Nano Conference #10 - Aston & Coventry Collaboration

Agenda and speakers

• 10:30am – Welcome

Academic Enhancement and Professional Development

• 10:35am – Enhancing business communication for all via neurodivergence awareness: An impact case study with first year Team Entrepreneurs at Team Academy Aston University

Vanessa and Aimee work closely with other Team Coaches at the Aston Centre for Enterprise, Coaching and Innovation, to design, develop, and deliver inclusive learning and teaching for their students, and particularly for their Team Entrepreneurs on the BSc Business Enterprise Development course. This is a non-standard, non-traditional “learning by doing” degree programme, which, as we are becoming increasingly aware, appeals to students who may have learning differences, and (un/diagnosed) neurodivergent traits, many of whom often have a wide range of individual learning needs. This case study is a work in progress, with Vanessa and Aimee researching the implications of learning differences, and their subsequent learning needs, to create inclusive and supportive learning conditions for everyone.

• 10:50am – AI in Action: Creating Case Studies for Tomorrow's Healthcare Heroes

This talk will explore cost-effective ways to incorporate AI into teaching and simulation experiences, with a particular focus on its impact on student learning and engagement. By utilizing AI-generated patient videos in place of hiring actors, we have developed innovative case study assessments and enhanced in-class discussions. This approach not only offers realistic simulations at a fraction of the cost but also broadens the range of scenarios students can engage with. Examples of these AI-driven teaching methods will be presented to demonstrate how technology can create immersive learning experiences that enrich students' experience and decision-making in ways that traditional methods may not achieve.

• 11:05am – Inclusive Futures: How AI Simulations Drive Equality

In this session, Natalie will provide an overview of how generative Artificial Intelligence (AI) simulations can drive equality for student learners using examples from the award-winning practice at Aston University. She will cover how AI simulations can give advantages in terms of inclusive content as well as how it can be an inclusive as an approach. The experience to be shared is in clinical education of healthcare professionals however the principles of the presentation can be applied to any discipline. Natalie will share Aston’s guidance for those looking to embark on their own journey with AI simulation.

• 11:20 – 11:30am Break
• 11:30am – Key considerations in block teaching to support first time pass rates

The recognition that increased numbers of students from diverse backgrounds accessing higher education (HE) is juxtaposed with increased numbers of students withdrawing from their studies has highlighted a growing need to explore specific support strategies post enrolment to support students to achieve positive first-time pass rates. This presentation will provide an overview of the findings from a small-scale research project, highlighting potential key strategies to support with this. Findings are also positioned against themes such as habitus and cultural capital.

• 11:45 – Promoting Inclusion and Belonging for International Post-Graduate Professional Students

This session explores strategies for fostering an inclusive and supportive environment for international post-graduate professional students. Focussing on a multifaceted approach encompassing academic, social, cultural, and professional integration to promote a sense of belonging.

• 12:00pm – Audio feedback: Steps to follow

Feedback is essential for student learning. However, despite the considerable time academics spend on providing feedback, its effectiveness is often questioned. Students may criticise feedback as being inappropriate for their needs (Price et al., 2010) or too ambiguous (Nicol, 2010). Educators, on the other hand, frequently find the process time-intensive and feel frustrated when their feedback is overlooked or insufficiently incorporated into future student work (Wolstencroft and de Main, 2021). As a result, feedback should be thoughtfully embedded into the structure of modules and assessments (Winstone and Carless, 2020). Over the past five years, I have used audio feedback for various assessments at both Coventry University and the University of Derby Business School, for both undergraduate and postgraduate students. This approach has been well-received by different stakeholders. Therefore, this lecture will explore feedback, its significance, and a model based on experience to propose ways of integrating audio feedback into the curriculum and module design.

• 12:15pm – Closing

Academic Enhancement and Professional Development