiatives focused on improving university student learning via assessment. She co-led the pioneering Centre for Excellence in Assessment for Learning during her time at Northumbria University. She is a UK National Teaching Fellow (2002) and a Principal Fellow of the Higher Education Academy. She is currently an independent consultant and Visiting Professor of Assessment for Learning at the University of Sunderland and the University of Cumbria.
Kay also helped to establish and support a series of international conferences aimed at rethinking assessment practice. She is currently President of the vibrant Assessment in Higher Education (AHE) conference series, ( https://ahenetwork.org/.) which leads the development of assessment for learning.
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As Generative AI takes on more routine responsibilities, would accountants need to cultivate new skills and competencies to thrive in their profession? How can accounting curricula adapt to equip students with the critical thinking, ethical reasoning, and technological proficiency required to thrive in a professional landscape that is being rapidly redesigned by the advancement of AI technologies? In this latest episode, Dr Gerhard shares his insight on how AI technologies have evolved recently and will continue to evolve and what educational institutions and professional bodies can do to support career readiness of future accountancy graduates.
Dr Gerhard Kristandl is an Associate Professor for technology enhanced learning in the school of accounting, finance, and economics at the University of Greenwich. He has 18 years of experience in higher education across the UK, Canada, and Austria, with a focus on learning technologies in HE. He is a key member of the University of Greenwich AI Task Force, the university lead for Mentimeter, a Senior Fellow of the Higher Education Academy, and a former management consultant. He blogs about generative AI on LinkedIn and Medium, and runs his own YouTube channel, with recent videos around generative AI and its applications in education. He is passionate about creating engaging and innovative learning experiences for his students and is a strong believer that generative AI makes and will make human educators even more important than ever before.
LinkedIn: https://www.linkedin.com/in/gerhardkristandl/
Medium: https://medium.com/@gerhard.kristandl
YouTube channel: https://www.youtube.com/@drgeekay
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This podcast episode explores how higher education institutions can leverage alumni feedback and insights to enhance their teaching, learning, and entrepreneurship programs. Professor Andy Penaluna shares his expertise on fostering strong alumni connections and using their diverse experiences to inform curricular and co-curricular developments that better prepare students for the evolving workforce.
Professor Emeritus Andy Penaluna is a renowned expert in the fields of entrepreneurship, enterprise, and employability education. With a background as a designer, he has leveraged creative thinking to drive innovative solutions in both business and academia.
Andy's extensive experience spans various levels of education, from primary schools to post-doctoral programs. He has led impactful initiatives, such as updating the UN's Empretec program curriculum and developing the EU's EntreComp Framework. His work has also influenced policy, with the QAA announcing that all Subject Benchmark Statements should now consider enterprise and entrepreneurship. Andy's contributions have been widely recognised, including a personal presentation of the Queen's Award for Enterprise Promotion and awards from the Institute of Enterprise and Entrepreneurs and the Maserati 100 Entrepreneurs. Currently, he is assisting UNESCO in responding to the need for entrepreneurial leadership in higher education and advising the UK All Party Parliamentary Group for Entrepreneurs.
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This podcast episode critically examines the intersection of digital literacy pathways and pre-arrival questionnaires. In discussion with Michelle, this topic explores the current understanding of PAQ, shedding light on its potential benefits and considerations in relation to addressing digital literacy skills gap in students transitioning to Higher Education.
Dr. Michelle Morgan is widely recognised both nationally and internationally as an expert in Student Experience Transitions, spanning all educational levels, and has a wealth of publications in this field. Currently serving as the Dean of Students at the University of East London, Michelle holds significant affiliations including being a Principal Fellow of the Higher Education Academy (HEA), a Fellow of the Association of University Administrators (AUA), an elected council member of the UK Council for Graduate Education (UKCGE), and a Student Minds Mental Health Charter Assessor. Throughout her diverse career, Michelle has held roles ranging from faculty manager to lecturer, researcher, and academic manager. Her approach as a 'Third Space Integrated Student Experience Practitioner' involves developing initiatives grounded in pragmatic and actionable research. Holding an impressive track record with over 50 publications, Michelle delivered numerous presentations at both national and international conferences, including keynotes and invited papers. Additionally, she has spearheaded the creation of a free online portal offering valuable resources and links for those interested in enhancing the higher education student experience.
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This episode defines AI literacy by exploring its key components and argues it's crucial role in today's world. With the rapid pace at which Generative AI technologies are advancing, how do we navigate this complex landscape and foster critical thinking abilities in learners in Higher Education? Join Dr Martin as he taps into the response from Russell Group Universities in the UK to rise to the challenges and benefits of integrating Generative AI into teaching and learning.
