Warwick Education Conference 2025 - Transformative Learning Nano-Presentations
The Warwick Education Conference 2025 blends asynchronous resources and live events to offer a range of exciting ways for everyone to engage with the theme of Transformative Learning. These short (up to 10 mins) nano-presentations have been created asynchronously for you to watch and feel inspired at a time and place that suits you.
List of Nano-Presentations:
Anyone can surf: Designing transformative learning for equity of opportunity
Who wouldn’t want to be treated with compassion?
Transformative Learning in the Age of AI
Supporting Transformation in Assessment at the University of Warwick
Enabling students’ voices through student-led Exploratory Practice: perspectives from China
A Transformative Approach: Knowing that you make a difference in lifelong learning
Agents of change designing social ventures for sustainability
Transformative Learning for Educators: Leveraging Moodle to Enhance Mentoring Skills
Using Exit Tickets to Re-Design the Curriculum in a Mixed-Cohort Data Analytics Module
The Transformative Influence of Teachers’ Feedback-Seeking Behaviors in Tertiary-Level Education
A Transnational Educational Experience
Critical Review of a Phenomenon-Based Learning Event
"We can work it out": Compassionate design for learning and teaching
Anyone can surf: Designing transformative learning for equity of opportunity
Mucahit Ozden, Ninna Makrinov, Devon Allcoat (Warwick Manufacturing Group) and Jo Kukuczka (Academic Development Centre)
Abstract:
Higher education curriculum design is a complex and high stakes endeavour that can enhance or constrain deep learning processes necessary for successful knowledge building and knowledge transfer for all learners. Therefore, selecting responsive and inclusive design approaches that support, not hinder, transformative learning, becomes not only essential, but also urgent.
In this interactive workshop, we will share a praxical design tool we have explored on the ADC’s Postgraduate Award in Curriculum Development in Higher Education (PGA CDHE), where we have approached curriculum design as a social practice, where particular knowledges, beliefs, norms, and values are validated or constrained, and transmitted within, across, and beyond constantly changing higher education contexts.
During the workshop, we will demonstrate how a versatile, visual, and practical tool originating from Legitimation Code Theory’s concept of semantic waves (Clarence, 2021; Maton, 2013) can support the design of a sequence of learning activities that enable inclusive knowledge building.
To this end, the workshop will creatively provoke participants to look at design differently, challenge or interrogate current practices, and inspire to try new approaches and learn more. In practical terms, the participants can expect to learn about a practical, yet theory-informed design approach, collaboratively discuss and evaluate the approach, and have an opportunity to put it in practice.
This innovative approach has not only been gaining momentum at Warwick (the aforementioned PGA CDHE, the Leadership for Educational Transformation (LET) programme, etc.), but also globally, and we are delighted to share it at Warwick Education Conference 2025.
References
Clarence, S. (2021). Turning access into success: Improving university education with Legitimation Code Theory. Routledge.
Maton, K. (2013). Making semantic waves: A key to cumulative knowledge-building. Linguistics and Education. 24:18-22.
Who wouldn’t want to be treated with compassion?
Eleanor Reynolds (Warwick Business School)
Abstract:
This presentation recalls my early exploration of how compassionate pedagogy may support student groupwork. Initially identifying the importance of groupwork in the context of qualitative analytics (Problem Structuring / Soft Operational Research), delegates can expect to learn why groupwork is central to my teaching context and the challenges this may pose. I will then share details of a few of the small changes I made over two terms and several modules. Reflecting upon my experience I offer “top tips” for consciously incorporating compassion within module and session planning alongside the development of habits to support the development and ongoing maintenance of a compassionate teaching environment.
Transformative Learning in the age of AI
Penelope Mosavian (Warwick Foundation Studies)
Abstract:
There is no escaping artificial intelligence (AI). With daily reminders of its revolutionary potential, AI is now considered a transformative tool in our lives - especially in teaching and learning in HE. However, adopting AI comes with challenging ethical issues (Smith, 2024) including issues of sustainability, data privacy, prejudice and equity. With AI driving far-reaching changes within ourselves, our institution and the wider world, two questions arise. How can we responsibly harness the power of AI to enhance and transform educational outcomes? How do we adapt?
