Author: cava_admin

Over the 2023-24 academic year, CAVA’s Promotion and Recruitment Working Group (PRWG) has met four times to discuss how different providers are promoting and recruiting for the Access to HE Diploma. Over the year, 13 providers have attended the meetings.

Engagement and Collaborations

PRWG have discussed the different ways to enhance promotional strategies for the Access to HE Diploma. This has included sharing case studies, digital assets and alumni stories to enrich marketing materials. Each session encouraged sharing of best practices and networking opportunities with members from higher education institutions and local colleges, especially in the fields of sustainability, AI, and adult learning.

Marketing Innovations and Events

This year CAVA has highlighted a range of promotional material including Diploma sites, Diploma packs and the Retention and Recruitment handbook. Within these materials, there is crucial information on sustainability and using artificial intelligence (AI). We have actively promoted all of our Diplomas through various channels, including social media, where our spotlight posts highlighted individual Diplomas across the year.

Providers have prioritised events in their outreach efforts. From open evenings to webinars and special events like mock trials, our colleges utilised every opportunity to engage with potential students and the broader community. These events not only raised awareness but also provided a platform for direct engagement with the Access to HE Diploma.

Challenges and Solutions

Recruitment remains a challenge within the evolving educational landscape and broader economic pressures. PRWG members discussed the impacts of the cost of living crisis and mental health issues on student retention. Because of this, CAVA has created the Recruitment and Retention handbook, which contains a range of case studies, to support providers facing these issues. This will be updated with more recent case studies from the 2023-24 academic year.

Looking Ahead

As we move forward, our focus will remain on supporting providers to increase their marketing opportunities, enhancing the visibility and appeal of the Access to HE Diploma. We will also continue to focus on topics such as AI and sustainability within marketing and share good practice across our different platforms.

If you are interested in joining CAVA’s PRWG, please email Georgia Green, our communication and events officer, at g.green@cava.ac.uk.

In recent years, artificial intelligence (AI) has rapidly grown in various sectors, including education. Understanding how different demographic factors influence the adoption of AI among teachers is crucial for developing strategies to maximise its benefits. Georgia Green, CAVA’s Communication and Events officer, recently focused on this very topic, examining how age, gender, teaching experience, and academic stream impact teachers’ use of AI in the classroom. The findings provide valuable insights that can help educational institutions tailor their approaches to integrate AI more effectively.

Research approach

This research was undertaken as part of Georgia’s dissertation for her Masters in Psychology. She produced a survey to gain information about educator’s demographics and how it correlated to their use of AI. She shared it with various schools and colleges around the country, as well as sharing on social media. Overall, data was collected from 98 participants from a range of ages, gender and academic stream. 

Key Findings

Gender Differences in AI Adoption

One of the most striking findings was the disparity between teachers identifying as male and female in using AI. The data revealed that men are significantly more likely to incorporate AI tools into their teaching practices than women. This gender gap suggests a potential area for intervention, perhaps through targeted training and support programs aimed at encouraging female teachers to engage with AI technology.

 

Age as a Determinant Factor

Age emerged as a critical factor in AI adoption, with younger teachers being more inclined to use AI than their older counterparts. The analysis indicated that age 34 appears to be a pivotal point, after which AI usage begins to drop. This lines up with the digital native generation, aligning with the broader pattern of technology adoption, where younger individuals are often more tech-savvy and quicker to embrace new technologies.

 

Experience Level and AI Usage

Experience in teaching also plays a significant role in the use of AI, with less experienced teachers more likely to utilise these tools. However, it’s important to note that age and experience are closely correlated. This near-perfect correlation makes it challenging to determine if the willingness to use AI is driven more by age or by teaching experience. Nonetheless, the data clearly shows that those newer to the profession are more open to integrating AI into their classrooms.

 

Academic Stream and Student Age Group

Interestingly, the academic stream did not show a clear impact on AI usage. However, there were patterns indicating that teachers instructing older students were more likely to use AI, with primary school teachers significantly less engaged with AI tools than their colleagues teaching FE or HE. This could be due to the perceived appropriateness or utility of AI in different educational contexts, where AI tools might be seen as more beneficial or easier to implement in FE and HE compared to primary education.

