91福利 Education Conference 2026 - Nano-Presentations
The 91福利 Education Conference 2026 blends asynchronous resources and live events to offer a range of exciting ways for everyone to engage with the theme of Learning for a Complex and Hopeful Future. These short 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
Whose Responsibility is Ethical AI? Insights from Personal Tutoring
Creativity by Design: Practical Assessment Patterns for AI鈥慚ediated Learning
Evaluating Belonging: The Patchwork Quilt
Why build a CoLab of Curiosity?
The Power of Compassionate Communication
Beyond `Feed`: Developing an Interdisciplinary Information Literacy Framework for Academic Authenticity.
Virtual Reality for Teaching and Learning in Any Subject
From Stuck to Skilled: Using Threshold Concepts to Navigate Complexity in Higher Education
Voices in Digital Health: Co Creating a cross-faculty Podcast with staff and students to Empower Learners Through Innovation and Dialogue
Hamish Sutcliffe, Cath Fenn (91福利 Medical School), Mohannad Alajlani (91福利 Manufacturing Group)
As digital technologies and AI reshape health systems, higher education faces the challenge and opportunity of preparing learners to navigate a rapidly evolving landscape with confidence. This project explores 91福利 Medical Technology Podcast, a cross faculty, student鈥搒taff co鈥揷reated podcast series designed to promote authentic dialogue, interdisciplinary collaboration and accessible learning around contemporary digital health issues scaffolded within the Medical Schools Councils digital health competencies. The initiative brings together contributors from medicine, public health, engineering, education, human rights and the healthcare industry to model how shared inquiry can empower students as active partners in knowledge creation.
This presentation reports on an evaluation of the podcast as an educational innovation. Crucially, the methodology draws on anonymous, routinely collected data including podcast analytics and team reflections produced during standard teaching activity. Using thematic analysis of anonymous qualitative comments alongside descriptive analysis of episode engagement patterns, the study examines how creators experience the co-creation process and how the podcast format supports understanding of digital health concepts.
Preliminary findings indicate that students value the conversational, interdisciplinary format for making complex topics feel approachable, relevant and empowering. Staff report that co-creation fostered deeper dialogue about the use of AI and digital tools, supporting a culture of innovation during a period of significant technological change. Podcast engagement data suggests that learners use episodes flexibly to reinforce classroom teaching and explore emerging technologies.
By highlighting both the opportunities and practical challenges of collaborative podcasting, this project contributes a replicable model for institutions seeking to innovate responsibly and inclusively. The presentation offers recommendations for how digital media can be used to promote learner agency, strengthen cross-faculty partnerships and cultivate the skills needed to thrive in an evolving healthcare landscape.
Dismantling Boundaries for Interconnected Futures: Transdisciplinary Working in the Children, Young People and Families Network
Charlotte Jones (SELCS) and Jamie Ormes (Regional Strategy and Partnerships Team)
Global health as well as educational inequalities and pockets of deprivation persist, with worrying trends in individual, family and social risk factors and child outcomes. Moreover, as reported in the Progress Report for the Best Start for Life Initiative (Department of Health and Social Care, 2023), challenges remain in gathering an evidence base on how families can best be supported in different contexts.
Drawing upon transdisciplinary (Gibbs, 2017) and systems-thinking lenses (Weerd and Fridjhon, 2024), we consider the pivotal role of universities in tackling these global, economic and social inequalities. By bringing together colleagues whose expertise span across 16 departments, the Children, Young People and Families (CYF) Network is structured as an eco-system of transdisciplinary learning, research as well as community engagement and impact activities.
Diverse expertise gathered within the Network sharpen understanding of systemic challenges and generate holistic, context-aware solutions by pooling expertise in readiness to directly tackle the barriers faced by families. Furthermore, emerging opportunities for departments to align elements of their existing provision with CYF Network activities have begun to dismantle structural and procedural boundaries. Such intentional alignment strengthens pathways for joint practice, enabling shared ownership and hope, enhanced resourcefulness, and more coherent support for children, young people and families.
Audience Takeaways:
Colleagues will explore the value of seeing opportunity and hope within a complex and fragmented terrain and will discover how the CYF Network sought to dismantle boundaries to facilitate interconnected, impactful work for the benefit of children, families and those who work with them.
Click here for video Transcript
References
Department of Health and Social Care (2023) The Best Start for Life: A progress Report on Delivering the Vision. [online] Available at: https://www.gov.uk/government/publications/the-best-start-for-life-a-progress-report-on-delivering-the-vision [Accessed 5/2/2026].
