{"id":14279,"date":"2026-06-19T14:19:19","date_gmt":"2026-06-19T13:19:19","guid":{"rendered":"https:\/\/blog.westminster.ac.uk\/ceti\/?page_id=14279"},"modified":"2026-06-22T15:49:29","modified_gmt":"2026-06-22T14:49:29","slug":"learning-teaching-symposium-2026-abstracts","status":"publish","type":"page","link":"https:\/\/blog.westminster.ac.uk\/ceti\/learning-teaching-symposium-2026-abstracts\/","title":{"rendered":"Learning & Teaching Symposium 2026 – Abstracts"},"content":{"rendered":"\t\t
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L&T Symposium 2026 - Abstracts<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Get your Symposium ticket \u2b07\ufe0f\ud83c\udfab<\/h5>

Learning & Teaching Symposium 2026<\/a><\/span><\/strong><\/p>

Select an activity for further information:<\/h5>
Time<\/strong><\/td>Activity<\/strong><\/td><\/tr>
9:00 – 10:00<\/td>Arrivals<\/a><\/span><\/td><\/tr>
10:15 – 11:15<\/td>Keynote<\/a><\/span><\/td><\/tr>
11:30 – 12:00<\/td>Parallel sessions 1<\/a><\/span><\/td><\/tr>
12:00 – 12:30<\/td>Parallel sessions 2<\/a><\/span><\/td><\/tr>
12:30 – 13:30<\/td>Lunch<\/a><\/span><\/td><\/tr>
13:45 – 14:45<\/td>Parallel sessions 3<\/a><\/span><\/td><\/tr>
14:45 – 15:45<\/td>Posters & Showcase<\/a><\/span><\/td><\/tr>
16:00 – 16:30<\/td>Parallel sessions 4<\/a><\/span><\/td><\/tr>
16:30 – 17:00<\/td>Parallel sessions 5<\/a><\/span><\/td><\/tr>
17:00 – 17:30<\/td>Plenary<\/a><\/span><\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\"\ud83d\udccd\"<\/b>\u00a0Fyvie Hall<\/strong><\/span>
\"\u23f0\" 9:00 – 10:00<\/strong>
<\/b><\/b>\"\u2757\"Accessibility notes: <\/b>4 steps down from Ground floor; Wheelchair lift accessed from the ARTiSIP Gallery<\/span><\/p>

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The New Science of Compassion in the Fit-for-Purpose HE Curriculum for the Future<\/h4>

Theo Gilbert, Professor of Compassion-focused Pedagogy at University of Hertfordshire<\/h5>

\"\ud83d\udccd\"<\/b>\u00a0UG05<\/strong>
\"\u23f0\" 10:15 – 11:15<\/strong>
<\/b><\/b>\"\u2757\"Accessibility notes: <\/b>2 flights of steps up from Ground floor (3 + 11 steps); Accessible lift C<\/p>

As\u202fan environment that favours private enterprise and competitive individualism, the human factory of Higher Education helps feed and normalise that same culture in\u202fpolitics,\u00a0media\u00a0and business.\u202f And\u00a0so,\u202f how\u00a0well do we look after ourselves,\u00a0each other\u00a0or the planet at this moment?\u202f It turns out though that on any curriculum from STEM to Humanities, students can also be educated in cognitive compassion specifically in the group\/teamwork context and in ways that motivate them to use\u00a0their\u00a0HE\u00a0experience\u00a0to serve the public good.\u202f Traction on this across the\u00a0HE\u00a0sector is\u00a0emerging\u00a0from a robust transdisciplinary theoretical underpinning.\u202f And\u00a0it’s\u00a0easy to apply in the classroom.<\/span><\/p>