To answer these questions, this nano-presentation addresses 3 of the most pressing ethical challenges associated with AI. Firstly, the sustainability of AI technologies and effects on the environment are discussed, with strategies offered for responsible and energy-efficient adoption. Secondly it examines bias and fair access; it considers how AI-powered technologies can either exacerbate or mitigate educational disparities, especially in assessment and feedback. To conclude it presents AI and the need for “human-centricity”; with 40% of global jobs now exposed to AI (Toplic, 2025), it asks how educators can adopt practices to transform and improve critical digital literacy, student autonomy and governance.
Drawing on current research/case studies in AI ethics, pedagogy, and digital education, the presentation also aims to spark healthy debate and discussion among conference delegates for the transformative use of AI. Through a dedicated Padlet, delegates will be invited to critically engage with AI’s role and potential in transforming higher education; this online space will offer opportunities to share best practice of how to leverage AI in transformative ways, without compromising fairness, academic integrity, or sustainability.
This nano presentation acknowledges that AI is pivotal tool for the transformation of educational paradigms and roles at Warwick, and across the sector. But it is imperative that we adopt AI both thoughtfully and ethically from the outset. In this way, and by sharing best practice, the power to transform does indeed become more real.
References:
Smith, J. (2024, January 2). The ethical considerations of artificial intelligence (AI) in higher education. HE Professional. https://heprofessional.co.uk/edition/the-ethical-considerations-of-artificial-intelligence-ai-in-higher-education.
Toplic, L. (2025, February 6). Leading with purpose: Why human-centric strategies are vital in the AI era. World Economic Forum. https://www.weforum.org/stories/2025/01/leading-with-purpose-why-human-centric-strategies-are-vital-in-the-ai-era/
Supporting Transformation in Assessment at the University of Warwick
Pete Fossey, Will Haywood and Samantha Read (Academic Development Centre)
Abstract:
This nano-presentation provides an overview of some of the creative supported opportunities available for colleagues interesting in transforming their assessment practices. Assessment Lab is a new initiative led by three assessment enthusiasts from the Academic Development Centre. The Assessment Lab aims to provide a supportive space for colleagues to experiment with different approaches to assessment design and grading and feedback mechanisms. Assessment Lab is not a taught workshop, but rather a space for innovation and exploring new ideas. In addition to the opportunity to attend an Assessment Lab to discuss your assessment and feedback ideas, on-going support for assessment design can be accessed on the newly launched assessment and feedback toolkit, available from the ‘resources’ section of the ADC website. These pages offer comprehensive guidance, practical tools and strategies for designing assessments that support an inclusive student-centred learning environment, with the goal of enhancing engagement, deepening understanding, and driving improved performance. Within each section of the toolkit you will find essential reading, reflection points which can be adapted to your own teaching and learning context, action points for colleagues looking to adjust their assessment strategy or assessment design, and recommended resources for further guidance from across the Higher Education sector.
Using Small Teaching to Transform the Teaching of Engineering Mathematics on a Degree-Apprenticeship Course
Dr Karen Kudar, Dr Celine Martin and Kim Watts (Warwick Manufacturing Group)
Abstract:
Benchmark standards (according to the QAA), for an engineering graduate state that they should be “skilled at solving problems by applying their numerical, computational, analytical and technical skills, using appropriate tools” with “mathematics [being] the language used to communicate”. Using the foundational language of mathematics takes time to learn; time to build the necessary vocabulary and to understand the rules and the nuances. It therefore often leaves the students feeling vulnerable and uncomfortable using it.
The WMG Degree Apprenticeship course uses a block delivery approach, with academic weeks equating to a full working week. Whilst this immerses cohorts into a subject, it can create a counter issue of long, concentrated learning sessions. Cognitive overload is often reached post lunch, whilst students report “hitting the wall” by around Wednesday afternoon. Furthermore, cohorts are large, and individual guidance is limited. It is difficult to provide good quality formative feedback as attempting to use technological tools to match the speed and alertness of the experienced tutor is limited.