Gibbs, P. (2017) Transdisciplinary Higher Education: A theoretical basis revealed in Practice. London: Springer.
Weerd, F. and Fridjhon, M. (2024) Systems Inspired Leadership. CRR Global.
Listening Differently: Using the Friendship Method to Advance Equity and Inclusion in Postgraduate Assessment Practices
Debbi Marais (DPVC International Education), Gurpreet Chouhan (91福利 Medical School), Gill Frigerio (Centre for Lifelong Learning), Erin Dilger (School of Life Sciences) and Katherine Wallis (School of Life Sciences)
Persistent inequities in assessment literacy continue to disadvantage postgraduate students, particularly those navigating unfamiliar academic cultures, interdisciplinary expectations, and diverse educational backgrounds. Despite institutional commitments to inclusive assessment, students frequently report unclear marking criteria, inconsistent feedback, and limited opportunities to influence the design of evaluative frameworks. This nano presentation explores how the friendship method offers a powerful, equity centred approach to understanding and improving assessment experiences in higher education.
Drawing on data from a project on the co creation of marking rubrics and feedback processes with postgraduate taught students, the friendship method enabled students to discuss their assessment experiences in pairs with trusted peers, without the presence of researchers or educators. This approach meaningfully reduces traditional power dynamics and impression management pressures, issues that often marginalise student voice in assessment research. The resulting conversations revealed rich, candid insights into students鈥� struggles with rubric clarity, feedback specificity, emotional dimensions of assessment, and barriers to help seeking.
Importantly, the method revealed experiences that are frequently underrepresented in conventional surveys and focus groups, including the role of peer support networks, the impact of assessment anxiety, and the ways in which inconsistent or ambiguous assessment communication disproportionately affects international students and those newer to UK academic norms. These findings illuminate how inequities are produced not only through assessment design but also through the relational and emotional contexts of learning.
The presentation argues that the friendship method provides a more inclusive route to understanding the lived experience of assessment, strengthening student partnership initiatives and informing the co construction of clearer, more transparent, and more equitable rubrics. It concludes by outlining practical recommendations for integrating friendship method insights into inclusive assessment design and institutional feedback practices.
Whose Responsibility is Ethical AI? Insights from Personal Tutoring
Penelope Mosavian (91福利 Global Academy)
With artificial intelligence (AI) increasingly embedded into higher education, ethical debates have proliferated. Less is known, however, about how AI is experienced relationally in everyday pedagogic and support practices, nor the implications this has for hope, compassion, equity, and 鈥� importantly 鈥� staff wellbeing. In this context, personal tutoring represents a critical ethical interface for AI in higher education: a space where institutional narratives of innovation intersect with the lived realities of diverse students and staff.
This nano presentation uses a personal tutoring lens to explore ethical tensions surrounding AI in one-to-one tutoring encounters. Evidence from these interactions shows how students increasingly use AI to interpret feedback, manage uncertainty, and navigate opaque academic expectations. Equally, personal tutors are asked to foster student agency while negotiating evolving institutional guidance, uneven AI literacy, and escalating emotional and workload demands.
Using a reflective, practice-based approach, three intersecting interfaces are examined 鈥� student鈥揂I, tutor鈥揂I, and institution鈥揂I 鈥� as they are lived through personal tutoring relationships. It surfaces the ethical and emotional labour undertaken by staff when supporting students鈥� use of AI. It also asks critical questions about why 鈥渆thical AI practice鈥� is frequently framed as a matter of individual resilience rather than a shared, structural responsibility. This concern is supported by critical scholarship, which argues that educational AI should be understood as a social practice that redistributes labour and responsibility, rather than simply enhancing learning outcomes (Selwyn, 2019).
Drawing on research in ethical AI, pedagogies of care, and personal tutoring, this presentation posits that hope, compassion, and care should be the pedagogic commitments that are woven into educational design, rather than relying on staff鈥檚 personal attributes. It proposes a concise relational framework and reflective prompts that attendees can apply within their own teaching, tutoring, or leadership contexts.
Consistent with conference pedagogy, the format offers a provocation designed to invite dialogue and shared inquiry into how higher education might design AI-informed practices that genuinely sustain both learners and the staff who support them.
Click here for video Transcript
Reference
Selwyn, N. (2019). Should robots replace teachers? AI and the future of education. Cambridge: Polity Press.