Teaching and individually assessing \u2013 as credit bearing – not only research skills and criticality but also, thirdly, the live use of smart compassionate communications\u00a0in \u202ffilmed, task-focused group\/teamwork meetings has had surprising results in Business, Engineering, Computer Science, Life and Medical Sciences, and Law, in trials and studies so far. Real reductions in staff marking workloads, in unjustifiable awarding gaps (with statistical significance for individual critical thinking), in student-reported\u202floneliness and disengagement, and in the inappropriate use of AI in assignments have been seen consistently compared to controls.\u202f\u202f Professor Theo Gilbert will help\u00a0demonstrate\u00a0what the assessed (rewarded) micro skills of cognitive – not emotion-based – compassion\u202f<\/span>mean\u202f<\/span><\/i>and<\/span>\u202flook\u00a0like, practically,<\/span><\/i>\u202fwhen a team meets, online or not.\u202f You\u2019ll see how surprisingly easy these are to teach and assess and where to get quickly accessible practical support for that.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Professor Theo Gilbert<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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From the Centre\u202ffor Education and Student Success, University of Hertfordshire, Theo Gilbert, is a Professor of Compassion-focused Pedagogy.\u202f His research on compassion translates rich, current scholarship on the\u202f<\/span>cognitive<\/span><\/i>\u202fnature of compassion into the explicit context of teamwork cohesion,\u00a0interculturalisation, resilience and effectiveness.\u202f\u202fThe website\u202f<\/span>Compassion in Effective HE Teams \u2013 Embedding and Assessing Compassion in the University Curriculum<\/a><\/span>\u202fsupports staff in currently 105 universities.<\/span>\u00a0<\/span><\/p>

He received the Times Higher Education\u2019s\/Advance HE\u2019s 2018 award:\u202f\u202f<\/span>Most Innovative Teacher,\u202f<\/span><\/i>and more recently, was keynote speaker to the National Teaching Fellows Annual Symposium.\u202f Besides his publications, he has a strong presence on YouTube in support of HE students, staff and their partnerships and solidarity for HE’s core remit. \u202fAs well as from amongst the Times Top 100 Graduate Employers, this work is now also being taken up by the public sector, e.g. across the UK police force.<\/span><\/p>

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\u201cNavigating Westminster\u201d: An Interactive Tool to Support Students and Staff in Academic Orientation<\/h4>

Vassiliki Bouki, Daphne Economou, Frands Pedersen, Thanos Fragkandreas<\/h5>

\ud83d\udccd<\/b>\u00a0RS 201<\/strong>
\u23f0 11:30 – 12:00<\/strong>
<\/b><\/b>\u2757Accessibility notes:<\/b> Lifts A1, A2 or B
\ud83d\udca1 Conference paper<\/strong><\/p>

This paper presents \u201cNavigating Westminster\u201d, a web-based interactive tool designed to enhance academic orientation for students and staff. As students enter or progress through higher education, they must develop an understanding of academic practices, terminology, institutional structures, and mechanisms that support successful study. Although these elements are not discipline-specific, they are essential for academic success and the development of academic identity (Triantafyllou SA et al. (2025) Gamification in education and training: A literature review, 1\u201335). However, induction is often delivered through passive, information-heavy presentations, while orientation learning is often not recognised as a form of learning (Morgan A, Beaty L (1997) The world of the learner, 2:217\u2013237).<\/p>

To address this, the \u201cSerious Games at Westminster\u201d research group developed \u201cNavigating Westminster\u201d, an interactive application that transforms induction content into serious games, quizzes, and scenario-based activities. These activities support students in understanding institutional processes, identifying support, and developing confidence in seeking help. By reducing cognitive overload and promoting active learning, the tool enhances belonging, wellbeing, and academic self-efficacy.<\/p>

Initially developed during the COVID-19 pandemic, the tool was refined and tested across four undergraduate business programmes in 2025. Findings from an educator-centred evaluation demonstrate improved student engagement, increased confidence, and more efficient induction delivery (Bouki V., Economou D. et al. (2026) Navigating Westminster: An Educator-Centered Evaluation of an Educational Game for Academic Orientation, in Tec-Edu International Conference, accepted).<\/p>

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Examining the Impact of Octalysis Core Drives in Game-Based Fraction Learning for Primary Education<\/h4>

