Stalls map

This stall showcases the Digital Teaching and Learning guide, which aims to help module leaders, tutors and other educators get the most out of Aula without investing a huge amount of time. While the Aula team can help you understand the features of the platform, this guide will help you put it to good use for your students.

This stall showcases content from Aula’s Onboarding space and also offers a number of demo sessions at various times during the day.

This stall focuses on how to embed learning activities that involve editing Wikipedia – or other Wikimedia platforms – into the curriculum and why it matters for digital fluency development, active and authentic learning, decolonising the curriculum, community contribution and other dimensions of Coventry’s Education Strategy and the Curriculum 2025 agenda.

This stall showcases existing media resources that are used to support Coventry University Online learners – feel free to share with your students.

This stall showcases the MarketPlace, a new space where you will find activities related to the different aspects of Teaching and Learning. The idea behind this initiative is to have a single place where you can collect and share innovative practices. This is a tool for curating the resources and giving them visibility. As a widget, it can be embedded into different webpages. This is a continuous work in progress and you, as individual or unit, are encouraged to contribute your own activities/ideas. All the resources must be hosted elsewhere, this is just the place to make it more visible.

Overview of process, combined with detailed examples for delivering four-hour online sessions that are: activity-led; discipline applied; socially engaging; and inclusive to all.

Case study of experiential learning in Coventry University London Campus.

Historically a poor performing module due to frequently changing teching team, students complained and poor participation in class.
Redesigned seminar format, creating an environment of student participation, self-directed learning, peer support and skills development. Also, provided a wealth of asynchronous learning resources to support deeper subject knowledge linked to assignment brief.

In this stall you can learn more about the Postgraduate Certificate delivered by the Academic Development team.

Pop by into this stall to learn more about EduHack, an EU-funded capacity-building (CPD) project aimed at university educators who wish to enhance their ability to create engaging and effective digital learning experiences. Complete at least 8 activities, accross 4 digital education areas, and request a certificate issued by the EduHack consortium.

Light Bites sessions explore the use of technology to support teaching and learning – from a teachers perspective! No technical experience required. Now with digital badge professional accreditation!

For the past few years the Teaching and Learning and Technology Enhanced Learning Team at the CU Group have been training staff in a number of fun and interactive sessions using a variety of techniques.

As the CU Group is fast paced, with the Academic Year made up of 6 separate 6 week blocks, training for staff and students comes thick and fast, and the needs change from block to block. The stall will contain examples of good practice and cover different samples of staff training delivered in the “Technology” and “Teaching and Learning” area at the CU Group. It will showcase the varied approaches used, taking into consideration the flexible structure and fast pace of the working year at the CU Group.

The training has continued throughout the COVID-19 implemented lock-down in various formats, and the staff and students have engaged more than ever this year. This has resulted in a significant increase in numbers to the sessions delivered both on and offline.

We would like to share some of the ideas and techniques used and showcase the good practice for staff to utilise or gain ideas from.

Mentor or Buddy sessions provide a private informal space for the honesty and openness that might otherwise get lost in a class or office environment through lack of confidence or understanding… The University has recently partnered with the Vygo to offer a centralised Peer Mentoring space for both staff and students. This allows us to easily offer Peer Mentoring to all regardless of location around the world! Please visit https://web.vygoapp.com/ or download the app and log in through Single Sign On to check out the programmes already live.

The staff networks offer all staff the opportunity to meet other staff with who may share their identities, priorities or characteristics. There are a variety of networks to support staff, share ideas, make change or simply share experiences. This is an opportunity for staff to find out more about the networks and engage with them.

What does mobility look like post Covid-19 for Coventry University. Speak to one of the team regarding future mobility plans and targets, which inlcude mass mobility trips via the Add+vantage modules “Be the Change”, our virtual mobility programmes including the Virtual World launching in October and how staff can access Erasmus funding to support engagement with course development plans including COIL projects.

We would like to showcase our online mandarin language classes, and how we have been able to picot to teaching language skills and exam preparation via teams. We would also like to showcase our weekly teams live Chinese Corner events which share cultural discussions with a public audience.

In this digital stall, we aim to showcase the findings of a Collaborative Online International Learning (COIL) project that was conducted to facilitate a structured dialogue between higher education academics and students on how to maintain academic integrity in a post-COVID world aka the ‘new normal’. This project, which was a collaboration between CU Coventry and ESOFT, Sri Lanka and spread over two days, comprised focus group discussions with students around the following aspects:

• Collaborative digital learning technologies
• Types of assessments
• Academic integrity: knowledge, understanding and implementation
• Link between digital learning and academic integrity

The motivation for this research came from my professional identity as an academic, researching and teaching undergraduate students on the Human Resource Management programme and also on the CMI level 7 students at a post graduate level across Faculty which are International and finally my MBA students that are apprentices as a guest lecturer.As a partially sighted lecturer, I have had to use a flipped approach to teaching and learning whereby I am connecting with students through disability diversity. This is to enable them to get the best learning experience since I am aware of their need to learn and the gaps and deficit in their learning (Wray and Houghton, 2019). In the world of COVID 19 has become more complex in relation to business vs. demands and usage of multiple platforms

This stall focuses on how to make our curriculum authentic by embedding the sustainable goals into the curriculum.