Therefore, to begin to tackle some of these issues the concept of Small Teaching has been used. The online resources have been reimagined such that they are sympathetic to cognitive overload. Summary sheets were used at the end of each session allowing students to consolidate their learning whilst also providing feedback to the tutor on such things as learning achieved, issues with learning, etc. The approach to feedback and, by extension, assessment has also been (slowly) evolving, including a consideration on how to implement technology (such as AI). This fully rounded approach has offered an opportunity to transform the teaching of engineering mathematics.
Click here to view the transcript
Enabling students’ voices through student-led Exploratory Practice: perspectives from China
Meifang Zhuo (Applied Linguistics)
Abstract:
The potential of Exploratory Practice (EP), a form of practitioner research proposed by Allwright and Hanks (2009), for empowering learners in language education has been validated in various contexts (e.g., Kato & Hanks, 2022; Zhuo & Tang, 2024). EP highlights inclusive practitioner research involving teachers, learners, and other stakeholders. Additionally, EP emphasizes integrating research into normal teaching and learning agendas and thus no extra burden or disruption to the normal educational schedule.
To date, most of the existing EP research is led by teachers. A gap exists in student-led EP to enable students’ voices in language education in literature. This gap is even more prominent in the context of the high-stakes educational system. This talk discusses the possibilities and challenges of enabling students’ voices through student-led EP based on an EP project in a Chinese context. This project attracted six language teachers at various stages of their careers and working in different educational sectors in China. Participants attended a workshop on EP and student-led research in applied linguistics and designed their teaching plan to support student-led research in their contexts. The data collected included the pre- and post-survey and interview with each participant and their teaching plans. Thematic analysis (Braun & Clarke, 2006) of the data reveals that teachers have reaped various benefits from this project, transformed their understanding of their students, students’ voices, and teacher research, identified various possibilities of integrating student-led EP into the teaching in their contexts, and expressed their concerns about corresponding possible challenges.
This talk will benefit a wide audience interested in promoting egalitarianism and inclusiveness in their educational context and those interested in employing a sociological approach to education, particularly in contexts of a high-stakes educational system.
References:
Allwright, D., & Hanks, J. (2009). The developing language learner. Palgrave Macmillan.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Kato, Y., & Hanks, J. (2022). Learner-initiated exploratory practice: revisiting curiosity. ELT Journal, 76(4), 421-431.
Zhuo, M., & Tang, H. (2024). Understanding Students’ English-Speaking Difficulties: An Exploratory Practice Approach with Web 2.0. RELC Journal, 0(0). https://doi.org/10.1177/00336882241253002
Transformative Approach: Knowing that you make a difference in Lifelong Learning
Rachel Strisino, Dr Charlotte Jones and Karen Baxter (SELCS - Centre for Lifelong Learning)
Abstract:
The United Nations 2030 Agenda for Sustainable Development includes the goal of a commitment to inclusive education at all levels, especially so that people in vulnerable situations could access lifelong learning opportunities (UNDP). At the heart of the work of the Child and Family Team, within the School of Education, Learning and Communication Sciences, lies transformative pedagogies focused upon supporting learners to thrive, personally and professionally by accessing study opportunities, irrespective of background (Strydom et al, 2020). This is in alignment with the University’s Strategic priorities, specifically the aspiration to remove barriers to participation in study and to create a learning community for staff and students.
In this nano presentation, delegates will be challenged to reimagine how they too can successfully become transformative pedagogues, knowing, like we do, that our actions facilitate life-changing journeys for our students that are sustained into their future and benefit the communities that they live and work amongst. Wenger et al (2011, cited by Lane, in Potter & Devecchi, 2020:47) defined transformative learning as a partnership between people who find it useful to learn from each other over time, thus creating a community of practice. We too, as an academic team, experience transformative co-journeying with our students as a community of learners, with practice and academic knowledge bases deemed equally valuable.
Across our Early Childhood and Child & Family: Mental Health Degrees, the starting point is to develop an authentic understanding of our students at the point of application and entry. Thereafter, engagement within the learning community creates a melting pot of individual stories and collective voices, drawn from and spanning across different discipline areas. As such, students and staff co-journey, as facilitated by the unique design of the Degrees, whereby playful, nurturing and authentic spaces are created. With its emphasis on playfulness, academic risk-taking and critical creativity, we also utilise data gathering via our quality assurance processes as a mode of continual change and empowerment. As transformative leaders we nurture the learning community to think, learn and be well in a society that is, itself, transforming.
