Please complete this form no later than 22 May 2026.
The theme for this year’s conference is:
Co‑Creating Inclusive Futures: Flexible, Diverse, and Competency‑Driven Learning
The main strands of this year’s conference are:
Diversifying the Curriculum for Equity and Belonging
Building inclusive, decolonised curricula that reflect diverse identities and experiences, advancing the Race Equality Charter.
Flexible Learning for a Changing Landscape
Hybrid, blended, and accessible learning designs that support varied learner needs through thoughtful pacing, structure, and technology.
Competency‑Driven Learning
Clear, meaningful integration of skills, graduate attributes, and real‑world application of competencies.
Students as Co‑Creators and Collaborators
Authentic student–staff collaboration in curriculum design, assessment, research, and decision‑making.
Staff and students are welcome to propose sessions on any topic relating to learning and teaching, especially those that focus on the incorporation and use of technology. Even if your suggestion doesn’t fit into a particular strand, other topics are welcome.
We seek to encourage presenters to consider using alternative formats that reflect and suit the content of their sessions. As such, we are not specifying a standardised presentation format.
We are delighted to announce our keynote for our forthcoming Education and Student Experience Conference (8-10 September).
Dr Hardeep Kaur Basra will be joining us in person for a keynote presentation and a workshop.
We will get so much valuable input from Dr Basra that will really help us to enhance our education and student experience offering as well as build on the incredible work of the Race Equality Charter.
See below for Dr Basra’s biography.
Dr Hardeep Kaur Basra (PFHEA, NTF, CATE) is an Associate Professor of Teaching and Learning and Inclusive Education Lead at De Montfort University. With over two decades of experience in higher education, she is a nationally recognised leader in inclusive, anti-racist and decolonising pedagogies. Her work spans institutional strategy, curriculum transformation and academic development, with a sustained focus on improving student outcomes, belonging and equity.
Hardeep has led major institution-wide initiatives, including advancing inclusive curricula, addressing awarding gaps and shaping Access and Participation strategies. She has played a key role in sector-leading work such as Decolonising DMU, contributing to Race Equality Charter success, and designs impactful staff development programmes including the PG Cert in Empowering Education.
As a Principal Fellow of Advance HE, National Teaching Fellow and CATE award holder, she contributes to national conversations on equity, excellence and transformational change in higher education.
In the May update, we want to draw your attention to the following Blackboard enhancements:
Changes to managing groups
Graded discussions and flexible grading
Tests and questions
Content and release conditions
Course searching
Changes to managing groups
Instructors now start by choosing how they want to structure groups—before managing individual members. The options include:
manual assignment
automatic assignment
self‑enrollment
import
Image 1: Instructors now start by creating a group set by choosing how they want to structure groups—before managing individual members.
Automatic enrollment with clearer controls
Instructors can automatically assign students to groups by specifying the number of members per group. Blackboard creates the required number of groups and assigns students randomly in a single step, reducing setup time for large courses.
Image 2: Instructors can now automatically assign students to groups by specifying the number of members per group.
More flexible ways to assign students
Instructors can assign and unassign students using multiple methods:
Assign students directly from the unassigned list
Assign selected students to a specific group
Add or remove members from within a group
This flexibility reduces repetitive actions and makes it easier to focus on populating one group at a time or balancing membership across groups.
Sorting for group members and groups
Instructors can now sort:
Students by first name or last name (A–Z or Z–A)
Student ID
Groups by group name
Groups by number of members
Image 3. Instructors can now sort group members by first or last name, student ID and sort groups by group name or number of members.
Performance and reliability improvements
Managing groups in large courses is now significantly faster. Save operations that previously took several minutes—especially in courses with thousands of students—now complete in seconds. When a group is being saved, an instructor can close out the page and be assured that it is continuing to save in the background, allowing instructors to continue working without interruption.
Additionally, the previous maximum limits of 5,000 students and 1,000 groups are removed.
These improvements reduce frustration and improve confidence when managing groups at scale.
Second due date for Discussions visible in Gradebook
The second discussion due date now appears in the following pages in Gradebook:
Overview
Gradable Items
Under Due Date on the Discussion item on each Gradebook page, the item’s second, final due date is displayed. Next to that date is a circle icon with a lower case i inside. Hover over or tab to this icon, and a pop-up bubble displays details of both due dates. For example: This discussion has 2 due dates: Due date 1: 5/1/26, 12:00 PM Due date 2: 5/8/26, 12:00 PM
Image 1: The second discussion due date now appears on the Overview and Gradable Items pages in Gradebook.
