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Tag: Student

Studiosity Partner Forum 2024

I attended my third Studiosity Partner Forum today, which kind of began last night with a dinner and discussion about generative artificial intelligence led by Henry Aider. Generative AI and Studiosity’s new GAI powered Writing Feedback+ service was of course the main topic of conversation throughout the event. Writing Feedback+ launched in February, and they have reported that uptake is around 40% of eligible students, which compares with 15-20% for the classic Writing Feedback service. The model has been built and trained internally, using only writing feedback provided by Studiosity’s subject specialists, no student data. The output of WF+ is being closely quality assured by those agents, and they estimate that quality is around 95-97% as good as human provided feedback.

David Pike, from the University of Bedfordshire presented on their experience with the service in the afternoon. They made it available to all of their students in February, around 20,000, and usage has already exceeded usage of the classic Writing Feedback service since September last year. The average return time from WF+ is around one and a half minutes, and student feedback on the service is very positive at 88.5%. However, he did also note that a number of students who have used both versions of the service stated that they preferred the human provided feedback.

On the flip side of AI, last year Studiosity were exploring a tool to detect submissions which had been written by generative AI. That’s gone. Nothing has come of it as they found that the reliability wasn’t good enough to roll out, especially so for students who have English as a second language. No surprises for me there, detection is a lie.

The keynote address was delivered by Nick Hillman from the Higher Education Policy Institute (HEPI), who talked about their most recent report on the benefits and costs associated with the graduate visa route. It’s overwhelmingly positive for us as a country, and it would be madness to limit this.

Other things which I picked up included learning more about Crossref, a service for checking the validity of academic references; a course on Generative AI in Higher Education from Future Learn was recommended; and Integrity Matters, a new course developed by the University of Greenwich and Bloom to teach new students about academic integrity.

Finally I was there presenting myself, doing my Studiosity talk about our implementation at Sunderland and the data we now have showing a strong positive correlation between engagement with Studiosity and student outcomes and continuation.

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Using AI in Education: A Student Voice

Screenshot showing different results for weather in Egypt on Google and ChatGPT
Screenshot of a search query in Google and ChatGPT

A second session from the University of Kent on AI / ChatGPT, this time student-led. It was good to hear the student voice on these developments, and I found it reassuring that they are identifying the same issues and raising the same concerns as staff. More than one of the student presentations talked about how ChatGPT is already displacing Google and other search engines as the first place they are going to find answers. Like in the screenshot above, which shows the difference in results when searching for the temperature in Egypt from Google on the left, where you get a list of links to follow through, and ChatGPT on the right which provides a far more detailed answer in a written form. The problem is, as identified in one of the presentations but not the other, is that there is no way to verify the data which ChatGPT is presenting as truth. With the Google results you can evaluate the sources and verify against others; ChatGPT is a black box.

There was another good presentation from a student at Northumbria who has done some early research with students who have used ChatGPT to find out why and what they are using it for. The results being that they are mostly using it to check their own knowledge (problematic if you can’t trust ChatGPT to give you true answers), and to generate ideas. They are also using it outside of education to, for example, help write CVs and job applications. This makes me feel like we are always going to be on the defensive, reactive as one student said. While the education sector tries to grapple with the technology and debates banning it on one hand and thoughtful ethical use – while protecting academic integrity – on the other, other areas of society plough on regardless and heedless.

In another presentation a student talked about experimenting with ChatGPT to produce a response to one of their assignments and, echoing Margaret Bearman’s point from the teacher led session last month, they found that the result lacked critical analysis, and believe it would have been a clear fail.

I was pleased to note that ethical issues were being raised by students, though largely in the context of equitable access. With GPT 4 and priority access going behind a paywall, the students who can afford to use it will, and those who can’t will find they have another new and innovative way of being disadvantaged. How long before we see the first university or college purchasing a license for all of their staff and students?

Once again all of the presentations were recorded and are available as a YouTube playlist.

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Studiosity Research Outcomes

Screenshot showing improved attainment for Studiosity users
Screenshot showing improved student attainment where Studiosity was used

In this presentation Professor Liz Thomas, who has previously done impact analysis for Studiosity, presented her latest research on the experience of UK institutions using the service since it launched here in 2016/17, and now includes 22 UK HEIs.