Click here to view the transcript
Agents of change designing social ventures for sustainability
Luda Ruddock (Innovation Group), Dr Sarah Cook (School of Life Sciences) and Kusum Gurung (Innovation Fellow, Innovation Group and BSc Biomedical Science student)
Abstract:
Representing the essence of Innovation Group - putting innovation into action to create a more sustainable world, our new hands-on interdisciplinary module is aimed at aspiring change makers who are passionate about social and/or environmental change and would like to make a difference. With this module we aim to activate social entrepreneurship across Warwick following recent calls to action (Bosman & Fernhaber, 2021; Dodgson & Gann, 2020) by inspiring and guiding students from a wide range of departments through iterative and experiential learning (Beard, 2022) of designing their own social enterprises or enhancing the existing ones.
In line with the conference theme for this year, we will illustrate how our new module embeds transformation by developing students’ agency, systems thinking and entrepreneurial mindset – all aligned to their readiness for the future (World Economic Forum, 2025). We will focus on meaningful, creative, and innovative approaches to teaching, learning, and assessment used in the new module to facilitate learning for and learning through enterprise and entrepreneurship activities (QAA, 2018, p. 13). Additionally, we will demonstrate how it enables development of tangible solutions and outputs for addressing societal challenges as a result of authentic assessment (Advance HE, 2024, p.8).
Our interactive presentation will be structured as a three-way exchange representing academic, professional and student perspectives with elements of audience engagement to represent an integrated learning experience (LaRocca & Godefroy, 2024). From collaborative content design with students and external stakeholders (Cress et al., 2015, p.12) to case-based interdisciplinary teaching (Bonney, 2015; Merseth, 2003; The Case Centre, 2025) and self-scheduled preparation and consolidation activities (CQSD, 2023), the delegates will explore different strategies we use for an engaged and inclusive learning experience and an enriched campus-community collaboration. These and other methods we share might inspire the audience to experiment and enhance their own practice.
Click here to view the transcript
Evaluating student and staff awareness of education for sustainable development (ESD) at University of Warwick
Freeha Azmat, Maryam Masood (Warwick Manufacturing Group) and Joanne Lee (Modern Languages)
Abstract:
The University of Warwick, in alignment with its sustainability strategy, acknowledges the pressing need to incorporate sustainability principles into all aspects of its academic, research, and operational activities. To achieve the university's objectives of infusing embedding sustainable development into its educational framework, it is essential to commence with a fundamental evaluation of the staff and student populations' grasp of sustainability concepts. The awareness and comprehension of sustainability ideas may differ among these groups due to their diverse social, economic, and environmental backgrounds. To accomplish this, a WIHEA funded internal project to assess existing level of awareness of ESD among students and staff at University of Warwick was done. Through the project two surveys were conducted in order to gauge levels of understanding of and engagement with ESD, evaluate the extent to which ESD is embedded into the curriculum, discover barriers to further integration of ESD, and identify training/support needs. Based on an analysis of the two surveys plus an examination of how other institutions are embedding sustainability in education, the group developed a set of recommendations that how learning and teaching landscape can be transformed by embedding sustainability in the classrooms.
Transformative Learning for Educators: Leveraging Moodle to Enhance Mentoring Skills
Miriam Averna-Joint and Penelope Ottewill (SELCS)
Abstract:
In response to Department for Education ITT reform (November 2022) the Centre for Teacher Education (CTE), University of Warwick, have developed a mentor curriculum for our 250+ partner schools in the Primary, Secondary and International sectors. Our goal was to create a programme which embedded our values of Social Justice, Intellectual Curiosity, and Creativity and was underpinned by current evidence-based research in mentoring. As highlighted in the report by Hobson et al. (2020), "Effective MTED (Mentoring Training Education and Development) is evidence-based, refined through ongoing research, tailored both to individual needs and context, and includes sustained support".