Instructors benefit from clearer communication of discussion expectations, reducing the need to clarify deadlines and helping ensure students understand how and when their contributions are graded.
Carry group filter into Flexible Grading
The group filter selected in the Gradebook grid view now carries over into Flexible Grading. Instructors who filter by a group in the Gradebook will find only the students from that group when they enter Flexible Grading, and the active group filter is displayed within the Flexible Grading view. This update reduces the need to re-filter after switching views and keeps instructors focused on the most relevant students for their current grading task.
Provide answer-level feedback for multiple choice and multiple answer questions
Instructors can now add feedback for each answer option in multiple choice and multiple answer questions. This helps students understand why each choice is correct or incorrect after an attempt is submitted.
Instructors can now add feedback for each answer option in multiple choice and multiple answer questions. This helps students understand why each choice is correct or incorrect after an attempt is submitted.
Instructors
When creating or editing a multiple choice or multiple answer question, instructors can turn on Option Feedback, which prompts Feedback textboxes to appear beneath each answer option. Instructors can enter the answer options and feedback for any of the options.
Image 1: Instructors can enter answer-level feedback.
Turning on Option Feedback disables Automated Feedback option. The Automated Feedback option lets instructors provide feedback for the correct answer and for incorrect answers. Answer-level feedback also allows for automatic feedback, which instructors can configure in the Assessment results section of Assessment Settings.
For answer-level feedback to display for students, enable Show correct answers in the Assessment results section of Assessment Settings.
Students
After submitting an attempt, students receive feedback for each answer option they selected if the instructor has left feedback on that answer option. This helps students understand their performance at a more detailed level and supports learning from incorrect choices.
Lock answer options in a fixed position for multiple choice and multiple answer questions
When creating or editing a multiple choice or multiple answer question, instructors can designate specific answer options as locked. To lock an option in place, select Randomise answers in the Assessment Settings, then select the lock icon next to the answer option. Locked options remain in their set position during randomisation while all other options shuffle as expected.
Instructors can remove a lock any time while editing the question. Locking designations can also be updated as part of a regrading flow.
Image 1: Instructors can select the lock icon next to the answer option to lock that option in place. To trigger the lock icons, select Randomise answers in the Assessment Settings.
Visualize release conditions inherited by items in learning modules and folders
Instructors can now view release conditions inherited from a parent learning module or folder directly within the release conditions panel of individual items. Inherited conditions appear in a read-only format, giving instructors a clear picture of all conditions that apply to an item, including those set directly on the item and those cascading from a parent container.
This update also ensures that discussions hidden within a learning module are no longer accessible from the Discussions tab. Discussions now respect the release conditions applied at the learning module level.
Instructors
When instructors open the Release Conditions panel for an item inside a learning module or folder, a read-only summary of any conditions inherited from the parent container appears alongside any conditions applied directly to the item. This helps instructors understand the full set of access rules in place and determine whether additional conditions are needed.
Image 1: Read-only summary of conditions inherited from the parent container and conditions applied directly to the item appear in the Release Conditions panel.
Improved screen reader experience in Document view mode
Screen reader users now have a cleaner, more focused experience when navigating documents in view mode. Unnecessary row and column announcements have been removed to allow access to primary content in the correct order, left to right, across rows, columns, and blocks. Edit mode behavior is unchanged.
Improved search and navigation in Course Switcher
We’ve enhanced the Course Switcher in Blackboard Ultra Course View to make it faster and easier to move between courses. Users can now search for a course directly from the Course Switcher and navigate to it without first returning to the Courses page.
This update builds on the existing quick access to recent courses and helps reduce navigation friction when working across multiple courses.
Instructors and Students
The Course Switcher now includes a search box that allows users to quickly find and open any course they have access to. Instead of browsing the full Courses page, users can open the Course Switcher, search by course name or course ID and navigate directly to the selected course.
This enhancement complements existing options in the Course Switcher:
Quick access to the four most recent courses
A View All link that opens the full Courses page
By combining search with recent‑course access, the Course Switcher provides a centralised and efficient way to move between courses—helping users stay focused on their tasks rather than managing navigation.
Image 1: Course Switcher now has a Search courses capability allowing users to search for courses by course name or course ID.
If you have any enhancements to request from Blackboard, please get in touch with us via elearning@aber.ac.uk.
Our guidance is split into the following sections:
Advice for prompt design with Generative AI
Prompt Library for Students and Subject Librarians
Prompt Library for Staff
Prompt Library for Researchers
If you use a prompt in your studies or work that you would like to share, please contact us on librarians@aber.ac.uk. We’d love to include it in our AI Prompt Library.
