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The ESFA has confirmed that Access to HE Diplomas will now be allocated Guided Learning Hours (GLH). As the QAA Diploma Specification recognises that each credit is equivalent to 10 notional learning hours and Access to HE Diplomas consist of 60 credits, the ESFA has set the GLH as 600 hours to determine funding rate.

The new adult funding rates include five skills funding bands and ESFA has assigned each Sector Subject Area (SSA) Tier 2 to one of these bands. Each of the skills funding bands have their own hourly funding rate which will be used to calculate the funding for individual qualifications. To determine the funding rate per learner, the hourly rate allocated to each Access to HE Diploma is multiplied by 600 GLH. 

Please see the table below outlining the comparison between the current funding rates per learner for CAVA Access to HE Diplomas and the rates for 2024-2025:

 

DIploma title	Current rare	New rate from 2024-25	Difference
Access to HE Diploma (Business)	£3,022	£4,320	+£1,298
Access to HE Diploma (Childhood Studies)	£3,384	£4,320	+£936
Access to HE Diploma (Computing)	£3,928	£5,040	+£1,112
Access to HE Diploma (Counselling)	£3,384	£5,040	+£1,656
Access to HE Diploma (Creative Arts)	£3,928	£5,040	+£1,112
Access to HE Diploma (Creative Industries)	£3,384	£4,320	+£936
Access to HE Diploma (Criminal Justice and Policing Studies)	£3,022	£4,320	+£1,298
Access to HE Diploma (Education)	£3,384	£4,320	+£936
Access to HE Diploma (Engineering)	£3,928	£5,760	+£1,832
Access to HE Diploma (Health and Social Care)	£3,384	£5,040	+£1,656
Access to HE Diploma (Health Professions)	£3,384	£5,040	+£1,656
Access to HE Diploma (Hospitality and Tourism)	£3,022	£3,600	+£578
Access to HE Diploma (Humanities and Social Science)	£3,022	£3,600	+£578
Access to HE Diploma (Humanities)	£3,022	£3,600	+£578
Access to HE Diploma (Land-Based Studies)	£5,197	£5,760	+£563
Access to HE Diploma (Law and Criminology)	£3,022	£3,600	+£578
Access to HE Diploma (Maritime)	£3,022	£4,320	+£1,298
Access to HE Diploma (Medicine)	£3,384	£5,040	+£1,656
Access to HE Diploma (Science)	£3,384	£5,040	+£1,656
Access to HE Diploma (Shoemaking)	£3,928	£5,040	+£1,112
Access to HE Diploma (Social Sciences)	£3,022	£3,600	+£578
Access to HE Diploma (Sports Science)	£3,384	£5,040	+£1,656
Access to HE Diploma (Veterinary Science)	£5,197	£5,760	+£563

 

Please note, the change in funding rates will impact the Advanced Learner Loans amount that students will need to take out to fund their course in 2024-25.

In February 2024, we successfully revalidated three of our Diplomas: Access to HE Diploma (Shoemaking), Access to HE Diploma (Criminal Justice and Policing Studies), and Access to HE Diploma (Computing). This was made possible through the collaborative efforts of experts from various esteemed institutions.

Criminal Justice and Policing Studies revalidation event

The revalidation event for Access to HE Diploma (Criminal Justice and Policing Studies) gathered experts from University of Hertfordshire; Anglia Ruskin University; University of Huddersfield; Leeds Trinity University; De Montfort University; Lincoln College, East Coast College; Craven College, and Nottingham College. 

The objective was to uphold the ongoing relevance, currency, and quality of the Diploma. The revalidation process primarily involved fine-tuning language rather than implementing substantial changes. Notable updates included the integration of Sociology, Terrorism, and Research Strands into the Rules of Combination. This collaborative effort ensures the Diploma remains fit for purpose and supports student progression into Higher Education or the Policing Profession. 

Computing modification with panel

A modification with panel event convened to approve modifications to the Access to HE Diploma (Computing). QAA’s new specifications had impacted all six providers of this Diploma, requiring them to split units to comply with the 30-credit cap of 6 and 9 credit units taking effect starting 2024-25. 

