News & Newsletters

Our Learning Design team have been working on a project to update and enhance the university’s student conduct course, transforming it into a more personalised, year-group-specific learning experience. Recognising the diverse needs of students, from first years to postgraduates and postdoctoral researchers, we have helped to develop an asynchronous online course that fosters ownership, engagement, and relevance.

While many users responded positively to the original course content and its intent, student feedback highlighted opportunities to refine certain aspects to further improve completion rates. In response, we introduced a slight redesign last year, which received positive feedback from students. Building on that success, we have been working to enhance the course further this year.

Working with the Conduct and Resolution team, we have applied agile learning design principles and the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) to create a more bespoke and pedagogically sound experience. The result: a redesigned Moodle course which will launch in September 2025, built using Rise 360, that adapts to the unique challenges and responsibilities of each student cohort.

In parallel, Learning Design have also partnered with IATLLink opens in a new window to develop a new wellbeing course for PGRs, supported by WIHEA funding. This course, also hosted on Moodle from September, will provide resources to help researchers manage their academic responsibilities alongside their personal wellbeing, relationships, and life at Warwick.

In addition to course development, we have been collaborating with WIHEA on the co-design of a self-assessment tool aligned with the Building BelongingLink opens in a new window framework. This initiative aims to bring the concept of belonging to life at Warwick by providing a structured way to evaluate and measure how effectively we support belonging and build trust across the university community.

From the early stages, our team have been involved in shaping this tool as a meaningful learning resource. The project is ongoing, with a focus on ensuring that the tool is both reflective and practical and will support individuals, departments, and the wider institution in fostering inclusive and supportive environments.

When designing, we take into consideration the use of gamification and animation to enhance engagement and interactivity. These elements are crucial in creating a dynamic and immersive learning experience that resonates with students and encourages active participation.