 

Implementations for CAVA

These findings can support CAVA and our members, by highlighting the importance of understanding and assisting staff who are not currently utilising AI. Many educators are unaware of the available AI tools or what they can do. Last year we released a blog post highlighting 5 useful AI tools for educators. These tools are still some of our favourite ones, and a useful starting point for anyone exploring AI.

Support moving forward may require practical demonstrations and time to experiment with these technologies. The research emphasises that colleges should focus their efforts on supporting their older and female staff members. By providing targeted training, showcasing AI applications, and allocating time for exploration and experimentation, institutions can foster a more inclusive and effective adoption of AI across all teaching demographics. 

 

Insights from Georgia Green.

International Women in Engineering Day is celebrated on June 23rd each year to recognise the achievements of women in engineering and to encourage more girls and young women to consider engineering as a career. This day serves as a reminder of the incredible contributions women have made to the engineering field and the potential for future advancements as more women join the profession.

Spotlight on a rising engineer

This year, we are proud to feature a remarkable female student from Warwickshire College Group who is currently studying for the Access to HE Diploma (Engineering). She has shared her advice to women and suggests several steps we can take to support them.

Advice to women

1. Follow Your Passion: If you have a genuine interest in engineering, pursue it wholeheartedly. Passion and curiosity will drive you to overcome challenges and excel.
2. Seek Mentorship: Find mentors who can provide guidance, support, and insight. Learning from those who have walked the path can be invaluable.
3. Build a Support Network: Connect with peers and professionals in the field. A strong support network can provide encouragement and open doors to opportunities.
4. Stay Resilient: Engineering can be challenging, but perseverance is key. Don’t be discouraged by setbacks; view them as learning experiences.

Steps to be taken

Encouraging more women to pursue engineering requires concerted efforts from various sectors. Here are some steps that can be taken:

1. Introduce girls to STEM subjects and engineering concepts at a young age through interactive and engaging programmes.
2. Highlight the achievements of women in engineering to provide visible role models.
3. Establish mentorship programs that connect aspiring female engineers with experienced professionals.
4. Create inclusive and supportive environments in educational institutions and workplaces to ensure women feel welcomed and valued.
5. Provide financial support specifically for women pursuing engineering degrees to reduce economic barriers.

Join us in celebrating

International Women in Engineering Day is not just a celebration but a call to action. Let’s work together to support and encourage the next generation of women engineers. The Access to HE Diploma (Engineering) is a fantastic course. If you’d like to find out more about it, please email admin@cava.ac.uk.

To support our aim in offering a full package of support for our Access to HE providers, CAVA is pleased to share that we are creating a Resource Library in 2024-25. The library aims to support the creation of content for Access to HE Diplomas, and the use of resources for online delivery.

The library will house resources used by our providers to support teaching and learning. Resources include but are not limited to:

• formative assessments (handouts, workbooks, quizzes, interactive activities)
• lecture notes/presentations; instructional materials
• signposts to textbooks and reference materials
• signposts to journal articles; podcasts; videos
• signposts to workshops; online courses
• case studies
• surveys and feedback forms
• enrichment activity ideas
• interaction / engagement activities.

From May 2024, providers will be encouraged to share their delivery and assessment resources.

We aim to populate the Library by the end of the Summer term and launch the Library for use at the beginning of the 2024-25 academic year. We hope it will become a useful resource for those involved in programme delivery and design.

We will share more information about the Teaching and Learning Resource Library at our upcoming events and in future newsletters. In the meantime, if you would like to share your resources, or if you have any questions about this new resource, please get in touch.

The Cambridge Assessment Network conference delved into the dynamic landscape of digital assessment, exploring its opportunities and challenges while prompting attendees to envision its future trajectory. Sarah Hughes, Research and Thought Leadership Lead at Cambridge University Press & Assessment, alongside Imogen Casebourne, Innovation Research Lead at DEFI Innovation Lab, University of Cambridge, shared their research, forecasting potential directions for assessment. They outlined four key drivers propelling change: climate change, AI-driven personalised learning, immersive assessment experiences, and the promotion of human flourishing and well-being.