Dr Martin Compton is the College Lead for Programme, Module and Assessment Design at King’s Academy, King's College London. With over 30 years in education, Martin has taught at various levels and in a number of countries. He focuses on adapting higher education pedagogy, assessment and feedback to emerging technologies like generative AI, advocating for compassionate pedagogy and joyful learning with a 'freedom to learn' philosophy. Martin also contributed and co-delivers on the free 'Generative AI in Higher Education' online course from King's College London which has been helping the HE sector understand the impact of AI since its launch in October 2023.
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In this episode, Uchenna shares his notable experiences in managing stakeholders as an SU President while ensuring student voices are heard. He explains how he prioritises student needs to ensure it is a reflection of the entire student population, sharing critical examples of how student voices have had a significant effect on university initiatives and policies during his time as the University of Bolton's SU President.
Prior to coming to the UK from Nigeria, Uchenna worked as a seasoned project manager in various consultancy firms specialising in European and World Bank funded projects. His first degree was in biochemistry but a change in career pathway led to his desire to acquire a Masters in International Management, at the University of Bolton. Featured in major newspapers and radio Programmes in the UK and Nigeria, Uchenna's speedy contribution to upholding student voice in UK higher education has seen him initiate over 20 student-led projects in just 4 months in office, leading to a surge of innovative Programmes aimed at empowering students. Some of his transformational work include, The maiden Bolton Leadership Conference, a student-led educational trip to the UK Parliament for a chance to learn the role of MPs and student collaboration in upholding student voice and addressing student needs, the Global talent visa webinar empowering students with more employability options, launch of the Climate change and Environmental workshop, the maiden lunch of the Bolton Student parliament aimed at giving students the equal opportunity to participate in the Union activities among many others initiatives. In his words, international students have been playing significant roles in the United Kingdom through University led Students' Unions for a very long time. This has resulted in a recognised number of international students rising to be changemakers in the UK Higher Education sector to drive better outcomes for international student experience.
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In this episode, Dr Amanda Costello shares her insights on leveraging LEGO bricks to foster creativity, teamwork, and problem-solving skills. Uncover the secrets behind this colourful, hands-on approach that transcends age barriers and transforms traditional learning into a dynamic, engaging experience!
Dr Amanda Costello is a Fellow of HEA and Senior Lecturer and Researcher at the University of Bolton. Amanda is also a Programme Lead for MSc Pathways in the School of Nursing and Midwifery. Her research interests include learning disabilities and autoethnography work, assessment literacy and cross faculty development research and learner attrition HEE funded research. She has published and presented her research work in several international conferences. Amanda also facilitates research workshops across the University of Bolton in addition to supervising on PhD programmes.
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Uncover the magic of "Storytelling as a Pedagogic Tool for Engagement" in this podcast episode! We explore how storytelling transcends the boundaries of traditional teaching, captivating hearts and minds while delivering crucial lessons. Hear from Dr Sarah Telfer who highlights the impact of narrative-driven teaching for fostering engagement, enhancing comprehension, and igniting a lifelong love for knowledge.
Dr Sarah Telfer is an Associate TIRI (Teaching Intensive Research Informed) Professor in Education at the University of Bolton. Sarah is programme leader for Initial Teacher Education (ITE) 14+ Programmes for the Further Education and Skills Sector and is an experienced educational leader and teacher educator, with a background in ESOL and Literacy teaching and staff development in a range of different educational contexts. Her area of special academic research is the use of storytelling as a pedagogic tool in educational practice.
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In this follow up episode with guest speaker Dr Olatunde Durowoju, we discuss how AI tools can be designed to ensure equal access and engagement from students while avoiding bias and disparities. We explore steps institutions can take to facilitate professional development of staff to create an inclusive learning environment that respects differences in perspectives while promoting equity.
Dr Olatunde Amoo Durowoju is a Reader in Education Management and the Associate Dean, Diversity and Inclusion, for the Faculty of Business and Law. Having led and worked on several inclusivity projects within and outside of LJMU, Tunde has developed a keen understanding of the nuanced requirements for a truly inclusive and equitable practice and have been actively working towards removing barriers and delivering equity of outcomes and experiences for all student and staff groups. He has won several awards over the years and is currently leading a campaign on developing staff and student agency towards the use of artificial intelligence for inclusivity purposes within higher education. He is the creator of the ‘Working Seminars on Achieving Inclusivity using Artificial Intelligence in HE’, a melting pot for inclusivity scholars and AI advocates. He is a member of the UK Higher Education Award Gap Group and the Vice Chair of the Anti-Racism and Learning Technology special interest group within the Association for Learning Technology. While we may be different from each other, we are not different in importance and value.
