{"id":11415,"date":"2024-12-04T09:15:31","date_gmt":"2024-12-04T09:15:31","guid":{"rendered":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/?p=11415"},"modified":"2026-10-14T14:42:42","modified_gmt":"2026-10-14T13:42:42","slug":"esltis-2024","status":"publish","type":"post","link":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/2024\/12\/04\/esltis-2024\/","title":{"rendered":"Learning, Connecting, and Innovating: Reflections from the 7th ESLTIS Conference"},"content":{"rendered":"

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Earlier this summer, I attended the 7th Enhancing Student Learning Through Innovative Scholarship (ESLTIS) Conference, themed \u201cWhat Comes Next for Higher Education?\u201d Held in St Andrews, the two-day event gathered educators, researchers, and practitioners to explore innovative approaches to student learning. As a lecturer in Library and Archives Studies, I was fortunate to attend with funding from the Faculty of Humanities. This blog reflects on my experience, highlighting key takeaways, connections, and strategies to integrate into my teaching.\u00a0\u00a0<\/p>\n

Learning Through Engagement<\/b>\u00a0<\/p>\n

The first day featured workshops on various aspects of teaching, focusing on best practices to support student development in UK higher education. A standout session was \u201cReflections on the Advancement of the Education-Focused Academic Career at the University of St Andrews.\u201d It highlighted how St Andrews supports education-focused academic careers through initiatives that reward teaching excellence, structured career progression, and recognition. This gave me insights into how my institution might support similar roles.\u00a0<\/p>\n

Another engaging workshop, \u201cCreating Conditions and Pedagogies of Support for Critical Practice,\u201d emphasised fostering critical thinking through active learning and integrating critical discourse into the curriculum. I found this approach valuable, as it aligns with my goal of enhancing students’ critical engagement. Additionally, the workshop on \u201cSupporting Higher Education Institutions Through Inclusive Language Assessment Reform\u201d stressed the importance of inclusive assessments to ensure equitable access, offering strategies to help international students facing language barriers.\u00a0<\/p>\n

These sessions reinforced the need to design engaging learning activities that consider diverse student backgrounds, deepening my understanding of inclusivity, fairness, and continuous professional development.\u00a0\u00a0<\/p>\n

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The Power of Connection<\/b>\u00a0<\/p>\n

\"KennethBeyond the workshops, ESLTIS was an excellent opportunity to network with fellow educators, scholars, and practitioners. Connecting with colleagues from different faculties and institutions allowed us to exchange ideas, discuss challenges, and explore solutions. During the workshop \u201cExploring ChatGPT in Education: Bridging Gaps in Understanding and Promoting Responsible AI Use,\u201d I engaged with peers about the potential and challenges of integrating AI in education. We shared experiences on responsibly using technologies like ChatGPT to enhance learning while addressing ethical concerns. These conversations have opened doors for potential collaborations, including joint research on AI’s role in education.\u00a0\u00a0<\/p>\n

The importance of networking was further emphasised during a lightning talk titled \u201cHow are you today? Using Wellbeing Polls to Dismantle Power Dynamics, Support, and Include All Learners in Higher Education.\u201d This session inspired me to explore new approaches to student support, focusing on well-being. Engaging with others who prioritise student welfare provided new perspectives and practical tools to introduce into my teaching environment.\u00a0<\/p>\n

Another interesting session was the dinner where it was good to chat and connect professional and further discussion on potential collaboration.\u00a0\u00a0<\/p>\n

Innovation in Focus<\/b>\u00a0<\/p>\n

A key highlight of the conference was the focus on innovative projects, technologies, and teaching strategies that can transform student learning. One thought-provoking session, \u201cTeaching Reuse of Existing Structures at the University of Sheffield,\u201d illustrated how existing educational frameworks can be repurposed to enhance learning efficiency and sustainability. This concept resonated with my practice of using digital resources and archival materials in teaching.\u00a0<\/p>\n

Another session, \u201cEnhancing Graduate Skills and Assessment Through an Annual Student Conference,\u201d presented a novel approach to student engagement. Using conferences as platforms for assessment encourages students to develop critical communication and presentation skills. The idea of hosting an annual student conference as a capstone experience is something I\u2019m eager to explore, as it provides a unique opportunity for students to showcase their work, receive feedback, and prepare for professional settings.\u00a0<\/p>\n

Putting Ideas into Action<\/b>\u00a0<\/p>\n

\"aAttending ESLTIS equipped me with several ideas to implement in my teaching. A key focus will be promoting inclusivity and fairness in assessments. Inspired by workshops on inclusive language assessments and fairness in dissertation marking, I plan to review and refine my current assessment methods to support the diverse needs of my students, particularly international students who may face language challenges. Additionally, I intend to explore the use of well-being polls to gauge student engagement and support, ensuring all students feel heard and included.\u00a0<\/p>\n

Another area I am keen to develop is integrating AI tools like ChatGPT in the classroom. While ethical considerations need to be addressed, I believe that with proper guidance, AI can support learning, especially in language support and information retrieval. Collaborating with other educators on best practices for using AI will be an essential step in this journey.\u00a0<\/p>\n

The concept of organising a student conference as part of the curriculum has also inspired me to consider similar events within my department. This could serve as an effective way to assess student learning while helping them develop essential skills such as public speaking, critical thinking, and collaboration.\u00a0<\/p>\n

My conclusion<\/b>\u00a0<\/p>\n

In summary, the 7th ESLTIS Conference was an enriching experience that offered insights into innovative teaching practices, the importance of inclusivity, and the power of collaboration. From learning about strategic support for education-focused academics to exploring new ways to use AI in education, the conference provided numerous opportunities to reflect on and enhance my teaching practice. Moving forward, I am excited to integrate these insights into my courses, fostering a more supportive and effective learning environment for my students.\u00a0<\/p>\n

I encourage colleagues and educators passionate about teaching and learning to engage in similar conferences, share their experiences, and continue the conversation on improving student learning.\u00a0<\/p>\n

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Kenneth Atuma<\/strong>, Lecturer in Library and Archives Studies, Institute for Cultural Practice.\u00a0<\/p>\n

Connect with Kenneth on:\u202f\u00a0\u00a0<\/p>\n

Instagram\u00a0<\/a>\u00a0<\/p>\n

Linkedin<\/a>\u00a0<\/p>\n

x<\/a>\u00a0<\/p>\n

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Kenneth Atuma, Lecturer in Library and Archives Studies, Institute for Cultural Practice, shares his reflections on the 7th Enhancing Student Learning Through Innovative Scholarship (ESLTIS) Conference, which was themed \u201cWhat Comes Next for Higher Education?\u201d<\/p>\n","protected":false},"author":4452,"featured_media":11410,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","_exactmetrics_skip_tracking":false,"footnotes":""},"categories":[24,99,21,108],"tags":[95,81],"class_list":["post-11415","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-active-learning","category-ai","category-international-students","category-learning-blog","tag-assessment","tag-salc"],"_links":{"self":[{"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/posts\/11415","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/users\/4452"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/comments?post=11415"}],"version-history":[{"count":12,"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/posts\/11415\/revisions"}],"predecessor-version":[{"id":11427,"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/posts\/11415\/revisions\/11427"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/media\/11410"}],"wp:attachment":[{"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/media?parent=11415"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/categories?post=11415"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/tags?post=11415"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}