Panel members reviewed the revised units to ensure they contained sufficient subject content and were able to stand alone as split units; no issues were found with the modifications. The panel commended the scope of the Diploma for its offerings of emerging areas in computing technologies such as machine learning; data science; cloud computing; distributed systems; software; and defined networks. 

We would like to thank all the panel members and providers from University of Suffolk, University of Lincoln; Anglia Ruskin University; Nottingham College; Truro and Penwith College; College of West Anglia and City College Plymouth for their input.

Shoemaking modification with panel

We held a Diploma modification with panel discussions for the Access to HE Diploma (Shoemaking) to ensure that it was compliant with the new QAA Diploma Specification coming into effect in August 2024. 

A huge thank you to colleagues at University of East Anglia; De Montfort University; and the London College of Fashion, University of the Arts London for their time and expertise in ensuring the continued quality and robustness of the Access to HE Diploma (Shoemaking). 

The amendments made to the Diploma will enable students to explore a wider range of skills relating to digital development, communication and creativity. The addition of two new units in Footwear Marketing and History of Footwear enhances the students’ experience and aligns with the expectations and subjects offered at HE. 

We would like to thank all panel members who contributed with their time and expertise.

It is with a profound mix of emotions that I share my transition from the role of CEO at CAVA over the next six months. I will be moving on to build my own coaching and consulting business.

Serving as the CEO of this fantastic organisation for more than four years has been a privilege and honour. Together, we have accomplished remarkable milestones during a period of unprecedented turbulence and worked tirelessly to advance our mission of enabling adults to achieve their aspirations through education.

I want to assure you that the CAVA Board and I are working closely to ensure a seamless transition that safeguards the continuity of CAVA’s operations. Recruitment is now open for the new CEO to take CAVA forward to our next stage of development. The CAVA Board is seeking a leader who shares our passion, possesses excellent strategic and operational skills, and has a proven track record of inspiring positive change. Please refer to the recruitment pack for detailed information on the role.

The aim is to have the new CEO onboard by Summer 2024, with a structured handover period supported by myself as the outgoing CEO. Throughout this transition, I will continue to lead CAVA, supported by our exceptional team, Board, and governance committees. We will inform you once an appointment is made.

Should you have any questions or require further clarification regarding this transition, please do not hesitate to reach out to me directly via f.raffai@cava.ac.uk.

Thank you for your support, dedication, and collaboration. I have thoroughly enjoyed working with our incredible CAVA staff team and committees, our dedicated external moderators and subject experts, and our inspiring FE and HE members. I am sure that the CAVA community will continue to thrive under new leadership and achieve even greater heights in pursuit of our shared mission.

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Every year CAVA celebrates our students with the two CAVA awards – the ‘Outstanding Commitment to Study’ award and the ‘Outstanding Academic Achievement’ award. Last year we received incredible stories from a range of different CAVA members. Among all of the worthy nominations, these four students stood out.

For the academic year 2022-23 our runner up for Outstanding Commitment to Study, was Cherie Shepherd who completed the Access to HE Diploma (Science) at Nottingham Trent University.

Cherie Shepherd

Despite a daunting array of health challenges, including Functional Neurological Disorder (FND), dyslexia, and ADHD, Cherie displayed remarkable resilience throughout her studies.

 
Beginning her course, Cherie quickly demonstrated her ability and commitment to succeed. Whilst she lived with carers due to her health conditions, she navigated her studies with an extraordinary level of dedication. Her routine included long hours at the library whilst balancing her academic responsibilities with the demands of being a mother.

 
Cherie’s resolve was particularly evident in March 2023, following a serious health episode that resulted in her hospitalisation. Against medical advice, she returned to college immediately after being discharged, demonstrating an unwavering commitment to her education.

 
Despite the significant obstacles, Cherie achieved Distinction grades and is currently studying at the University of Nottingham towards a MNutr integrated masters in Dietetics. Her success is not only a personal triumph but also a true inspiration for others facing similar challenges. Cherie’s story exemplifies that with determination and resilience, overcoming even the most daunting barriers is possible. Congratulations Cherie for being the 2022-23 runner up of the CAVA Outstanding Commitment to Study award.

