Festival of Learning Programme

10.00 - 11.00: This session will comprise of four, five-minute talks followed by mini Q&A sessions. This session's topics and presenters: Aiding transition to University; use of Reading Groups to underpin development of critical reading skills (Jocelyn Cornish, Faculty of Nursing, Midwifery & Palliative Care); Investigating the strategies students use when preparing for assessment (Hayley Wootton, Faculty of Natural & Mathematical Sciences); Management of tasks: inclusion achieved through differentiated instruction (Clive William Shaw, School of Professional and Continuing Education); Sleep-a factor that affects learning and academic performance (Dr Kosha Mehta, School of Life Sciences & Medicine)

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10.00 - 11.00: Sustainable education is critical and is something that we need to ensure students at King’s have access to both in the core curriculum (within their fields and via interdisciplinary projects) and through accessible extracurricular opportunities. This session will explore the reason behind and the methodology and results of the Sustainable Development Goal (SDG) Mapping exercise that the Sustainability Team conducted alongside student volunteers. It looks at how and where sustainable education sits within the curriculum at King’s, identifying areas of good practice and what we can do better.

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11 - 11.30: Inclusive Careers Education Ambassadors are 10 King’s College London students and recent graduates paid to co-create and deliver inclusive careers education activities to their peers. Funded by the Faculty of Natural, Mathematical & Engineering Sciences (NMES) and supported by the Careers & Employability team, Ambassadors drew upon the lived experiences of students and graduates from marginalised and diverse communities to develop some fantastic workshops and activities during Autumn 2021. As we continue the programme into Autumn 2022, we explore the successes and challenges of the project and the applied critical pedagogies from which we have been inspired to take action.

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11.30 - 12.00: During the drive to vaccinate the UK, students and faculty from across KCL came together to create an innovative student-centred vaccination service. With a unique focus on health inequalities and underserved populations, students led vaccine popups in mosques, churches, foodbanks and football stadia, vaccinating over 160,000 patients. In the process, students learned through entrustable professional activities, in a unique experiential learning environment, creating synergistic outcomes for both students and the population of London. In this session, students and faculty will present the keys to success for creating this nationally recognised service based on a qualitative exploration of student learning.

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11.00 - 12.00: As educators, we need to consider the person behind the learner who has been shaped by diverse cultural experiences. In order to help create a more culturally inclusive environment for our students, we must connect with their cultural knowledge and incorporate it in our learning materials, thus empowering students to become co-creators through their contribution. As we encourage them to bring their world into the classroom, we widen their engagement and enrich our input. This workshop will help you reflect upon and share culturally inclusive approaches as well as strengthen your teaching practice to that effect.

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12.00 - 13.00: This session will comprise of three, five-minute talks followed by mini Q&A sessions. This session's topics and speakers: Embedding sustainability principles in nursing and midwifery education (Melanie Maddison, Faculty of Nursing, Midwifery & Palliative Care); Experiences of Embedding Public Engagement Theory and Practice within a Taught MSc (Andrew Melbourne, Faculty of Life Sciences & Medicine); Increase engagement and enhance learning with Kaltura Interactive Video Pathways (Sultan Wadud, IT).

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12.00 - 12.30: Despite efforts to close the BAME attainment gap, across the Faculty of Social Science and Public Policy, overall module marks for BAME students were -2.7% lower than white students in 2019/20, and -3.9% lower in Geography. This project redesigned a PGT module (>120 students), to: (1) Assess how assessment types (audio vs. written) influence BAME attainment; and (2) Determine the extent to which assessment types and feedback create a more diverse, accessible, and inclusive learning environment. This session will reflect on findings from an ongoing King's REIEF project to better understand who benefits from different types of assessment/feedback.

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12.30 - 13.00: The Collaborative Library is a free online platform and aims to link up people who do research and those who are interested in the outcomes. Students and staff of participating organisations can upload, showcase and access lay summaries of key research articles in written, infographic, audio or video formats.

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14.00 - 14.30: Following on from two recent papers, and a new research project, this presentation looks at two main approaches using digital education to help deliver teaching during the pandemic. Firstly, a research project into staff perspectives of education during the pandemic, Detyna et al (2022). Secondly hybrid flexible learning is considered, particularly the implementation, and research into student feedback on the approach. Attendees will gain an opportunity to hear staff and student perspectives on these pedagogical approaches, and the extent to which teaching showed resilience during the COVID pandemic.

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14.30 - 15.00: The Education for Mental Health project was funded by the Office for Students, and was a collaboration between University of Derby, King's College London, Aston University, and Student Minds. This sessions will outline the Education for Mental Health toolkit that was developed to outline strategies to support student wellbeing and learning with the university curriculum.

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14.00 - 15.00: Teaching clinical skills in dentistry can often be rather traditional in nature, with heavy reliance upon numerous clinical teacher-led assessments, leading to higher pressure on dental students. Within the pandemic landscape, coinciding with the introduction of new dental curriculum, we recognised an opportunity to design and implement innovative approach to assessment of clinical skills among our first-year dental students, focused on peer-assessments, where students are at the centre of assessments, strengthening student-staff partnership. Students engaged in peer-assessment of their clinical skills using high fidelity simulation (haptics) and phantom head workshops. Following a thematic analysis, we will be presenting an evidence-supported example on productive student engagement, where students are in the centre of assessment, using these as learning tools and developing feelings about assessment as a process, their peers, teaching staff and institution.