The screenshot I’ve included above shows improved attainment rates of students who have used Studiosity versus those who did not, and looks very similar to the charts we produced here after our pilot year. Caveats abound of course. I’ve said “correlation ≠ causation” more times that I can count of late, and it is perfectly possibly that the students who engage with Studiosity would have been high achievers in any case, or would have engaged with other interventions to improve their work. But it certainly seems like there is something there, and the research also showed that in the groups of students who engaged with Studiosity, the attainment gap between white and BME students was reduced, and for one institution completely eliminated.

Other findings from the research included that 54% of usage takes place outside of conventional office hours, usage peaks in April (and on Wednesdays), and both professional and academic staff reported a benefit of the service as being able to refer students to a specialist service which freed up time for them to concentrate on other areas.

One point of discussion was around low engagement and how this can be improved. It was noted that students need the opportunity to be able to include a draft submission to Studiosity in good time, and it was suggested that use of Studiosity be built into assessments to allow for this. This very much echoes the findings of my colleague in our Faculty of Health, Science and Wellbeing, Jon Rees, who wrote about his experience on the University’s Practice Hub.

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UUK Access, Participation and Student Success Conference 2022

I was honoured to be invited to attend the UUK’s Access, Participation and Student Success Conference 2022 by colleagues at Studiosity, to present a case study on why and how we have implemented Studiosity at Sunderland over the past year. This was a variation of my presentation for InstructureCon, with the technical slides de-emphasised and new sections added about how the Studiosity project ties in with our wider personal academic tutoring project and the University’s Student Success Plan 2025. My presentation was well-attended and I got some good questions and feedback, and as an attendee at the conference I got a lot out of the other sessions I was able to attend.

Kaushika Patel, Deputy PVC Equality, Diversity and Inclusion at De Montfort University, presented on closing ethnicity awarding gaps, something which is an issue for us at our London Campus in particular which has a much more diverse student intake. Kaushika’s talk was about what progress has been made since the 2019 UUK and NUS ‘Closing the Gap‘ (PDF, 2Mb) report. My first photo above shows that there has been some progress, with the overall gap decreasing from 13.2% to 8.8%, but there is also a particular issue with 1st class awards, where the attainment gap between BAME and white students is 9.6%. Kaushika made some practical suggestions about what we can do going forwards, including signing up for the Race Equality Charter. I’ve picked that one out as I was disappointed to find that Sunderland was not a member, though I’ve spoken with our EDI lead and been assured it is on the agenda of our BAME staff group.

I also got a lot out of Nathalie Podder’s passionate talk about how the cost of living crisis is affecting students. Nathalie is the Deputy President (Welfare) at Imperial College Union and her presentation was based on consultations with students at Imperial College London. My second two photos show their ‘Findings’ and ‘Government Recommendations’ slides. Among the findings are that 95% of students are concerned about the cost of living crisis, 58% are worried about their ability to pay rent, and 20% about being able to pay utility bills. Their recommendations for the government included starting a new hardship scheme for students, reinstating maintenance grants, raising NHS bursaries and regulating landlords who own student properties.

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Studiosity Partner Forum 2022

My first in-person conference in two years at the University of Roehampton’s gorgeous campus was a chance to learn about Studiosity’s plans for the future, to network with colleagues at other UK HEIs using Studiosity and compare notes, and pretty randomly, I was able to get a tour of Roehampton’s new library building during lunchtime (it’s lovely).

On those future plans, we’re going to see an enhanced version of the student feedback view in the next couple of months which is going to allow their subject specialists to insert short videos and infographics explaining particular grammatical concepts, issues with spelling, and so on. They are also introducing a new ‘Student Connect’ tool which will help to facilitate peer-to-peer student support. This is currently in beta testing, and two UK universities are part of this evaluation.

The keynote address was by Sir Eric Thomas, who sits on Studiosity’s Academic Advisory Board, and he made a great point that, looking at historical precedents from past plagues, people at the time always think, “this is going to change everything, we can’t go back to how things used to be”, but invariably things do go back to exactly how they were once the threat is over. He speculated that this was because plagues and pandemics leave physical infrastructure unchanged, in contrast to wars, where the physical act of rebuilding allows for societal changes to be literally built in. However, what may be different as we ‘re-build’ after Covid, is that new communication technologies such as Teams and Zoom have come into their own and already effected change in how we live and work. The permanence of these changes is something that lingers in my mind as I contemplate my future.