Pumudu Anupama Fernando, IIT Sri Lanka<\/h5>

\ud83d\udccd<\/b>\u00a0RS 215<\/strong>
\u23f0 11:30 – 12:00<\/strong>
<\/b><\/b>\u2757Accessibility notes:<\/b> Lifts A1, A2 or B
\ud83d\udca1 Conference paper<\/strong><\/p>

This presentation examines the role of gamification design in creating engaging, inclusive, and developmentally appropriate learning environments for primary education. Focusing on a curriculum-aligned fraction learning game, the study is grounded in the Octalysis Framework, which distinguishes between intrinsic-oriented \u201cWhite Hat\u201d motivational strategies and urgency-driven \u201cBlack Hat\u201d strategies. The research explores how these different categories of gamification influence learner motivation, engagement, and perception.<\/span>\u00a0<\/span><\/p>

An exploratory pilot study was conducted with primary school students using a pretest\u2013posttest design to evaluate both learning performance and learner experiences. In addition to measuring learning gains, the study gathered learner-centered feedback on specific game mechanics, enabling a detailed analysis of preferred and least-preferred motivational elements. The findings indicate significant improvements in fraction learning outcomes following gameplay, alongside high levels of perceived motivation and engagement.<\/span>\u00a0<\/span><\/p>

Importantly, the results reveal a clear distinction in how learners respond to different motivational strategies. Intrinsic-oriented elements, such as narrative progression and feedback, were strongly preferred, whereas pressure-based mechanics were more frequently associated with discomfort. The presentation highlights the importance of balanced motivational design in developing effective, inclusive, and future-ready game-based learning environments for young learners.<\/span><\/p>

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The Impact of Authentic Assessments on Student Outcomes in Accounting and Finance<\/h4>

Aigerim Umbetbayeva, Natalia Krasnikova, Nataliia Miedviedkova, Sonila Malko, Julie Ayton, Obby Phiri, Irene Brew-Riverson, Masar Hadla<\/h5>

\ud83d\udccd<\/b>\u00a0RS 350<\/strong>
\u23f0 11:30 – 12:00<\/strong>
<\/b><\/b>\u2757Accessibility notes:<\/b> 9 steps down from 4th floor; Lift B
\ud83d\udca1 Conference paper<\/strong><\/p>

This research project examines how authentic assessments influence student outcomes in Accounting and Finance higher education. Authentic assessments, such as case analyses, client reports, data-driven projects, simulations, portfolios, reflective journals, presentations, replicate real-world professional practices and require students to apply their previously acquired theoretical knowledge to real-life examples. These types of assessments are increasingly adopted in higher education due to their potential to enhance employability, collaboration, and problem-solving skills\u2014key attributes valued in the financial services sector, which employed approximately 2.5 million people in 2023. This highlights the need to study how authentic assessments influence student outcomes in Accounting and Finance. Limited empirical evidence exists on the impact of authentic assessments on engagement, academic achievement, employability and narrowing the attainment gap within Accounting and Finance.<\/p>

To address this gap, the study adopts a mixed-methods design framework. This research project is conducted by students-as-researchers, consisting of 4 PhD students, 4 PG students, and 5 UG students from the School of Finance and Accounting, which were guided and supported by 8 staff members. The project not only offers new insights into research in this area, but it also promotes inclusivity, helps students gaining research skills and enhances their learning experience.<\/p>

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Educating for a Democratic Future in an Increasingly Artificial and Unjust World<\/h4>

Moonisah Usman, Amy Maclatchy and Shukri Sultan<\/h5>

\ud83d\udccd<\/b>\u00a0RS\u00a0358<\/strong>
\u23f0 11:30 – 12:00<\/strong>
<\/b><\/b>\u2757Accessibility notes:<\/b> 9 steps down from 4th floor; Lift B
\ud83d\udca1 Provocations for Change talk<\/strong><\/p>

The academic discourse on Artificial Intelligence (AI) has largely focused on academic integrity and student conduct, while overlooking its wider environmental and social consequences. AI systems rely on significant material resources and labour, frequently drawn from marginalised and disadvantaged communities. Their application in civic contexts, such as facial recognition technologies in policing, can reproduce and intensify racial inequities through biased surveillance and targeting.<\/p>