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This episode sheds light on the unique dynamics of the personal tutoring relationship, its distinct benefits, and the challenges it presents for higher education institutions (HEIs). We also capture the means by which HEIs can ensure inclusive access to personal tutoring for student success, retention, and overall well-being in higher education.
Dave Lochtie is a Senior Operations Manager for the Personal Learning Advisory Service at the Open University which provides targeted one-to-one support for student populations identified in the institution’s Access and Participation Plan. He is Co-Chair of the Association for Peer Learning and Support which promotes best practice in student-led learning and was a founding member of the UK Advising and Tutoring association (UKAT) which supports personal tutors and academic advisors across the UK. Dave is a qualified teacher, co-author of Effective Personal Tutoring in Higher Education and co-editor of The Higher Education Personal Tutor’s and Advisor’s Companion. He has worked in student services management roles at the University of Derby and University of New Orleans as well as serving as an elected Director, Trustee and Governor of the University of Roehampton and Bournemouth University Students’ Union. Dave is passionate about student voice, equality, support and success.
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In this episode, Technology Enhanced Learning expert Dr Enilda Romero-Hall, breaks down the intricacies of how AI is transforming traditional educational approaches and reshaping the way we learn. Together, we explore the exciting prospects and ongoing discussions regarding the integration of AI in technology-enhanced learning.Dr. Enilda Romero-Hall is an award-winning scholar, Associate Professor, and Coordinator of the Learning, Design, and Technology Ph.D. program at The University of Tennessee Knoxville. Enilda also serves as the Program Chair for the AERA SIG Instructional Technology and Advising Editor to the Feminist Pedagogy for Online Teaching digital guide. Her research interests include the design and development of interactive multimedia, faculty and learners’ digital literacy, and networked learning in online social communities, in addition to innovative research methodologies; culture, technology, and education; and feminist pedagogies.
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In this episode, we explore the transition from bias to belonging, focusing on the imperative of fostering inclusive AI practices in higher education. We examine the pivotal role of artificial intelligence in enhancing diversity, equity, and inclusion within academic environments. Join us in this critical conversation with Dr Olatunde Amoo Durowoju, a Reader in Education Management and the Associate Dean, Diversity and Inclusion, for the Faculty of Business and Law.
Having led and worked on several inclusivity projects within and outside of LJMU, Tunde has developed a keen understanding of the nuanced requirements for a truly inclusive and equitable practice and have been actively working towards removing barriers and delivering equity of outcomes and experiences for all student and staff groups. He has won several awards over the years and is currently leading a campaign on developing staff and student agency towards the use of artificial intelligence for inclusivity purposes within higher education. He is the creator of the ‘Working Seminars on Achieving Inclusivity using Artificial Intelligence in HE’, a melting pot for inclusivity scholars and AI advocates. He is a member of the UK Higher Education Award Gap Group and the Vice Chair of the Anti-Racism and Learning Technology special interest group within the Association for Learning Technology. While we may be different from each other, we are not different in importance and value.
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In this episode, we focus on the intricate discourse surrounding the "student as a consumer" model within higher education, exploring its impact on educational quality, learning experience of students and institutional accountability in the context of an evolving higher education landscape with guest speaker, Professor Patrick McGhee, Assistant Vice Chancellor at the University of Bolton with responsibility for quality and for research.
Patrick is a UK National Teaching Fellow, CBT therapist and chartered psychologist. Educated at the universities of Glasgow and Oxford, he has completed CPD programmes at Harvard Business School and Ashridge. In 2017 he was a Visiting Fellow/Scholar at the universities of Cornell, Yale and MIT in the USA. He has taught, researched or practised in psychology and therapy for 30 years. His first post was as a Research Fellow in Psychiatry and Psychology at St George's Hospital Medical School, University of London. He is the author of Thinking Psychologically (Palgrave) and The Academic Quality Handbook (Routledge) and co-editor of Accounting for Relationships (Methuen). He has been an occasional columnist for The Guardian, the BBC and the Times Higher Education. -
This podcast features Robert Wood, Emeritus Professor of Information Systems at Alliance Manchester Business School and Professor of Business Technology at the Greater Manchester Business School, University of Bolton. In this enlightening episode, Bob shares his insights into the transformative impact of artificial intelligence (AI) on higher education. As traditional lecture halls give way to innovative algorithms, the conversation explores the ways in which AI has evolved and is reshaping the educational landscape.
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Everything you need to know about this podcast series.
