Dear colleagues,
We are seeking offers to undertake a blind peer-review of the following submissions to the JLDHE (Journal of Learning Development in Higher Education).
If you would like to undertake a review of any of these articles, please email the designated contact editor(s) below (not the whole list), including a brief description of your interest in the topic, your relevant qualifications, expertise and/or experience in relation to the submission (100-200 words max). This might include your knowledge of the subject and/or your experience acting as a peer reviewer for academic papers or as an author or researcher in the field. Please also join our register of reviewers and list your interests. New reviewers are welcome! The editors will then select reviewers and inform those involved.
NB: it is essential to be respectful of the writers of submissions to our journal, especially when they are at the draft stages. Please do not comment publicly on the list or elsewhere on any aspect of the paper title or abstract above.
| Submission | Title and summary | Editor to contact | |||
| #1295Paper | Understanding the attainment gap: Differences in assessment preferences but not in student engagement The disparities in the achievement of students from different ethnic backgrounds are notably evident. White students are more likely to gain a first or upper second-class honours relative to their underrepresented minority counterparts. Student achievement has been known to be influenced by student engagement. This study explored whether low student engagement may be the cause of lower achievement for ethnic minority students. 64 participants who were enrolled in either BSc Psychology or BSc Psychology took part in the survey. The survey assessed student engagement through the University Student Engagement Inventory and assessment preferences using the Assessment Preference Inventory. | Eleanor LoughlinEleanor.loughlin@ntu.ac.uk | |||
| #1278Case Study | Cómo entrenar tu dragon: Developing a concept of AI Literacy for HE Lecturers that Promotes Compassion and Caring This case study summarised the findings from the first academic presentation of the module ‘Cómo entrenar tu dragon (How to train your dragon)’, which is part of the development and training programme offered by the [Name of the University] to new and experienced teaching staff. The module aims to equip participants with a theorical understanding and practical skills to use Generative AI multimodal agents to enhance learning as well as to develop a critical awareness of the umbrella term ‘AI literacy’. The module supports a caring human-centred approach to AI, where the purpose of AI technologies is not to support academics to research and teach ‘faster’ and ‘produce more’, but to provide new graduates with skills and awareness so that they can use AI to build a more compassionate and fairer society. The module covers topics such as data protection considerations, getting familiar with commercial AI multimodal agents and the use of Generative AI to enhance assessment. | Eleanor LoughlinEleanor.loughlin@ntu.ac.uk | |||
| #1309 Paper | Unlocking Engagement: Exploring the Use of Online Digital Escape Rooms as Simulated Learning Environments for Nursing Students The continuous development and enhancement of novel and emerging technologies have led to the development of fresh methodologies and teaching strategies in education. Among these innovations, gamification stands out as an innovative and compelling approach (Tinôco et al., 2021). Through the integration of game elements into real-world tasks, gamification presents educators with the opportunity of making teaching more captivating and engaging (Strickland and Kaylor, 2016), whilst offering a fresh approach to problem-solving. This approach holds particular significance in nurse education, where traditional teaching methods may struggle to accommodate the diverse learning preferences of students (Tanner, 2010). Gamification holds promise for teaching and evaluating clinical skills across various practice areas and in recent years such innovative teaching strategies have gained traction to foster active learning and engagement among students (Billings & Halstead, 2020). | Lee Fallin Lee.Fallin@hull.ac.uk | |||
| #1312 Opinion Piece | Expanding the concept of ‘Threshold concepts’: Threshold concepts for life News and media reports indicate that the perceived value of university education is declining amongst students; one of the indicators being increase in apprenticeships. As educators, we need to identify the reasons for this and ask ourselves whether we provide wholistic education to students and teach them the ‘threshold concepts for life’. This forward-looking and solution-focussed opinion article invites the educators to think beyond the subject-specific threshold concepts and include within the curricula six proposed domains of education that will help students learn the threshold concepts for life. Hopefully, then the perceived value of university education will increase. These six domains include education on sustainability, equality, diversity and inclusion, arts, resilience, moral science, and physical activity. | Gita Sedghi g.sedghi@liverpool.ac.uk |
Thank you and we look forward to hearing from you!
With best wishes the editorial board.