As we start to move to the assignment period for semester 2, we start to look at creating courses ready for 2026-27.
We will create courses for 2026-27 on Monday 3 June 2026.
The courses will be available to staff as soon as we create them.
Students will not be enrolled on the courses until they complete registration in September.
As with previous years, there will be one standard template for all courses at Aberystwyth. The language of the template depends on the language of delivery in AStRA. If the course is delivered 100% through the medium of Welsh, then a Welsh template will be used. For 1-99% through the medium of Welsh, a bilingual template will be used. If the course is registered to be delivered 0% through the medium of Welsh, then an English template is used.
Our Blackboard Required Minimum Presence, E-submission, and Lecture Capture policies are in the stages of being finalised.
We will communicate these in due course.
If you have any questions about course creation, please don’t hesitate to contact us on elearning@aber.ac.uk.
Hello! It’s great to be able to introduce myself in my first blog post in my new role. I’m Dan, and I joined the Digital Education Team just after Easter as a part-time Digital Education Co-ordinator. I’ve taken on this role alongside my PhD, which I am studying at the Department of International Politics.
I moved to Aberystwyth in 2022 to start my 1+3 research course at the university. After completing the research training component of the course, I began my PhD project on ‘the multi-level governance of second homes’ in 2023. During my time as a research student at the university, I have also gained valuable experience as a seminar teacher in the Department of International Politics, and as a Study Skills Tutor with Student Services.
As I head into the final straight of my PhD project, I’m very much looking forward to taking on this exciting new role. I’m very grateful for all the opportunities that the university has given me so far and I can’t wait to contribute to the excellent work of the Digital Education Team.
Before coming to Aberystwyth, I studied my previous degrees at Cardiff University and then worked in a couple of jobs in the politics sector of Cardiff Bay. Politics is never far from my mind, so I’ll be keeping a beady eye on the Senedd election campaign over the next month!
Other than politics, I have a keen interest in sports. As someone originally from Burry Port in Carmarthenshire, I am a big fan of the Scarlets and Swansea City FC. I also enjoy participating in sport myself, and over the summer I will be using the beautiful terrain of Ceredigion to help me train for a number of triathlons that I have entered in the Welsh Super Series. Last year, I also decided to come out of my rugby retirement to join Tregaron rugby club, where I play as a full-back.
When I want to take a more leisurely break from work, I enjoy going for a walk with my partner to see the farm animals near our flat in Lovesgrove, or going for a stroll down the prom in Aberystwyth to eat some ice cream.
I’m looking forward to getting to know more staff and students from across the university over the coming weeks and months!
There is now the capability to insert quick polls during your present view. To do this, click on the question in the present view and select create quick poll:
Embed PowerPoint presentations into Vevox Present View
You can now embed a presentation in the presenter view of Vevox, meaning that you don’t need to switch tabs – the PowerPoint is completely embedded.
Adjust number of decimal places
The number of decimal places can be amended in your poll settings. The default is 0 decimal places but this can be configured to show 1 or 2 decimal places.
Last month we had the pleasure of welcoming our Education and Student Experience Award recipients to an event.
The Education and Student Experience Award fund was launched last year at our Education and Student Experience Conference.
The event aimed to give colleagues undertaking these projects and their supporters, as well as the panel, an update on progress – to share successes, as well as identify any challenges that colleagues might have come across.
Each of the four projects gave a presentation.
Please read below for an overview of each project and the PDF files associated with each presentation.
Project 1: The Aber Medieval Physic Garden
Led by Elizabeth New (History & Welsh History), alongside Sian Nicholas, Eleri Phillips, and a student steering committee. The aim of this project is to create an outdoor amenity for staff and students that support education and recreation on campus. The project seeks to enhance students’ learning through collaborative mentored historical research, gardening, and public engagement.
Project 2: Developing a Sustainable Student Gear Hub
This project is led by Emma Sheppard (DGES), alongside Toni Beardmore, Eleri Phillips, Morgan Jones, Emma Butler-Wray, Hywel Griffiths, and Tom Holt.
The aim of the project is to promote accessibility, inclusivity, and sustainability in the Department of Geography and Earth Sciences by developing a ‘library of things’ for student borrowing and use.
The library will make use of second-hand useable resources and students will be able to participate in repair cafes, making the library sustainable.
Toni Beardmore and Eleri Phillips presented at the event. Please see their slideshow below:
Project 4: Pulling together – supporting teamwork assessment more effectively
Department of Life Science’s Scott Tompsett is collaborating with Cal Walters-Davies and Caroline White from Student Journey to identify common issues for students in relation to group work.
They are investigating how to make groupwork more accessible to neurodivergent students.