To support our aim in offering highly relevant and valuable Access to HE Diplomas, CAVA is pleased to share that we are growing our package of support for our Access to HE providers through the introduction of an Assignment Brief Library in 2023-24.

The Library will house current and relevant past assignment briefs for our Access to HE Diplomas and will be accessible by all of our practitioner members. During 2023-24, providers are encouraged to share their assignment briefs as they are developed for compliance with the revised QAA Access to HE Diploma Specification and QAA Grading Scheme to support the sharing of ideas in assessment practice.

We aim to fully populate the Library by the first term of the 2024-25 academic year. We hope it will become a first port of call for those involved in assessment content creation, or for those just looking for ideas to diversify or expand their resources and tasks for existing assignments.

We will share more information about the Assignment Brief Library at our upcoming standardisation events and in future newsletters. In the meantime if you would like to share your briefs as they are updated to for compliance with the new QAA regulation, or if you have any questions about this new resource, please get in touch.

As we approach February and March, it’s an important time for CAVA members with the arrival of their first external moderator (EM) visit. This is more than a routine check-in; it’s a key step in assuring and enhancing the quality of the course. It is also an excellent opportunity for EMs to engage with staff and students, immerse themselves in the learning environment, and review various work samples.

These visits last a few hours and need to be comprehensive, involving several aspects of the Access to HE quality assurance process. To assist our EMs in making the most of their time, we’ve developed a guide based on our recommendations and input from CAVA EMs at the 2023-24 external moderation briefings.

CAVA have a wide range of documents which are useful for EM visits including, The Red Book (guidelines for external moderators), CAVA database user guide for external moderators and the EM report template.

Before the visit

You will find information required to support your visit on the provider’s site, including; Diploma Quality Review with course stats from previous years, moderation and validation reports, details of any modifications made to the programme, etc.

Preparation is key. Initiating early communication with the college or course leader is essential. This conversation is the ideal time to introduce yourself, finalise visit details such as the date, parking arrangements, and meeting points. It’s also beneficial to review the institution’s last EM report to understand specific focus areas. Planning your day in advance, including arranging meetings with staff and students, can significantly contribute to a smooth visit.

During the visit

The visit itself is a critical time for in-depth engagement. It provides an opportunity to meet with students and the course team, discuss findings, and assess progress on prior recommendations. These discussions are not just informative but also serve to reassure everyone about the supportive nature of the visit and acknowledge positive practices observed.

A thorough review of the institution’s policies and procedures, particularly in areas like referrals and resubmissions, is vital. Bringing the EM report can help ensure that all aspects are covered. Additionally, sampling and reviewing the quality assurance processes, ie, extenuating circumstances, are important tasks. If there’s additional time, a tour of the college can be insightful, offering a chance to discuss future course changes and start thinking about the next visit, particularly in terms of gathering student feedback.

After the visit

Following the visit, there are a few crucial steps to complete. The EM report should be submitted to CAVA within two working days to maintain momentum. Planning the next visit promptly is also important to accommodate everyone’s schedule.

These visits are integral to fostering a strong relationship between CAVA and our member institutions, and we look forward to their successful implementation.

There are 1.3 million people in England with a learning disability, including over 950,000 adults aged 18 and above. In the past few years, more students are facing additional barriers to their learning due to factors such as the cost of living crisis and the impacts COVID 19.

We have identified three of our providers who each have a high focus on students with learning barriers, and have demonstrated good practice by supporting all of their students, especially those with additional needs. Access Creative College, Nottingham College and Truro and Penwith College are just three of our members who demonstrate excellent work with their Access to HE Diploma students. Below are a few of the different support measures they put in place with their students.

Access Creative College

Access Creative College is dedicated to supporting their students, especially those facing additional learning barriers. This support begins right from the open days, where Learning Support Managers (LSMs) and Learning Support Assistants (LSAs) are available to discuss individual student needs and potential strategies.