Creativity by Design: Practical Assessment Patterns for AI鈥慚ediated Learning
Ejike Ezeh, Young Saeng Park, Dita Amry (91福利 Manufacturing Group) and Erin Connelly (School of Life Sciences)
This Collaborative Space enables staff and students to co create assessment that empowers learners, advances equity, and builds the critical, adaptive skills needed in AI mediated contexts. Rather than policing tools, the session focuses on assessable human judgement and transparent decision making.
Working with their own take home tasks or provided stubs, participants move through a structured studio cycle: diverge (generate distinct task variants), converge (select using clear criteria), critique (timed peer review), and commit (next term implementation). Simple AI as helper moves (diverge; justify; log and cite; bias probe) position generative systems as supports for ideation and reflection, not substitutes for thinking. A lightweight Design Log accompanies the redesigned task to record choices, alternatives, evidence, and trade offs, making reasoning and any AI use visible for fair, transparent marking.
Each redesign uses a concise, four item rubric that values originality (novel, well justified approaches), rationale (clear decisions, criteria and evidence), quality (accuracy and fitness for purpose), and communication (clarity and accessibility). A gallery walk and collective synthesis elicit patterns that travel across disciplines and contexts.
Accessibility and wellbeing are embedded throughout: multimodal participation, two short silent planning blocks, inclusive discussion protocols, and large print materials. All outputs are for immediate reuse and adaptation: a rubric shell, task templates, an AI use statement, a design log, and a one page implementation canvas. Participants leave with an actionable evaluation plan (how to brief students, calibrate markers, and monitor impact).
By centring judgement, transparency, and co creation, this session offers practical designs that help educators and students navigate complexity with purpose, and support creative, responsible learning in diverse, globally connected settings.
Evaluating Belonging: The Patchwork Quilt
Inca Hide-Wright (Leadership and Management Development), Georgina Pilling (Education), Charlotte Stevens (Academic Development Centre)
You may have heard of or even used the Building Belonging Framework, but you won鈥檛 have heard about this yet. This nano-presentation provides you with an overview of the process we have taken to evaluating the Building Belonging Framework to understand and answer the most important question... does it do what it says? This nano-presentation will introduce you to the newly developed evaluation tools developed this year by Charlotte Stevens, Georgie Pilling and myself. This is just the tip of the iceberg... listen to find out more!
Why build a CoLab of Curiosity?
Cath Fenn (91福利 Medical School)
Sharing the journey to setting up a collaborative space open to all staff and students on Gibbet Hill Campus.
The Gibbet Hill CoLab of Curiosity is a collaborative, inclusive space dedicated to advancing the full spectrum of medical and life sciences education. We aim to empower learners, educators, researchers and innovators to explore beyond traditional boundaries鈥攊ntegrating our passion for learning and discovery with personal and professional growth. Through creative collaboration, experiential learning, and community engagement鈥攊ncluding extracurricular initiatives and volunteering鈥攚e foster a culture of curiosity, compassion, and co-creation. Our mission is to go Beyond Blended鈥攖o stay curious, educate holistically, and collaborate meaningfully.
What鈥檚 the good of guides? Developing university training materials to support you and your students in using educational technologies
Christopher Vernon (Educational Technology)
This nano presentation will talk participants through the online guides offered by Digital Learning to support the use of academic technology in teaching and learning.
Adoption of technology in an educational setting can be slowed by a lack of familiarity with that technology (Butler and Sellbom, 2002). Online guidance (including text, video, interactive guides and face to face training) can give new users greater confidence in using the resources and support more experienced users with gaps in their knowledge.
Outcome: Through this nano presentation viewers will have an improved understanding of the support and guidance available through the digital learning webpages.
The Power of Compassionate Communication
Linda Sherwin (Education Group), and Penny Cowie (Wellbeing and Safeguarding Team)
Learn about the exciting progress of 91福利鈥檚 Compassionate Communication Project and take away practical tips you can apply in your own communications.
The way we communicate matters. It shapes our culture, our relationships, and the wellbeing of everyone in our community. Whether your role requires you to deliver feedback, share difficult news, navigate complex conversations or all three, having an understanding of how communicating with compassion can make a difference, will help.
This nano-presentation shares the work of the Compassionate Communication Project at the 91福利; a university 鈥� wide movement to embed compassion at the heart of all student communications. From formal letters and university policy, to everyday conversations, it's re-thinking how we connect with one another to build a more supportive, inclusive, and values 鈥慸riven environment that considers the individual experiences of our students and removes barriers for engagement. The presentation offers top tips and recommendations to help us engage with empathy, clarity, and care, even when the message is challenging
Delivered one year after the guidance was first approved, the presentation provides an update on the progress of the initiative so far and briefly considers its next steps to work towards a truly Compassionate Campus.