Good opportunities for informal chats with colleagues at more advanced stages of Studiosity use, and no easy answers to be had in terms of managing use and expectations, and showing causal links between use of the service and student retention and attainment, something I’m in the midst of grappling with now as we approach the end of our pilot.

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Student Sex Work Awareness

Sex Work Support Resources for Students
Screenshot of some support resources from the presentation (in text below)

Attended this awareness-raising session from the University’s EDI network on student sex work. The session covered the four main legal models of sex work, and I was surprised to learn that the UK employs the ‘best’ model, full decriminalisation. Alas, we criminalise literally everything around sex work making it all but impossible, and dangerous. Why students engage in sex work, and this one only depressed rather than surprised me, with half the responses being on the theme of avoiding debt, paying student fees, etc. Neoliberalism strikes again! And finally, most usefully, what universities can do to help students involved in sex work, and signposts to further sources of support. I took a screenshot of those, but to make it easier (and accessible), here they are:

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New Student Induction Video and Getting Started

Student Induction to Canvas, by Me

I made this. I don’t get many opportunities for pure video creation / editing because we have a specialist in the team, so this was fun and a nice change of pace for me. I broke it up and did separate recordings for each area which I stitched together in iMovie, then uploaded to Panopto and added in the closed captions and bookmarks.

Related, I’ve also spent this week working on a new version of the Getting Started module which we have on Canvas and that all new students are automatically attached to. Updated content, some new pages on new systems we have and ways of working that have changed as a result of the pandemic, and new icons to match the look and feel of our new standard module template and other student induction materials we’ve been putting together.

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LTA Workshop: Running up That Hill


Listening to this while reading this post will have no therapeutic value

This was the second Learning and Teaching Academy workshop I attended this semester, to give it it’s subtitle: Engaging Students to Learning Through Teaching and Assessment. (The big boss, who put the programme together, has a penchant for naming events with a musical theme.)

The workshop was given by Prof. Terry Young, Emeritus Professor of Healthcare Systems at Brunel University, who talked about his experience in academia over the past 15 or so years, having come from industry where he spent a similar length of time, giving him an interesting take on the academic world and conventional practice. On assessment, he asked us to consider what are the actual tangible benefits of, for example, spending time on decided on whether or not a given piece of work is worth 82% or 85%, and could this be time better spent elsewhere? Terry argues that there is little value in time spent this way, instead advocating for threshold based marking, first deciding whether a piece of work is a pass or a fail, and then asking either if it’s a fail, is it a good fail and can the student therefore be guided to a pass in future assignments, or if it’s a pass, is it just a pass or a good pass?

Terry also reflected on the nature of work academics are going to need to do over the next 20-30 years in the face of changes driven by automation and artificial intelligence. He concluded that there are three key tasks which will continue to be necessary: writing and specifying the requirements for programmes and assessments, curating and filtering content, and working closely with students to ensure their development and wellbeing.

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LTA Workshop: Transitions into Higher Education

Attended the Learning and Teaching Academy’s workshop which was given by an external speaker, Dr Debbie Porteous from Northumbria University. The talk was around her research in how to support nursing students in their transitions first to students and then into professional practice, and how to maximise their potential for success.

She began by leading a discussion on how the student experience differs for new students in the 21st century – that study is often now only one of many commitments which can also include work and caring responsibilities, and that the relationship between students and institutions has changed as a result of funding changes which have resulted in students becoming customers, consumers and partners also.

From that position she moved on to how best to support students and ensure their success at University, which includes quality of teaching, clear career pathways, student support services, and, most importantly, the availability of staff at the key level 4 stage. This led to a discussion about how, in reality, that is often the point at which the core programme team are least directly involved with their students in favour of TAs and contract staff.

Debbie then talked about her research findings in which she has identified five themes in the journey of students’ first year of experience: uncertainty, the challenges of transition and developing coping strategies; expectations, how they match experience and, for us as educators, the need to set clear and realistic expectations of what support we can provide; learning to survive, in which resilience emerges and where peer support can be invaluable; seeking support, from academics, mentors and peers, as well as the student support services offered by the institution; and moving forward, at which point students have improved confidence, belief and efficacy. This was followed by an exercise in which we, in groups, tried to identify how students can be supported through each stage.