As such, our aims were to create a programme which develops the knowledge and skills of our mentors, enabling them to support PGCE students through their teacher training and preparing them for entry as Early Career Teachers. The programme needed to be user-friendly, responsive, flexible, recognise prior learning, provide opportunities for self-reflection, meet individual developmental needs, and enable mentors to join a professional community of practice.
In this rapidly evolving educational landscape, harnessing technology to foster transformative learning experiences is paramount. Our project utilised H5P and AI avatars to deliver asynchronous content traditionally provided in face-to-face settings. By integrating these technologies, we created interactive, self-paced modules that offer a flexible and engaging learning environment for both new and experienced mentors.
Additionally, our project was guided by the TPACK and SAMR models. The TPACK framework helped us integrate technology, pedagogy, and content knowledge effectively, ensuring a holistic approach to mentor training. The SAMR model allowed us to evaluate and enhance our use of technology, moving from simple substitution to redefining the learning experience through innovative applications of AI and interactive content.
This presentation explores the innovative use of Moodle to deliver mentor training, aligning with the conference theme of leveraging cutting-edge tools to enhance learning, which we hope will demonstrate that by utilising the AI tools already available to us, content that usually relies on f2f delivery can be enhanced and successfully translated into online delivery across a worldwide, professional audience.
Click here to view the transcript
Using Exit Tickets to Re-Design the Curriculum in a Mixed-Cohort Data Analytics Module
Ayşe Sunar (Computer Science) and Azadeh Moladoost (Applied Linguistics)
This presentation reflects on the implementation of exit tickets as a formative feedback strategy within an integrated undergraduate and postgraduate module, Foundations of Data Analytics, at the University of Warwick. The module brought together students from diverse academic backgrounds, creating a need for inclusive and differentiated teaching practices. To address this, I collaborated with a colleague from Applied Linguistics to design weekly exit tickets aimed at capturing students’ key takeaways, unresolved questions, and engagement levels. Despite technical challenges with the survey platform and lower-than-expected response rates, the feedback provided valuable insights—particularly around the differing needs of MSc and fourth-year BSc students. Based on student input, I plan to restructure future lectures to incorporate more advanced content and differentiated examples while streamlining feedback collection to a single reflective point. This experience highlighted the importance of timely, actionable feedback in shaping inclusive and responsive curricula, especially in interdisciplinary and mixed-ability settings.
Click here to view the transcript
The Transformative Influence of Teachers’ Feedback-Seeking Behaviors in Tertiary-Level Education
Azadeh Moladoost (Applied Linguistics)
Abstract:
This study explores how feedback-seeking behaviors (FSB) can serve as a transformative tool for enhancing teaching practices and fostering dynamic learning environments. For the first time, FSB is examined in the context of tertiary-level English for Academic Purposes classrooms, focusing on antecedents and outcomes of teachers' proactive feedback elicitation from students. Lecturers participating in this study proactively sought feedback on various aspects of their teaching practices, including class management, teacher-student interactions, and instructional materials, using diverse feedback solicitation strategies. These feedback generation activities aim to gather students' perceptions of teaching and learning, evaluate progress, and identify opportunities for improving both teaching strategies and the overall classroom environment.
Employing a qualitative experimental design, this study investigated two lecturers in English for Academic Purposes classrooms in Iran. Mentoring sessions on feedback elicitation were conducted by the researcher for participant teachers. Participants held formative feedback collection sessions during an academic term, followed by in-depth interviews with teachers and students before and after feedback solicitation sessions. Moreover, one-year follow-up interviews assessed the long-term effects of this initiative on teaching practices.
The findings demonstrate that teachers’ proactive FSB can serve as a transformative experience for teachers and students. First, it highlights how teachers' intrinsic motivation for professional development manifests through FSB as micro-level continuous professional development activities. Secondly, drawing on student-centered learning and social cognitive theory, it demonstrates how teachers could shift education from static knowledge delivery to a dynamic process that fosters rapport between teacher and students and actively engages students in critical reflection on lesson delivery and their learning process. Teachers’ FSB creates an opportunity for giving students a voice in the teaching-learning process; it encourages critical engagement and reflection, empowering students to take responsibility for their learning and be active contributors to their educational process.