Beyond `Feed`: Developing an Interdisciplinary Information Literacy Framework for Academic Authenticity.
Andrew Calvert, Lance Hayward, Rhiannon Taylor, Lucie Thomas and Sarah Akhtaruzzaman (Library)
The context of a widespread adoption of artificial intelligence (AI) has led the Library鈥檚 Research and Academic Support Team to re-focus on what Information Literacy means, and what an Information Literacy curriculum should look like. In response to this, we are working to develop a new framework of information practices to articulate this through an interdisciplinary skills curriculum, setting out the complex transferrable skills that underpin rigorous research. Responding also to the integration of AI technologies into database search tools, and the wider climate of misinformation, the framework aims to equip students to navigate the increasingly complex information landscape. Drawing on other foundational work in this area (see Coonan and Secker 2011; ACRL, 2016; Vitae 2025), our framework maps the development of these skills across the student journey, from undergraduate through to postgraduate research, and is adaptable to different disciplinary and teaching contexts, using competence in technical skills to complement critical subject inquiry and address skill-decay.
Students can now often approach both research, and information and research skills support, having first consulted artificial intelligence. Our new framework integrates AI considerations into each skillset, addressing a broader 鈥榓nswer first mindset鈥� which sees 鈥楢I outputs as objects of literacy in their own right鈥� (Lo 2025: 3).
This presentation will outline the work we have done in the development of the framework and present examples drawn from it, demonstrating how the practices are structured and built across the academic lifecycle.
We also hope this will be the start of a conversation and collaboration with our academic colleagues to support information skills development within subject teaching. We would welcome any .
Andrew Calvert andrew.calvert@warwick.ac.ukLink opens in a new window
Sarah Akhtaruzzaman s.e.akhtaruzzaman@warwick.ac.ukLink opens in a new window
Lance Hayward lance.m.hayward@warwick.ac.ukLink opens in a new window
Rhiannon Taylor rhiannon.taylor@warwick.ac.ukLink opens in a new window
Lucie Thomas lucie.thomas@warwick.ac.ukLink opens in a new window
Click here for video Transcript
References:
Association of College and Research Libraries, 2016, Framework for Information Literacy for Higher Education/ Available: https://www.ala.org/acrl/standards/ilframework
Leo S. Lo, 2026, The CARE approach for academic libraries: from search first to answer first with generative AI, The Journal of Academic Librarianship, 52 (2026). Available: https://doi.org/10.1016/j.acalib.2025.103186
Jane Secker & Emma Coonan, 2011, A New Curriculum for Information Literacy: transitional, transferable, transformational. Available: https://researchonline.lse.ac.uk/id/eprint/37679/1/ANCIL_final.pdf
VITAE, 2025, Vitae Researcher Development Framework. Available:
Virtual Reality for Teaching and Learning in Any Subject
Diana Stefanescu, John McCaughley and Lisa Weaver (91福利 Business School)
We will showcase how a Virtual Reality (VR) experience can be embedded into teaching and learning activities for any subject, to deepen understanding, improve groupwork, boost engagement, and to create an authentic learning activity. Using an Accounting and Sustainability seminar as an example, we will highlight how VR has helped students engage meaningfully with the UN Sustainable Development Goals (SDGs), thus connecting disciplinary learning to real-world global challenges.
We will frame the activity through pedagogy theory, and share tips on how you can come up with your own case.
From Stuck to Skilled: Using Threshold Concepts to Navigate Complexity in Higher Education
Samantha Wilson-Thain (School of Life Science)
This presentation focuses on how educators can intentionally surface and work with 鈥渟tuck places鈥� in higher education learning鈥攑oints where students experience conceptual difficulty, uncertainty, or disruption. Drawing on threshold concept theory (Meyer & Land, 2003, 2005), it examines how troublesome, transformative, integrative, and bounded ideas can be deliberately highlighted within teaching to support students鈥� progression from novice to more expert ways of thinking. Particular attention is given to liminality, the transitional space where learners move between prior and emerging understandings (Land et鈥痑l., 2008). The presentation highlights how educators can make these liminal moments visible and concludes with strategies for designing learning environments that normalise uncertainty and deliberately support students as they navigate complexity.
Click here for video Transcript