Items where Discipline/Subject is "Research"

Interactive PDF resources (handbooks) for BA3 Popular Music (W310), HNC Music (103W) and Sound Production (316W) which scaffold self-directed learning, reduce cognitive overload and embed UDL principles. They respond to significant levels of neurodiversity and have had positive impacts on student confidence, engagement and attainment and influencing colleague’s teaching practices. BA3 Popular Research Skills Handbook is complemented by a series of research exercises, that when completed scaffold learning in research towards the production of a 3000 word project. HNC Digital Audio Workstations is complemented by a series of screencast demonstrations for students to watch/follow in own time. For neurodiverse students who may struggle with cognitive-loading, this represents chances to pause, replay and recap musical and technical processes.

This digital artefact is provided as a compressed folder (.zip) that contains an RStudio project with quarto documents that intersperse prose with code and its output to scaffold learning R for statistical analysis (A1, K1, K4, LTESV 8). Each document can be rendered into an html file to produce a cohesive website. Student versions of each document are provided which give empty code blocks for completion. Full instructions and links to additional tutorials are provided in the README.md file.

Traffic Light Feedback System (TLFS) is a color-coded annotation system for providing formative assessment feedback. It is designed to improve the clarity, consistency, and accessibility of assessment feedback through standardised colour‑coded annotations highlighting strengths, areas for clarification, technical errors, and conceptual misunderstandings. By translating complex feedback into a clear visual format, TLFS provides explicit guidance and scaffolded support that enables students to reflect on their work and develop meaningful action plans for improvement. This approach promotes fairness and transparency in marking and supports diverse learners, and has been particularly useful for international students unfamiliar with UK academic standards.

This project explores a co-designed approach to AI literacy with SCQF level 2 students based in Supported Education at UHI Inverness. (Pierre et al 2024) and (Zhao et al 2025), recommends, including students from this demographic to contribute to AI policies. Initial sessions used multimodal activities questioning the student’s preferences, on written instructions, images, short videos, and peer support. Its focus was on how learners best understand and retain instructions. This was to gauge preferences and accessibility. Feedback revealed that students benefited most from a blend of clear written steps or instructions, simple visuals and support from trusted persons. Lessons then addressed key AI literacies, including privacy, bias, hallucinations and sustainability, using relatable analogies and interactive games. Building on this, students contributed to the creation of a simplified AI guidance document including creating the supporting images to statements, with the process aligned to Skills Development Scotland’s, Meta-skills framework (Skill Development Scotland, n.d)