The Westminster Foundation Pathways module \u2018Critical Thinking in a Changing World\u2019 engages students with social justice issues, encouraging critical consciousness and transdisciplinary understanding of structural inequality. Within this context, critical thinking is positioned as essential to navigating AI critically rather than adopting it as neutral or authoritative. Over-reliance on AI risks weakening metacognitive skills such as reasoning and decision making, while also reinforcing dominant narratives embedded in AI outputs.<\/p>

This provocation argues that critical thinking must be foregrounded as a civic, ethical and mandatory practice for engaging with AI. It contends that without this, there are risks of reproducing structural inequities and misinformation, particularly in an era of rising polarisation and disinformation. The aim is to highlight the hazardous implications of AI use and education\u2019s role in cultivating critically informed citizens capable of interrogating their subject knowledge as well as the broader socio-political environment they live and learn in.<\/p>

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Supporting Students with \u201cMyGrades\u201d: A Tool to Help Students Understand Module Marks and Degree Grade<\/h4>

Vassiliki Bouki, Daphne Economou, Thanos Fragkandreas<\/h5>

\ud83d\udccd<\/b>\u00a0RS 201<\/strong>
\u23f0 12:00 – 12:30<\/strong>
<\/b><\/b>\u2757Accessibility notes:<\/b> Lifts A1, A2 or B
\ud83d\udca1 Conference paper<\/strong><\/p>

This presentation introduces \u201cMyGrades\u201d, a digital tool designed to help undergraduate students understand how module marks and final degree classifications are calculated according to University regulations. Students often find it difficult to calculate and interpret module results and overall grades, which can generate uncertainty, anxiety, and misconceptions about academic progress. MyGrades addresses this by providing a simple, user-friendly tool. In addition to allowing students to see how individual assessments and modules contribute to final results, it supports planning and informed decision-making by enabling students to explore what marks they need in order to achieve desired outcomes.<\/p>

Developed by the Serious Games at Westminster Research Group, MyGrades is a tool that was initially presented during Activities Week (February 2026). Early observations suggest that students value visualising how assessment components affect final grades. Further evaluation is planned.<\/p>

The project is based on the idea that understanding grading builds confidence. Simple digital tools help students understand their progress, and using these tools strengthens a student-focused, well-supported environment.<\/p>

Future development will consider including more support for students\u2019 feelings towards marking, as well as help in addressing any issues (e.g. advice on what to do next).<\/p>

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Career Capital in the Digital Age: Websites as Professional Assets<\/h4>

Pamela Abrams, Avis Whyte, Cristina Corallini<\/h5>

\ud83d\udccd<\/b>\u00a0RS 350<\/strong>
\u23f0 12:00 – 12:30<\/strong>
<\/b><\/b>\u2757Accessibility notes:<\/b> 9 steps down from 4th floor; Lift B
\ud83d\udca1 Conference paper<\/strong><\/p>

The presenters share an innovative approach, used in a law module, aimed at developing students\u2019 understanding of their identity, their digital literacy, graduate attributes and creative skills. Through an assessed website, prompting self-reflection, professional self-development and planning, this approach also prepared students for their future careers. The reflection was based on module activities aimed at developing students\u2019 understanding of their career aspirations and aimed to increase their confidence in seeking graduate opportunities. The module linked to the University\u2019s 35-hour work-based learning initiative which embedded core employability concepts and activities into the module. Learning activities included students engaging with AI tools and online platforms as well as interacting with visiting speakers from legal and non-legal careers. Students were encouraged to use their completed websites as portfolios in their search for graduate roles. This is an additional benefit of the approach which module designers can use to encourage student engagement with this element of their curriculum and assessment. The website design approach can be adapted to suit a variety of modules. It is particularly significant in curriculum design where module designers wish to enhance students’ digital capabilities in a hands-on format which fosters fundamental graduate attributes and promotes learner autonomy.<\/p>

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Architecture Education for Collective Empowerment<\/h4>