The implications for assessment professionals are profound, necessitating the fusion of learning and assessment with digital technologies while upholding the integrity and quality of future assessments. By projecting forward from the envisioned landscape of 2050 to the present day, participants were encouraged to identify actionable steps to steer assessment towards a positive future.

Artificial Intelligence (AI) is revolutionising assessment methodologies, from personalised feedback mechanisms to innovative automated grading systems. In her keynote address, Morgan Dee, Director of AI & Data Science at EDUCATE Ventures Research, dissected the practical implications and ethical considerations surrounding AI’s integration into assessment practices, both presently and in the future.

Exploration of AI’s role in assessment design and delivery shed light on its impact on assessment’s objectives, as well as its implications for understanding and managing plagiarism. Insights were shared on leveraging Large Language Models for item development, particularly in crafting questions for multiple-choice examinations. The indispensable role of human expertise was highlighted in refining AI outputs to ensure the validity and effectiveness of assessments.

The conference also delved into themes of equality, equity, and diversity, challenging participants to consider whether the evolving landscape of assessment is truly fair and just. The future prioritisation of skills were discussed, with practical strategies for fostering graduate development being presented. Proposals such as ePortfolios and diverse assessment formats were put forth as means to bolster a holistic co-curricular approach to assessment.

The conference provided an excellent opportunity to stay up to date on assessment trends, explore practical solutions, and network with other members of the assessment community.

Reflections by Emily Ross and Barbara Hughes.

The CAVA Board is pleased to announce that Emily Ross has been appointed as the next CEO of CAVA, following an extensive recruitment process.

Emily has been an integral part of CAVA’s journey over the past 16 years, since she joined the team as an Administrative Officer in June 2008. She moved through the ranks in the organisation, progressing to Office Manager, then Quality Manager, and more recently as Deputy CEO. Her focus on continuous improvement and high-quality service for members has continually pushed the organisation to grow and develop over the years. Emily holds a Postgraduate Certificate in Education Studies from the University of Cambridge and a Masters in English from Anglia Ruskin University.

CAVA’s Chair, Gavin Tash, shared: “The CAVA Board and I are delighted to appoint Emily. Following a rigorous recruitment process, we felt Emily has the right blend of experience and knowledge of CAVA, as well as an innovative approach to take CAVA forward. Emily has been a huge asset to CAVA for many years in a number of roles and we are sure she will continue to excel in the CEO position.”

CAVA’s outgoing CEO, Flóra Raffai, said: “Over the past five years, I have consistently been impressed by Emily’s deep expertise in Access to HE, her passion for our members and students, and her strategic acumen. It is with great pleasure that I pass the leadership reins to her, confident that CAVA will thrive under her capable guidance.”

CAVA’s incoming CEO, Emily Ross, shared: “I am thrilled and deeply honoured to be appointed as the next CEO at CAVA. I want to express my sincere appreciation to Flóra for her dedicated service and leadership. Alongside our exceptional team and committed membership community, I am excited to lead CAVA into its next chapter of growth and impact. We remain committed to our mission to enable adults to achieve their aspirations through education and to adapt to the challenges of a rapidly changing education sector.”

Emily will officially start in post as CEO on 1 August 2024. Our outgoing CEO, Flóra Raffai, will remain at CAVA until 31 July 2024, with a planned handover over the coming two months.

Exploring the forefront of digital education, the Digital Education Futures Initiative (DEFI) event offered profound insights into the intersection of technology and education. These insights resonate with Access to Higher Education Diplomas, addressing crucial aspects of personalised teaching and learning, human-centric approaches and strategic planning in the age of Generative AI.

One of the highlights of the event was Dr. Alina von Davier’s presentation on Duolingo’s innovative framework for flexible test design using AI. It was particularly fascinating to learn how AI can interact in real time with test takers, guiding writing tasks and assessing abilities based on responses. This marks a significant leap in personalised learning assessment which they term PET-CAT Personalised Ensemble Test (PET) – Computerised Adaptive Test (CAT). As this framework continues to develop, we can envision how such tailored technologies could cater to the diverse learning needs of adult learners and facilitate smoother transition into HE.