This research contributes to the discourse on transformative teaching by illustrating how feedback-driven practices can help teachers be change agents by creating more inclusive and dynamic learning environments. It underscores the potential for FSB to address broader educational challenges by fostering equity, critical thinking, and collaborative teacher-student relationships within higher education.
Click here to view the transcript
A Transnational Educational Experience
Georgios Kapogiannis (Warwick Manufacturing Group)
Abstract:
This research explores a transnational and interdisciplinary educational approach that fosters innovation through collaboration between academics and students. In particular, within the MSc in Geospatial Engineering and Building Information Modeling (BIM) at the University of Nottingham's China campus, the module BIM and Its Future empowered students to bridge robotics and BIM to address emerging industry needs (learning objective). Over 12 weeks, students engaged in a series of cross-disciplinary sessions covering topics such as data collection, design, visualisation, telecommunications, robotics and business sustainability including commercialisation in an international environment.
Following a design-driven pedagogical framework, students developed a prototype for an autonomous robot capable of live-streaming spatial data to 3D models. In particular, it employs diverse digital technologies to enhance experiential learning and integrates discovery learning and situated cognition to deepen students' understanding of the development process and action theory. Hence, a transnational, interdisciplinary pedagogical approach that fosters innovation, leadership, and technological advancements, and provides educational contexts on how this process evolved.
The result of this initiative, RoboBIM, is a groundbreaking robot designed to enhance BIM workflows for asset and facilities management. Featuring technologies such as LiDAR-based scanning, photogrammetry, and automation, the robot enables real-time data acquisition, 3D reconstruction, and accurate digital modeling. These capabilities improve accuracy, reduce errors, and streamline processes within construction and digital environments, particularly for existing assets.
Despite the challenges posed by the COVID-19 pandemic, this research demonstrates the effectiveness of a transnational, interdisciplinary educational framework in fostering innovation and technological advancements project (moreover inspired a diverse team of undergraduate, postgraduate, and doctoral students to collaborate). Finally, the project led to two patents registered in China and inspired cross-cultural teamwork, offering a replicable model for global educational contexts and preparing students for leadership in the digital construction industry.
Critical Review of a Phenomenon-Based Learning Event
Poonam Pedley, Paul Ottey, Paul Trimmer (Flexible Online Learning) and guests from Echo360
Abstract:
This session will outline the Digital Learning team’s approach to a project with students and external partners Echo360, whose software powers our Lecture Capture functionality.
The project arose from students using the existing technology in novel ways. Combined with Warwick's reputation for innovation, this prompted the technology provider to approach us to assist in the development of a project-based learning experience, offering participants a skills development opportunity.
During the development of the event, we identified that the real-world scenario of this work aligns with the concept of phenomenon based learning.
In a disruption of our traditional roles as educators, learners and technology providers, the project pilot (May 2025) brings together students from various disciplines to examine and critique the current product functionality. Students work together in diverse teams to pitch product improvements to better suit learning needs. The winning ideas are then taken forwards for development in a co-creative approach with students.
To achieve this, we designed an active learning approach that balanced work-based learning, and problem-based learning.
Participants at the conference can expect an overview of our approach and findings, with critical reflection on the project – including what we’ve learned; and what we’d do differently, and how closely it aligned to phenomenon-based learning.
Participants will have an opportunity through the Q&A to review this model for their own teaching practice; and gain an understanding of the support available from the Digital Learning Team.
The role of tailored feedback and scaffolding in facilitating pre-service student-teachers’ online reflections on e-portfolios: Key Findings from a design-based research
Nusrat Gulzar (Department of Applied Linguistics)
Abstract:
E-portfolios have emerged as valuable tools for pre-service teachers to document, reflect upon and represent their experiences using multiple modes (Bräuer & Ziegelbauer, 2023). However, there is limited data-led research exploring the process that efficiently supports the practice of reflection, including the processes involved and how practitioners evaluate their approaches (Mann & Walsh, 2013) to guiding pre-service teachers. This presentation, derived from the doctoral research study, discusses the process and impact of offering interactive, tailored feedback and scaffolding in fostering online reflections of pre-service teachers within e-portfolio environments.