During the application process, any student identified as requiring additional support is invited for a support interview. This step ensures a thorough understanding of their needs and evaluates the college’s ability to provide necessary assistance.

Post-admission, students undergo assessments in English and Maths. These assessments help staff identify any learning difficulties and gauge the students’ current academic levels. This process is crucial for tailoring individualised support.

To track and address various academic or other barriers, the college creates personalised learning support profiles for each student. These profiles inform all staff members interacting with the student about their specific needs and the strategies in place to assist them.

Once students are enrolled in courses, weekly one-hour sessions with an LSM are held for each cohort. These sessions are invaluable, particularly for students with learning difficulties, offering targeted help with coursework and assignments like essay planning and structure. Additionally, weekly two-hour Technical Facilitation sessions, led by technology tutors, provide another layer of support. Here, students have the opportunity to shape the agenda, ensuring their specific needs are met. Both types of sessions offer one-on-one support, fostering a more personalised and effective learning experience.

These support sessions have seen high engagement over the past two years, demonstrating their effectiveness and the college’s commitment to an inclusive and supportive educational environment.

Nottingham College

Nottingham College has developed a comprehensive support system for all students, especially those with additional needs such as a learning difficulty or a personal situation which may interfere with completing their Access to HE Diploma.

This support starts at enrollment. Students are encouraged to disclose any learning needs during enrolment, triggering immediate support from specialised departments. One-to-one meetings are arranged early in the course, ensuring a tailored approach to each student’s needs. From allowing rest during intense lessons to facilitating home-based learning, the college adapts to every individual requirement. As around 70% of students do not disclose this information at enrollment, tutors are trained to identify needs throughout the year and support the students moving forward.

Once identified, students are put in contact with the pastoral care and well-being services at the college, which offer academic and well-being assistance. Students can be referred here for any reason, including academic and non-academic challenges including long-term illnesses to financial difficulties. Their aim is to ensure that each student’s educational journey is not impacted by external factors. This support is constantly available and students can contact them via text or phone call, whichever they are most comfortable with.

Nottingham College also offers support by providing additional food from food banks for those students who need it. They find this also helps to get students into college by providing a safe space.

Nottingham College is also extremely flexible, offering adaptable schedules and catch-up weeks, accommodating those who balance education with work or family commitments. This flexibility extends to technological support as well, with resources like laptops and textbooks readily available. They also have a carefully planned timetable built to support all students by having two days in college, leaving three days for students to work or attend to other commitments.

Truro and Penwith College

Truro and Penwith College provides extensive support to their students, detailed in a comprehensive Learning Services Report. This report outlines various support which is tailored to three different levels of student need – Universal, Targeted and Specialist support.

Universal Support focuses on students with minimal learning barriers, who the college supports through high-quality inclusive teaching, weekly tutorials, and effective behaviour management strategies.The Targeted Support group is mostly students with special educational needs and disabilities (SEND) diagnoses or a higher level of learning barriers. Their support may include tailored exam arrangements, dyslexia screenings where necessary, and flexible curriculum delivery. Finally, the Specialist Support group is for students with higher needs, such as those with an education, health and care plan (EHCP), and the support may include personal meetings, bespoke technology, and external support.

The Learning Services Report clearly specifies the nature of potential student needs, contact points for support, and the college’s commitment to student assistance. Its visual appeal and accessibility throughout the school enhance its effectiveness. It is a tool which can be adapted to individual students to help staff support them in the most efficient way.

Alongside the main report is a Time Frame Document, following an ‘Assess, Plan, Do, Review’ cycle. This ongoing process allows staff to continuously meet student needs effectively. This includes a focus on assessing students at the beginning of the year and following a plan to support the students with ongoing review points to make sure it’s relevant and useful.

The college also issues a monthly live SEND report, updating staff on students requiring additional support. This proactive approach ensures comprehensive student support throughout the academic year.