Former Secretary of State for Education, Charles Clarke, delivered a compelling message on the nuanced integration of AI in education. His emphasis on tailoring AI implementation to individual subjects and the importance of strategic planning at the provider level, resonated as a clear directive to course leaders and senior leadership teams within educational organisations. His analogy likening the current AI hype to the hasty introduction of computers in UK educational institutions in the 1980s and 1990s underscored the necessity of consistent support and preparation to avoid potential pitfalls.

Get ready for a new buzz-word: “Humans-in-the-loop.” This notion emphasises the indispensable role of human involvement in the transition towards automated teaching and assessment, highlighting the enduring value of human evaluation and empathy in the learning process. This is equally important in adult education settings, where guidance and personalised support play a crucial role in facilitating learning and learner well-being.

With the emphasis on the crucial role of humans in the educational process, the event also featured a showcase of AI-powered EdTech products. From tools that enhance teaching effectiveness to classroom management and student engagement, these promising initiatives offer pedagogic solutions for a diverse range of education providers. Below is a list of the EdTech products presented:

• Twinkl – an AI-powered teacher’s toolbox with lesson plans, assessments and many other resources available to teachers
• Merlyn Minds – an AI assistant in the classroom guided by the teacher’s voice
• ClassIn – a one-stop interactive classroom experience
• Ludenso – an augmented reality (AR) platform bringing learning to life in 3D and with AR
• Speechmatics – AI speech technology for transcription and real-time translation
• Smart Learning – A Danish initiative that personalises learning for each learner
• TIST – a farmer support service in East Africa tackling climate change with education and tree-planting.

Amidst all these technological advancements and innovative AI products, there remains a resounding call for dialogic learning, as argued by Professor Rupert Wegerif. Wegerif’s historical parallels provided thought-provoking insights into previous technological revolutions in education such as the printing press. Drawing comparisons to the shift to a print-based education system in 19th century Europe and USA, he highlighted Comenius’s emphasis on the pivotal role of the teacher’s voice in facilitating effective learning from books ‘to the mind of the listener’.

An earlier train of thought that underscores the value of dialogue and oral culture in education takes us to ancient Greece. Socrates was famously sceptical towards writing as a measure of true understanding. He famously remarked: “Writing, Phadeus… is very like painting; for the creatures of painting stand like living beings, but if one asks them a question, they preserve a solemn silence” (370 BCE).

This serves as a reminder of the limitations of the written word compared to the validity of verbal dialogue in cultivating and evaluating deep understanding. It reaffirms the significance of recent trends towards interactive participation and verbal assessments (viva voce – meaning ‘with living voice’) to establish a living relationship with knowledge where meaning can be ‘experienced’ rather than ‘represented’.

At CAVA, we support these recent trends and believe in encompassing various assessment types that provide opportunities for personal reflections through written work, semi-structured interviews, or guided discussions, aiming to establish meaningful learning experiences for our adult learners and to prepare them effectively for HE.

The insights gleaned from DEFI’s annual event provide valuable consideration for stakeholders in the Access to HE sector. As we navigate this new frontier of Generative AI, it is essential to embrace innovation while remaining ethical and mindful of the enduring human elements that underpin effective learning and teaching practices, ie. the human-in-the-loop!

– Reflections by Nork Zakarian

Nottingham College’s Access to HE Diploma (Criminal Justice and Policing Studies) has been acknowledged for consistently going out of their way to engage their students and immerse them in the real-world application of their studies. These efforts are having a direct impact on students’ retention on the course, their overall grades, and their successful progression to higher education.
One way they have engaged their students is with a range of different enrichment opportunities at notable locations such as Nottingham Crown Court, Shrewsbury Prison and Mansfield Police Station. These trips offer a firsthand look at the legal process in action, allowing students to envision a future within the legal landscape. Students have had the opportunity to explore a decommissioned prison as well as a commissioned prison and talk to inmates.