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15.00 - 16.00: This session will comprise of four, five-minute talks followed by mini Q&A sessions. This session's topics and speakers: Impact of EAST model "nudge" technique with unengaged Final Year UG to activate their post-graduate career plans and decision-making (Leslie Parsons, King's Business School); Students as researchers: reflections on a new module in psycholinguistic research (Julia Ouzia, Institute of Psychiatry, Psychology & Neuroscience); Using Gamification to engage, (Penelope Simpson, King's Business School); Curiosity: Encouraging students to explore their futures (Andrea Cox, Careers & Employability).

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15.00 - 16.00: The KEATS Sustainability & Climate module is an introductory, open access module which explores sustainability in all its breadth – environmental, social and economic. This session will outline how the KEATS Sustainability & Climate module was fully co-created by students, staff and alumni at King’s. The session will run through how the process of co-creation began (development started in Summer 2021), what key stakeholders were involved and the benefits this brought, what impact co-creation has had on the project and the long-term vision for the module as it moves out of its pilot year.

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10.00 - 11.00: This session will comprise of four, five-minute talks followed by mini Q&A sessions. This session's topics and speakers: Design to Making at King's Engineering (Wei Liu, Faculty of Natural & Mathematical Sciences); Getting Students to Film Interviews with Academics (Furqaan Yusaf, Faculty of Natural & Mathematical Sciences); Inclusive Education: Enabling Students to 'See It To Be It' (Sue Moseley and Jan Orlebar); Peer-Assisted Learning: A Bridge to Solidifying Learning & Enhancing Student Experience (Jocelyn Bosse, Dickson Pool School of Law).

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10.00 - 11.00: Educators often struggle with academic boredom in the classroom. Two over-used explanations behind lack of engagement and attainment in connection to this apparent apathy in students are lack of digital tools in lessons and overwhelming content. While both can contribute to what tutors perceive as lack of enthusiasm and interest, I propose a twofold reflection to find solutions. Firstly, let’s redefine boredom by questioning the actual deactivating emotions labelled as such; and, secondly, let’s find stimulating tasks in interdisciplinary approaches to curriculum design that may appeal to our international cohorts.

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11.00 - 11.30: The presentation will report on the outcomes from a 'Teaching Innovation Award' project involving a collaboration with students in the design and production of a series of animated videos. The videos aim to convey the requirements and expectations around master's level study with a view to enhancing expectations about and engagement with master’s level study. Although the videos have been predicated on feedback from students on an online master’s, they have potential utility across different programmes. Moreover, the use of a ‘story telling through animation' may better transcend the possible inaccessibility of ‘academic language and guidance’.

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11.00 - 11.30: Humans and intelligent technologies are increasingly entangled. This 'posthuman condition' creates new ways of empathising with the marginalised and disadvantaged. I report on a year 3 undergraduate module I teach, ‘Critical Posthumanism, Digital Data’, facilitating such empathising. Students: collect large amounts of digitised text from unfamiliar online campaigns for an equitable and sustainable planet; employ software identifying common concerns across their dataset, deploying these digitally-generated concerns as 'posthuman lenses' to view prominent texts of the opposite viewpoint, e.g., viewing an oil company website through the lens of an unfamiliar environmental campaign group. Students extend horizons, enhance cognitive flexibility and develop independent thought in arriving at their own position on previously unfamiliar campaigns.

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11.30 - 12.00: This presentation is a collaboration between Charis Kaur Pooni, Júlia Corbera Serrajòrdia and Misha Zahid (Faculty of Natural & Mathematical Sciences). The BAME awarding gap has been a long-standing issue across Higher Education institutions within the UK. This project aims to gain more insight to the awarding gap by looking at departmental level, by looking at core-first year module assessment and demographic data (ethnicity, fee-status, gender) from departments within the Natural, Mathematical and Engineering Sciences. As well as conducting a systematic literature review, we aim to support departments in creating inclusive teaching practices and learning environments across the faculty. Through annual review of the awarding gap, assessment type and student engagement, we hope to see a positive impact for marginalized groups.

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11.30 - 12.00: We spend increasing amounts of time providing feedback to our students but, anecdotally, we perceive that our students rarely use the feedback they have been given. In this session, I will share some early quantitative data from the tracking of Biochemistry students over several summative coursework submissions to see if and how those students used feedback to improve each summative submission.

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12.00 - 13.00: This session will comprise of two short talks followed by mini Q&A sessions. This session's topics and speakers: Pedagogies of inclusion: Assessing student engagement (Martina Klett-Davies, School of Professional and Continuing Education) and Redesign of an assessed taught MSc Journal Club for online learning in Covid-19 (Andrew Melbourne, Faculty of Life Sciences & Medicine).