Support identification can occur at various stages, such as during interviews, induction days, classroom activities, or post-work submission. The college staff is trained to recognise signs of additional needs and can refer students for further assistance. While participation in these support programs is optional, many students choose to utilise these resources. Support extends even to students without specific needs, offering up to one-and-a-half-hour study tutor sessions.

The QAA has introduced a subject descriptor for Access to HE Diplomas in Nursing and Health Professions. The descriptor provides guidance and reference for the design, delivery, validation and review of programmes designed for progression to higher level study in these areas.

QAA Access to Higher Education Diploma Subject Descriptor for Nursing and Health Professions.

The descriptor is being piloted for provision from 1 August 2024, and will fully apply from 1 August 2025.
CAVA is taking part in the pilot, and will be revalidating our Access to HE Diplomas (Health Professions) and (Health and Social Care) on 14 March 2024 for compliance with the descriptor in the 2024-25 academic year. Our Access to HE Diploma (Science) will also be developed for compliance through revalidation in 2024-25.

Summary of descriptor content

Minimum mandatory content and credit requirements:

• Biology: 15 credits covering cell structure, function; transport; homeostasis; and human anatomy
• Numeracy in Health Context: 3 credits for number rules; decimals, fractions, percentages; calculator use, and problem solving.
• Professional Behaviours: 3 credits for health professional characteristics, effective communication, teamworking; risk management, problem-solving, and reflection.

Maximum content and credit recommendations:

• Psychology: 15 credits covering perspectives; abnormal; cognitive; developmental.
• Context of Health: 6 credits covering: the role of the health professional; professional standards and regulation; definitions of professional practice; public health; government role in policy; demography; epidemiology
• Sociology: 6 credits covering: perspectives; social definitions of health and illness, especially mental illness
• The descriptor also includes recommendations for assessment methods and for opportunities for students to develop academic skills. All CAVA Access to HE Diplomas already include a centrally designed unit, or set of units, in academic HE Study Skills.

CAVA’s approach

CAVA aims to support the development, quality assurance, validation and award of high quality Access to HE Diplomas. CAVA will take part in the QAA pilot to introduce the subject descriptor in 2024-25, to remain at the forefront of qualification developments and to support parity of student experience across the country. We also think it is important to contribute to any subsequent development of the descriptor and its future implementation.

We are committed to ensuring that the design of our Diplomas is, and continues to be, appropriate to the purpose of providing good quality progression opportunities for our adult students. As some of our providers use the Access to HE Diploma (Health and Social Care) for progression to higher education study in health professions and nursing fields, we will develop it alongside our Access to HE Diploma (Health Professions) during 2023-24. We also aim to develop our Access to HE Diploma (Science) for compliance through revalidation in 2024-25.

Our guiding principle as we develop our Access to HE Diplomas is to protect flexibility and innovation in course design. We aim to continue meeting the needs of providers and their local and regional contexts while providing the essential content of the descriptor.

Through revalidation we will introduce the QAA-designed units for Numeracy in Health context and Professional Behaviours. We will also introduce Biology units designed by CAVA in collaboration with subject matter experts. The Biology units provide a grounding in the key principles of the subject, informed by the existing content and assessment practices used by our providers. The content of units is presented as generically as possible, to support flexibilities in delivery and assessment through individualised assignment brief design.

The QAA-designed units and CAVA-designed units in Biology will be mandatory for all students registered to our Access to HE Diploma (Health Professions). They will also be mandatory for all students studying on a Access to HE Diploma (Health and Social Care) programme designed for progression to higher education study in health professions or a nursing field.

We will also consider existing psychology, sociology and health content and current assessment methods in reference to the recommendations of the descriptor, to confirm that programmes continue to be appropriate as preparations for the key intended progression routes.

Our revalidated Access to HE Diplomas (Health and Professions) and (Health and Social Care) will be identified as compliant with the subject descriptor on the QAA’s course database and visually signalled on QAA’s website. CAVA will promote the Diplomas as compliant with the descriptor via our promotional and marketing materials.

We look forward to working closely with our course teams during 2023-24 to develop our Access to HE Diplomas in (Health Professions) and (Health and Social Care) to not only comply with the requirements of the national subject descriptor, but also continue to provide high quality learning opportunities for our mature students to progress into higher education.