The design-based research was conducted with two cohorts of MA in English Language Teaching students at a Bangladeshi university who engaged with a web-based platform for practising reflections. The stages of the e-portfolio process involved e-journaling, idea development, drafting, publishing, and republishing entries on e-portfolios. To support these processes, the participants were offered tailored guidance, scaffolding, and multimodal feedback on their e-portfolio entries. The interactive feedback focused on aspects related to enhancing reflectivity and representation of their experiences, philosophies, and perspectives. The pedagogical framework for the feedback approach was informed by Zimmerman's (2013) four-stage model of self-regulation. Additional support mechanisms, including tailored resources, buddy schemes, and one-to-one synchronous chat options, were offered to support participants' reflective thinking and engagement.
A reflexive thematic analysis of interviews, field notes, and buddy scheme conversations indicated that this approach fostered opportunities for participants to engage in dialogic reflections i.e., self-dialogue, peer dialogue and dialogues with the researcher and helped them develop final representations of online reflections. These findings offer practical insights into the value of offering tailored guidance and feedback to encourage online reflections within e-portfolio environments. The findings and implications from this practitioner research will benefit teacher educators and researchers seeking to understand and adopt useful support mechanisms for encouraging reflections in technology-enhanced learning environments.
References:
Bräuer, G., & Ziegelbauer, C. (2023). The Electronic Portfolio: Self-Regulation and Reflective Practice. In O. Kruse, C. Rapp, C. M. Anson, K. Benetos, E. Cotos, A. Devitt, & A. Shibani (Eds.), Digital Writing Technologies in Higher Education: Theory, Research, and Practice (pp. 245–259). Springer International Publishing. https://doi.org/10.1007/978-3-031-36033-6_16
Mann, S., & Walsh, S. (2013). RP or ‘RIP’: A critical perspective on reflective practice. Applied Linguistics Review, 4(2), 291–315. https://doi.org/10.1515/applirev-2013-0013
Zimmerman, B. J. (2013). From Cognitive Modeling to Self-Regulation: A Social Cognitive Career Path. Educational Psychologist, 48(3), 135–147. https://doi.org/10.1080/00461520.2013.794676
Click here to view the transcript
"We can work it out": Compassionate design for learning and teaching
Charlotte Stevens and Sara Hattersley (Academic Development Centre)
Abstract:
Compassionate pedagogy has gained traction in recent years: an empathetic, equitable and flexible approach to teaching and learning. It places emphasis on the promotion of student and staff wellbeing and lived experiences, connection and communication, as well as a commitment to self-reflexivity (Killingback et al., 2024; Hao, 2011). These attributes chime with the recently developed Warwick Values: but how do we enact such aspirations, meaningfully, through our work?
In 2024, we co-developed a new Postgraduate Award in Digital Education, for Warwick staff. We had different ideas, but a shared vision for a course less driven by curriculum content and more concerned with learning processes and experiences, which would attract staff, from across campus, with varied perspectives. We wanted to develop the course compassionately. The question was: could we design a course which was inclusive and accessible, which provided spaces for experimentation, risk, play and collaboration, but also for reflection? Could we encourage our participants to partner with us to explore, honestly, approaches that worked, or perhaps did not?
In this nano presentation, we share our experiences of what compassionate design has meant to us in the context of developing the PGA Digital Education. We also invite others to think about the role of compassion in their own context and reflect on how they could make simple changes to positively impact student and/or staff experience.
References
Gibbs, P. (2017). The Pedagogy of Compassion at the Heart of Higher Education. Springer
Hao, R.N. (2011), Critical compassionate pedagogy and the teacher's role in first-generation student success. New Directions for Teaching and Learning, 2011: 91-98. https://0-doi-org.pugwash.lib.warwick.ac.uk/10.1002/tl.460
Killingback, C., Tomlinson, A. & Stern, J. (2024). "Journal of University Teaching and Learning Practice Compassionate pedagogy in higher education: A scoping review". Journal of university teaching & learning practice https://doi.org/10.53761/7yvrw787
Warwick Values: https://warwick.ac.uk/about/strategy/values/
Click here to view the transcript