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12.00 - 13.00: The aim of this workshop is show you how to create accessible KEATS content and check for accessibility issues on existing content. This workshop focuses on: • Severe and major content issues identified on KEATS areas via Blackboard Ally course report and how to avoid them. • The easiest approach to creating accessible course content. There will be time for you to reflect on the Accessibility of your own KEATS area and opportunities to share good practice. You will be provided with a list of resources you can use to help you make content accessible at point of creation.

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14.30 - 15.00: During this session we will describe the setting up and delivery of a Service-learning Module, SILL (Self-Identity, Intercultural and Intergenerational Module) as part of King's Curriculum Innovation. The module has been designed as a cross-faculty and interdisciplinary module for PG students in Mental Health Studies in partnership with the Southwark Pensioner Centre. During the session we will discuss the benefits and challenges of Service-learning from all parts involved including students as co-creators.

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14.00 - 15.00: A collection of short talks packed full of tips and tricks for using Microsoft 365 tools in your work. Topics include: How to find and navigate around Microsoft 365; Where to save your documents and how to find them; Collaborating on documents; The magic of time-blocking; Keeping a digital notebook.

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15.00 - 16.00: This session will comprise of four, five-minute talks followed by mini Q&A sessions. This session's topics and speakers: Decolonising Educational Curriculum (Shimaa Hatab, Institute of Social Science & Public Policy); Equality, diversity, and inclusion: exploring nursing student perspectives through metaphor (Group presentation, Faculty of Nursing, Midwifery & Palliative Care); Online labs for Analytical Chemistry (Caroline Pollard, Faculty of Life Sciences & Medicine); Using Role-Play Interviews in Problem-Based Learning (Caroline van Hensbergen, Dickson Poon School of Law).

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15.00 - 15.30: The Department of Engineering at Kings was relaunched in 2019 with a vision of Engineering Education which transforms society. Over the last 3 years staff, including AEP Professor Claire Lucas, have developed a pedagogic approach which integrates the curriculum and student experience. In this session Claire will talk about their approach and the lessons learned.

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By listening to our learners’ stories we can better understand their experiences of being taught at King’s. This exercise uses fictional scenarios to centre the learners’ experiences and, asks the viewer to consider how the barriers our learners face would affect their ability to engage with us as teachers by literally ‘tearing strips off’ fictional students. The viewer is then asked to consider what this means to the student, and to themselves as educators.

This session will present a project funded by King’s Race Equity and Inclusive Education Fund that brought together academic staff and students from Nursing, Midwifery & Palliative Care, Dentistry, Pharmacy, Physiotherapy and Dietetics. The project aimed to produce materials that reflect the diverse student population at King’s and the diverse populations they will be working with in healthcare. Staff and students worked in partnership to collate and develop resources and conduct focus groups to understand staff and student perspectives. Attendees participating in this session will be able to view and discuss the project resources and findings.

This will be a practical workshop reviewing differing ways in which you can collect student feedback on your teaching. Strategies considered will be minute papers, Brookfield’s critical incident questionnaire and two forms of group feedback, one of which is suitable for large groups of students. Participants will consider the benefits and limitations of each strategy and how they might use them.

This workshop will be a discussion with colleagues across the College about the impact that the Covid-19 pandemic has had on our students (e.g., from educational, well-being and inclusivity perspectives) and on our staff. Many aspects of what Higher Education used to be, have been forcefully changed under the pressure of the current pandemic. For example, institutions were diversely ready for changing the way their students were taught and assessed. The perception is that there is no going back. The workshop will be around lessons learnt, what can be kept and what can be given up.

Academic publishing practices are making ebooks unaffordable, unsustainable and inaccessible to university students. Librarians, academics and students across the UK are demanding change and urgent regulation of the market so students have access to the resources they need for study through their university library. This session will give you a practical understanding of the current challenges around academic publishing and ebooks, and what you can do about it, in relation to reading lists and your own publishing.

Research has shown us that creating a strong rapport between and among educators and students benefits everyone - but that it is particularly significant for disadvantaged students. Join us to discover tried and tested strategies for building rapport with your students and use your experience to help us to create new activities. We will also share the results of our Common Ground project which has been studying the use and efficacy of rapport building activities at King's.

Programme directors engage with a diverse range of stakeholders and are often placed in the role with little training or guidance beforehand. The role does not usually confer line management authority but tends to be the focal point for students. Thus tensions exist that programme directors are not automatically equipped to deal with. Yet to be effective these challenges need to be overcome. The workshop will provide an open forum for colleagues to discuss the challenges of programme directorship to gather a rich picture of the challenges programme directors face and good practices that exist across King’s around programme leadership.

King’s College London is committed to removing structural barriers and promoting an inclusive environment for all students. To broaden the reach of inclusive education work, King’s is developing a university wide Inclusive Education Network to empower all students and staff to make change and shape King’s to be a more inclusive and accessible place to learn. This workshop aims to consult the King’s Community on what the network should feel like and how it can support inclusive education at King’s.

Learning outcomes are the starting point for any curriculum design process, whether it’s planning a new module or programme, or thinking about what students will take away from an individual teaching session. Being able to construct and frame learning outcomes appropriately is thus a vital skill for any university educator.