These opportunities are integral components of Nottingham College’s Access to HE Diploma (Criminal Justice and Policing Studies), designed to spark a passion for the field, challenge students’ perspectives, and enhance their understanding of law and criminal justice. By stepping out of the classroom and into environments where law and order are experienced, students gain invaluable insights, fostering an educational journey marked by engagement, inspiration, and distinction-level achievement. These experiences have also altered students’ career progression, increasing the amount of students who wish to work in prisons or with the rehabilitation of prisoners.

Another way Nottingham College is engaging students in a unique way is with TikTok. Jayne Harding, the course leader for Criminal Justice and Policing Studies, has set up a successful
TikTok account called Judge Jayne – a British version of the popular Judge Judy show in America. She uses her account to create entertaining videos around the content of their course, engaging students so that they remember the information. This approach enriches the learning experience, making complex legal concepts accessible and memorable.

As always, there are challenges with enrichment opportunities and in the current cost of living crisis money is the largest one that Nottingham College faces. Their students must fund these experiences as there are no bursaries available. Students who struggle are often supported by the staff and other students who are happy to contribute a bit more, however it limits the amount of trips they can go on. This increases the relevance of the TikTok videos as these are free and accessible to all students.

Jayne and her department have an ultimate objective, to become the best provider for students aspiring to careers in law and criminal justice in the Midlands. They are constantly finding new ways to support and engage their students whilst they work towards their goal.
Thank you to Jayne for taking the time to talk with us and congratulations on the fantastic work you are doing.

The CAVA awards stand out as a yearly highlight for the entire team, shining a spotlight on exceptional students through two awards: the Academic Achievement Award and the Commitment to Study Award. Each year we receive remarkable nominations, and the 2022-23 academic year was no exception. The winners this year were embodiments of determination and hard work, overcoming significant challenges to achieve their well-earnt success.

The winner of the Commitment to Study Award was Danny Svenson who studied the Access to HE Diploma (Land-based Studies) at Bishop Burton College. The winner of the Academic Achievement Award was Sophie Clark who studied the Access to HE Diploma (Science) at Nottingham Trent University.

Danny Svenson

As the most mature student in his group, Danny initially had concerns about fitting in. He faced significant challenges with technology, struggling initially with basic computer skills like using word processors and spreadsheets. Undeterred, Danny dedicated extra time with learning mentors to improve his skills, eventually mastering various software.

Danny also faced a range of personal struggles, including a marital breakdown which led to a period of homelessness, financial difficulties and mental health issues; at times fearing this balance was compromising his academic performance. Despite these obstacles, Danny maintained impressive attendance and continued to submit high-quality work.

Remarkably, throughout these trials, Danny’s determination never wavered. He continued to support his peers, even when facing his own hardships, and his dedication paid off. Achieving Merits and Distinctions, Danny not only succeeded in enrolling in the BSc in Conservation but also secured a job at Sewerby Hall and Gardens, aligning perfectly with his passion for animal work and conservation. Danny’s story is a powerful example of unwavering commitment and resilience, an inspiration to adults considering returning to education.

Sophie Clark

Overcoming personal challenges, including the loss of a family member and an initial educational setback, Sophie demonstrated exceptional determination and courage. After a period of working as a sales executive, she reignited her passion for science by returning to college, transforming from a hesitant newcomer to a confident, respected course representative.

Sophie consistently achieved Distinctions in all her assessments, setting a high standard with presentations that her tutor stated ‘could rival those of seasoned lecturers’. Her work, particularly in her assignment about reproduction, left audiences thoroughly impressed and earned high praise from professionals in the field.

Sophie’s visit to the Microbiology lab was a pivotal moment, with her work impressing the Head of Microbiology, who compared it to that of a second-year university student. This recognition boosted her confidence and spurred her to break new boundaries, sharing her knowledge and inspiring her peers.

Not only did Sophie and Danny win the CAVA student awards, both of them have been chosen as the runner-up for the national Keith Fletcher awards, where they will be celebrated on Wednesday 6 March at the House of Commons.

Congratulations from the CAVA team on their success and we’d like to wish you all the best for your future studies.