Finally, Debbie shared how at Northumbria they are using technology and learning analytics to engage with all students throughout their studies. This is going beyond targeting students who may be at risk to include positive message of support and encourage to students who seem to be doing well also.

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No-Platforming and a Ridiculous Appointment

Happy New Year everyone!

Now that the pleasantries are out of the way, and that I’m back at work properly, it’s time to engage with the idiotic announcements made by our government concerning HE over the Christmas break.

First up, Jo Johnson made an announcement on Boxing Day stating that the new Office for Students could fine universities if their students’ unions are deemed to be no-platforming speakers. (Guardian) My instincts are, actually, broadly in alignment. I think universities should be places where anything and everything is open for discussion, and that students should be exposed to new ideas that challenge their existing thoughts and beliefs. I’ve always been particularly sympathetic to Mill’s ‘dead dogma’ argument on why freedom of thought and expression must be allowed, that if beliefs are not subject to challenge and defence, then the reasoning for the belief is lost and they come to be held as dead dogmas. (SEP) But that’s not quite what Jo Johnson is saying, and his statement is both malicious and his argument unsound.

It’s malicious because Johnson is proposing that universities are fined, but it is students’ unions, and particularly the National Union of Students, that have a policy of no-platforming particular organisations and individuals at their events. In so doing Johnson is forcing a particular opinion held by government onto universities, and threatening them with financial consequences if they in turn do not impose and police this policy on their students’ unions. But students’ unions and the NUS are independent organisations, democratically ran by students according to their own rules and regulations. Neither government or universities have, and nor should they have, any say on the policies of those independent bodies. Free speech and the challenging of beliefs is in no danger in universities, but it happens where is should – in the classroom where controversial arguments can be introduced in a safe and responsible manner.

It’s unsound because there is an unstated premise in his argument to the effect that there is either no harm in free speech, or that no-platforming is more harmful than allowing unfettered free speech, and this is not true. This takes us back to Mill, who argued that the only legitimate limit to freedom of expression was the likelihood of causing harm to someone. The example he gives in On Liberty is the difference between saying that corn dealers are responsible for starving the poor in a printed publication, and saying it to an angry mob outside the house of a corn dealer as an act of incitement. There are limits on free speech, there must be for civil society to function properly. The more contemporary example is that you can’t walk into a crowded movie theatre and shout ‘bomb!’. The question is, as it has always been, to define those limits.

Our understanding of what constitutes harm has advanced since Mill wrote On Liberty in 1859, and even if no-one is physically harmed in a stampede of people exiting the movie theatre, I think it is uncontentious to suggest that the fear, panic and distress caused to those people is unacceptable and reasonable steps should be taken to prevent such an incident from happening. This is what students’ unions are doing when they take the decision to refuse a platform for problematic figures, such as the misogynist no-platformed by Manchester’s Students Union who has a well-documented record of using such platforms to mock and degrade specific individuals as well as entire communities.

Speaking of odious individuals, the government on Monday announced the appointment of Toby Young to the board of the Office for Students, a man utterly unqualified and unsuitable for such a role. Young’s only experience in HE was as a teaching assistant while studying for a doctorate which he didn’t complete. At most this would have entailed a few hours teaching a week. His vociferous advocacy of the government’s free school policy ended in humiliation in 2016 when he resigned as CEO of the free school he helped to establish stating that he ‘hadn’t grasped how difficult it is to do better, and to bring about system-wide improvement.’ (Independent)

That he is wholly unsuited to the post is rooted principally in the very clear and unequivocal statements he has made against inclusivity and the widening participation agenda, part of government policy since the early naughties, and which he himself benefited from, gaining entry to Oxford with sub-standard BBC grades thanks to an access programme for children educated in comprehensive schools. He’s called students from working class background ‘stains’, decried the inclusion of wheelchair ramps for accessible access, and written dozens of Tweets that are homophobic, misogynistic, or just plain vile. He’s deleted most of those now, but you can’t erase history. Business Insider has helpfully archives some of his worst. Aren’t screenshots wonderful? Almost as wonderful as Kathy Burke who was more succinct than I have been:

burke_tweet

I’m not sure how effective these things are, but there is a petition for his appointment to be revoked on Change.org, and you could write to your local MP asking them to raise the issue in Parliament.

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