Shukri Sultan<\/h5>

\ud83d\udccd<\/b>\u00a0RS\u00a0358<\/strong>
\u23f0 12:00 – 12:30
<\/strong><\/b>\u2757Accessibility notes:<\/b> 9 steps down from 4th floor; Lift B
\ud83d\udca1 Conference paper<\/strong><\/p>

After climate change, housing is the most urgent challenge we face as a society today. For this reason, housing features prominently in my teaching with architecture foundation students, particularly in the module Critical Thinking for Academic and Professional Development, where I present two case studies: the 2017 Grenfell Tower fire and the demolished Pruitt-Igoe housing project in St Louis, Missouri. These case studies are chosen because it reveals to students how architecture intersects with structural inequalities, politics, race, and health, allowing them to understand at this early stage in their education the full implications of their future designs. Incidentally, through discussing these case studies, students revealed their inherent biases towards social housing and its tenants. This paper reflects on the methods I have employed to counteract social housing stigma in the classroom and proposes new ways to instil a sense of pride in working-class students living in social housing. It also questions how I can refine these methods to shift the perception of council estates from spaces of deprivation to spaces of \u2018radical openness and possibility\u2019. The paper reflects the need for an architectural education rooted in social justice and oriented towards collective empowerment.<\/p>

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\ud83d\udccd<\/b>\u00a0Fyvie Hall<\/strong><\/span>
\u23f0 12:30 – 13:30<\/strong>
<\/b><\/b>\u2757Accessibility notes: <\/b>4 steps down from Ground floor; Wheelchair lift accessed from the ARTiSIP Gallery<\/span><\/p>

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Walking through the four Cs: Coffee, Consumerism, Colonialism and Community<\/h4>

Amy MacLatchy, Shukri Sultan<\/h5>

\ud83d\udccd<\/b>\u00a0Marylebone campus to Regent Street campus<\/strong>
\u23f0 13:45 – 14:45<\/strong>
<\/b><\/b>\u2757Accessibility notes:<\/b> Up to 12 participants will be gathered at 13:25 to travel to Marylebone campus to begin the walking tour (travel method to be decided on the day)
\ud83d\udca1 ‘Walkshop’<\/strong><\/p>

City campus universities sometimes feel like archipelagos in the sea of the metropolis. This abridged walking tour, \u2018Walking through the four Cs: Coffee, Consumerism, Colonialism and Community\u2019 responds to that notion. The walking tour is a culmination of a co-created Sustainability Fund project 2024-5 between students and staff where we reflected on the transactional relationship of universities with its local community. For many, consumerism, namely consumption of coffee, is the only means of engagement. The humble coffee bean becomes a means to connect the past with the present, but also the local with the global community. Learning from the past, we co-interrogate our current consumption practice \u2014 the extractive process that results in our cup of coffee \u2014 with historical extractive processes that have led to the birth of the modern city we walk through today. We invite you to join us on this walking tour starting at Marylebone campus.<\/p>

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Can AI Teach Us Compassion? Designing Engaging Feedback and Rubrics<\/h4>

Evgeniya Macleod, Anastasia Alexeeva<\/h5>

\ud83d\udccd<\/b>\u00a0RS 350<\/strong>
\u23f0 13:45 – 14:45<\/strong>
<\/b><\/b>\u2757Accessibility notes:<\/b> 9 steps down from 4th floor; Lift B
\ud83d\udca1 Workshop<\/strong><\/p>

This interactive workshop explores how artificial intelligence (AI) can support educators in designing rubrics, assessment feedback and student-facing communication that are compassionate, clear, and confidence-building for both students and staff. It focuses on the role of AI in reframing feedback language to ensure it is non-judgmental, constructive, and motivating. By using carefully designed prompts, participants will learn how to transform traditional feedback into messages that promote student growth and reduce anxiety. At the same time, the session highlights how AI can help staff streamline marking processes, reduce workload pressures, and maintain a more positive and sustainable approach to assessment. Through guided activities and practical examples, attendees will experiment with AI-assisted techniques for creating compassionate and effective feedback. The workshop encourages reflection on current practices while offering innovative tools to enhance communication and student engagement in assessment contexts.<\/p>

Session Overview:<\/strong><\/p>