This stall showcases a Padlet that the students created and highlight particular sections while talking about their work.

Empathic and experiential practices based on playful and gameful approaches and pedagogies.

GameChangers is an open source community initiative dedicated to delivering innovative game-based learning (GBL) practices (https://gamify.org.uk/) aligning with the targets set by the UN’s Sustainable Development Goal 4 (SDG4) as part of CU’s continuing responsibility to deliver inclusive and equitable quality education opportunities for all. The project has, and continues to impact all levels, including primary, secondary, and tertiary education on an international scale.

The GameChangers initiative (has supported global open learning practices through the development of an empathic and holistic approach to co-creating playful educational resources, which has empowered educators on an international scale to creatively innovate their own teaching practices. Our approach demonstrates research-driven teaching and learning and vice-versa.

Building on established research into game-based pedagogies, several open-source models for informing the design of game-based learning resources (including an online open course) have been simplified for rapid acceptance and adoption amongst educators, and have been put into practice at the university and beyond (internationally). These models have informed a number of externally funded projects (value of over 9 million pounds since 2015, and most recently in 2019-2020, we have been awarded over £1.5 million through the Global Challenges Research Fund to further expand the impact of our empathic game-based learning approaches to South East Asia). We have adapted our approach and tools in Borneo, Malaysia. The adaptation is called CreativeCulture (http://myCapsule.my).

GameChangers has won numerous awards, such as the Gamification Award for Research 2018 for the pioneering work in escape game methodology for education, Gamification Award for Education and Learning 2019 for its international impact, Gamification Award for Software 2019 for the innovative game-based learning authoring funded through H2020 which was coordinated by the GameChangers team.

Time’s ticking, and your future is at stake. In this online escape room you will take on the role of a student battling against the clock to submit an assignment. It may sound simple but you will encounter challenges that threaten to derail your university career and it will take all your determination to beat the system and get that all important g The student mind you will temporarily inhabit is based on one of the Curriculum 2025 student personas, allowing you to spend a short time seeing the world from their perspective. You will gain new insight into some of the specific challenges faced by students and consider how this informs the aims of Curriculum 2025.

For M156LON Innovation and Technology in Business (PG) – Teaching & Learning approach:  Student teams develop an online game prototype via a SPRINT process. This allows them to manage and lead an innovation process that uses real-life technology (Genially). As these are business students, they are not assessed based on the quality of the game, but rather on their ability to visualise (CW1: pitching video) and reflect (CW2: portfolio) on the development process.

Engagement is an ongoing area of teaching and learning as the technology of society changes and the external environment undergoes periods of fast and deep change. One particular problem to overcome is student engagement in HE. How might banal subjects such as learning the new APA style become less vexing and more viral? Using an “escape room” framework avatars are introduced to entice greater student engagement with the course material. Pilot tests are conducted with promising user feedback leading to the creation of several mini projects demonstrating a novel principle and application.

The aim of this stall is to discuss the inception and continued delivery of micro research skills sessions within two entrepreneurship modules at Coventry University London. Discussing both the delivery and skills content, it will explain the methods used in each ten minute session to engage students and embed database searching skills in to their routine study practices. It will also explain how this practice has been adopted by students and how the skills have been embedded in the final business pitches at the end of their modules. The presentation may be useful for those wishing to work with faculties to incorporate and facilitate information literacy practice and its continuous development to students.

Whilst the Coventry model is highly effective in many ways students still come into the research blocks with an idea that it carries greater weighting than any other. This creates a level of stress which can cause problems in terms of mental health and well-being. Equally, we found that the majority of students came into this module with little understanding as to how to really explore research papers, how to engage with academic sources and how to write critically, despite the best attempts of staff. In order to address both these issues we introduced a new tactic this year.

Our response to challenges posed by synchronous delivery of research ethics training to both staff and students. Process of developing and delivering training online. Removing challenges of timetabling workshops & reviewing workshop material. Providing opportunity for self-assessment and ongoing support throughout the year.

Academic integrity means: being honest, fair and trustworthy; taking responsibility for ethical decisions and behaviour; having the courage to challenge threats to integrity, standards and quality.  The Academic Integrity Unit (AIU) is a new central service the whole Coventry University Group that provides: Leadership, oversight, support on academic integrity; co-ordination and monitoring of academic conduct processes; training and guidance on academic integrity; innovation, research and development.

This stall showcases the new business intelligence portal that has recently been released. The portal is intended to enhance the user experience when accessing business intelligence dashboards and additional content.

Coventry University London is about to celebrate it’s 10th birthday – we’d like to share some of our key successes over the last 10 years and invite colleagues from across the Group to join in our celebrations over the next academic year.

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