In the 2022-23 academic year, CAVA Access to HE Diploma student outcomes were exceptional, however, students who completed the Level 2 Pre-Access qualification prior to completing the Access to HE Diploma did even better in all areas. See the graph below for the comparison.

What is the Pre-Access qualification?

CAVA works in partnership with the National Open College Network (NOCN) to offer a suite of Level 2 Pre-Access qualifications. Pre-Access qualifications are an ideal choice for students with no formal qualifications to begin their academic journey and there are no specific qualifications required for entry. 

There are 3 different qualifications which come in the suite of Skills for Employment, Training and Personal Development. Each of these qualifications are made up of a number of different credits with the Award being the smallest qualification at 6 credits to the Diploma which is the largest at 37 credits. 

All the qualifications work within the rules of combination, with flexibility for providers to select a range of units. The different categories of units which can be found within the qualifications are as follows:

• • Personal development
  • Vocational support
  • Literacy and numeracy
  • Introduction to different sectors – the Certificate and the Diploma also include units which provide an introduction into specific subject areas. 

 

The different Pre-Access qualifications

 

The Award (Level 2 Award in Skills for Employment, Training and Personal Development)

For students looking to get back into studying, the Level 2 Award in Skills for Employment, Training, and Personal Development is one of the best routes. Tailored for returnees, it contains practical, personal and vocational skills including decision-making, critical thinking skills and a toolkit for personal career preparation. It also focuses on real-world skills like assertiveness, decision-making, presentation and effective communication. Once students have successfully achieved the Award they have the opportunity to progress onto the Certificate to further develop their skills and knowledge.

The Certificate (Level 2 Certificate in Skills for Employment, Training and Personal Development)

The next qualification is the Level 2 Certificate in Skills for Employment, Training, and Personal Development with 21 credits of practical, hands-on learning. This Certificate builds on the foundation laid by the Award, incorporating personal development, vocational, and literacy and numeracy units. What sets it apart is the inclusion of subject-specific units, offering a sneak peek into various fields—an invaluable opportunity for those testing the waters before committing to a Level 3 qualification. 

Importantly, students can dive straight into the Certificate without having completed the Award. It is an excellent option for students eager to bolster their confidence and skills for deeper exploration in further study. The Certificate offers a personalised roadmap for those seeking insight and a tangible feel for a subject area before taking the next academic step. 

The Diploma (Level 2 Diploma in Skills for Employment, Training and Personal Development)

The final Pre-Access qualification we offer is the Level 2 Diploma in Skills for Employment, Training, and Personal Development. It is the most extensive qualification, containing 37 credits. This Diploma not only amplifies personal development but also offers a substantial platform to cultivate employability skills while refining literacy and numeracy proficiencies. It includes a range of diverse subjects, from Catering and Creative Skills to Health and Social Care, ICT, Science, Sport and Leisure, Horticulture, and Construction, the Diploma is a comprehensive exploration into varied topics. With a focus on providing students ample opportunities to enhance their skill set, this Diploma is not just about acquiring knowledge—it’s about gaining a practical understanding of subjects that pique individual interests.

The benefits of running the Pre-Access qualification with CAVA

Pre-Access is beneficial for both students and providers. For students, it’s a journey of personal growth and confidence development, instilling resilience and emotional preparedness for the challenges of Level 3 studies. It serves as a crucial checkpoint, allowing students to confirm their interest in a subject area and equipping them with essential study skills. It also facilitates the acquisition of vital maths and English skills, along with transferable skills that enhance employability. This supportive environment acts as a springboard to further education, smoothing the transition back into academia.

Providers, too, experience numerous advantages. Pre-Access significantly boosts retention rates and elevates achievement and pass rates among students. The program serves as a strategic tool for increasing student numbers and enhancing recruitment efforts for Level 3 courses. Tutors benefit by developing early connections with students, enabling preemptive support measures. The flexibility of running the program year-round, with verification and certification available at any time, allows for tailored courses to suit learner needs. Whether delivered part-time or full-time, Pre-Access  is a versatile and impactful qualification for both students and learning organisations.

If you are interested in running a Pre-Access course, attend our Pre-Access webinar on 11 January at 9:30 -10:30 where you can find out more. Registration is available here.

 

On Friday 1 December, we held our annual CAVA conference. We were delighted to have 90 attendees join us online from CAVA members, Access to HE providers, universities, QAA, and other interested educational organisations.

The theme of this year’s conference was ‘EdTech Opportunities for Access to HE Diplomas’. Education technology (or EdTech for short) is the combination of technology tools and educational practices to facilitate learning. We chose this topic as EdTech allows us to integrate the latest innovations into the classroom, to improve the teaching and learning experience for students and providers alike. Furthermore, as Access to HE Diplomas are designed to enable adults to achieve their aspirations through education, a key part of this is to give students the foundational knowledge to prepare them for higher education and beyond. In a world of continual technological advancement, it is important that Access to HE Diplomas equip students to embrace this change.

The conference focused on two key aspects of EdTech: artificial intelligence (AI) and online delivery. The agenda was packed with keynote presentations from Rob Stroud, QAA; Ben Whitaker, EduFuturists; and Rachel Whitton, Warrington and Vale Royal College; panel discussions featuring experts from Anglia Ruskin University, College of West Anglia, Craven College, Nottingham College, Truro and Penwith College, University of Suffolk and student representatives; networking and breakout discussion sessions; as well as our beloved annual CAVA student awards ceremony.

Reflections from the day

The need to embrace EdTech was best captured in a quote from Charles Darwin, shared by one of our keynote speakers Ben Whitaker: “It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change.”

The rise of AI tools and online delivery models requires us to revisit the fundamental foundation of our qualifications and review our educational goal, asking ourselves, ‘what is it we really need our students to know or be able to do?’ From there we need to ensure that learning outcomes remain current and useful, reflecting our changing expectations. We also need to integrate EdTech throughout our teaching practices to allow tutors to be creative and innovative, whilst taking advantage of the technologies’ efficiencies to reduce their workload. Embedding EdTech from the outset also means the appropriate infrastructure is implemented, such as good quality cameras and microphones built into the classroom to allow for HyFlex delivery.

Assessments should be designed to allow students to responsibly and critically use AI to enhance their learning. For example, Ben Whitaker shared his ‘C.H.A.T.’ model where students Check outputs, Highlight biases, Assess quality, and Trace use of AI through their references and appendices. Our panellists passionately argued for the redesign of assessments to remove opportunities for plagiarism – if an assessment can be completed by a generative AI tool, then it is no longer fit for purpose. There should be a move to collaborative creation with AI, and more opportunities for students to demonstrate and apply their knowledge.

Alongside embracing EdTech, there remains a need for flexibility and to retain students’ right to choose the extent to which they engage with EdTech. Especially with online delivery, our panellists highlighted the realities of digital fatigue due to the proliferation of platforms and social media sites. Course teams need to be mindful of creating yet another virtual space for students, and consider how online delivery can meet students in the digital spaces they already use.

Rachel Whitton shared her experiences and research into HyFlex teaching, where students can choose to attend sessions either in person or online; synchronously or asynchronously. This greatly increased the accessibility of delivery, especially for adult students who had health issues, caring responsibilities, and/or work commitments. Students with limited digital skills could then also engage in person and have time to develop the skills required for online learning.

With all forms of EdTech, our panellists stressed the importance of setting clear expectations for safeguarding. It was recommended that course teams co-design etiquette ground rules with students so that use of tools is appropriate. Use of EdTech tools should be transparent and monitored to ensure students remain safe.

Conference resources

All presentations and panel discussions were recorded. All attendees will be sent a copy of the recordings along with the resources shared on the day. These resources will also be available for all CAVA members in the website Members Area.

Thank you!

The CAVA team would like to thank all speakers and panel members for sharing their time and thought-provoking insights. We would also like to thank all of our attendees for their engagement and contributions throughout the day.