They aim to develop a suite of resources for students and teaching staff to better facilitate group work and will test these in several modules.
Scott presented at the event and the slides from the presentation are below.
We’re sure that you will agree that these are such worthwhile projects.
You can hear more about these projects at the 14th Education and Student Experience Conference between 08 and 10 September.
Bookings for the conference, as well as the call for proposals is now open. You can find further information on our blog.
We are delighted to announce that we will be running the Education and Student Experience Awards again next year. The awards will be tied to the conference theme and will be open to conference attendees.
In the April update, we want to draw your attention to the following Blackboard enhancements:
Assignments
Assignment submission type
SafeAssign file size
Adjusting individual grades in group submissions
Tests
AI Conversations
Discussions
Announcements
Blackboard Assignment
Specify assignment submission type
Instructors
When creating or editing an assignment, instructors can define the expected submission type to guide how students submit their work. Selecting a specific submission type streamlines the student experience and reduces ambiguity about what is required.
Instructors can select one or more expected submission types when configuring an assignment:
File upload
Text entry
By default, File upload and Text entry are both selected.
The selected submission type is visible in assignment settings and student‑facing details. Instructors can change the selected submission type until students have started submitting attempts.
Image 1: Instructors can choose one or more submission types when configuring an assignment.
Students
Students are informed of the expected submission type and see a submission workflow optimized for that format.
File submissions display a dedicated file drop zone where students can upload, preview (when supported), and remove files.
Text submissions provide a streamlined rich text editor experience without a general file attachment option and include access to the Content Market for supported tools.
Image 2: Students have a submission workflow optimized for the selected submission type.
Note that if you are using Blackboard for Panopto assignments, you need to have Text entry enabled.
Increased SafeAssign file size limit to 25 MB for Direct Submit
The SafeAssign file size limit for DirectSubmit submissions increased to 25MB. This change supports larger documents that include images, tables, and complex formatting, reducing submission issues for students.
Existing submissions and SafeAssign reports remain fully compatible, and related system limits were reviewed to ensure continued stability.
Adjust grades for individual student attempts in group submissions
Flexible Grading has been extended to allow instructors to adjust attempt grades for individual students within a group submission. This update ensures that grades for group submissions can accurately reflect each student’s individual contribution, even when work is submitted as a single group attempt.
Instructors can override a group attempt score for individual group members directly from the grading interface. The interface clearly indicates when grades differ across group members, and adjustments can be removed by restoring a student’s grade to match the group attempt score.
Image 1: Instructors can adjust grades for individual students within a group submission.
Tests
Improvements to multiple choice and multiple answer questions
See below for changes to multiple choice and multiple answer questions:
For the multiple choice question, the default number of answer options a student can select from 4 to 1 has been modified.
When creating or editing a multiple choice or multiple answer question, instructors can change the number of answer options that a student can select.
Multiple choice answer options alphabetical labels (A, B, C, D) have also been restored.
AI Conversations
Use Message Limits
Instructors can now guide the length of AI‑supported conversations, including Socratic Questioning, by setting message limits. These controls help students understand when to complete an interaction and keep conversations focused on the intended learning activity.
Instructors
When instructors configure an AI conversation, they can set a maximum message cap to shape the conversation duration.
Image 1: Message limit settings for an AI conversation
Students
Students track their remaining responses during a conversation through a dynamic label. The label shows a caution icon when two responses remain. After the conversation reaches the message cap, students cannot add more responses. The message limit sets clear expectations for participation and completion.
Image 2: Student messaging guidance during an active interaction.
Discussions
Review both sets of Discussion due dates across multiple views in Blackboard
Blackboard now surfaces both sets of due dates and participation requirements for Discussions across key areas of the application. This improvement builds on the recent addition of a second due date and participation requirement. Instructors and students get clearer expectations wherever they access Discussion details.
Instructors and Students
When instructors create a discussion with two due dates and participation requirements, both sets of requirements appear on the Course Content page, Discussion pages, the Gradebook student and instructor views, and the instructor’s Discussion analysis panel. Students can track expectations throughout the workflow without navigating back to the discussion itself.
Image 1: On the Course Content page, both due dates and participation requirements are displayed. For all entry points for Discussions, both dates and requirements are displayed.
On the Course Content and Discussion pages, both due dates and their requirements appear together for quick reference.
In the Gradebook student view, both dates appear.
Instructors also get a new Due Dates and Requirements section in the grading view for an individual student. This section shows both due dates and the student’s progress toward each requirement.
Announcements
Handle images as thumbnail links in Announcement emails
Announcement emails now show images as thumbnail links instead of long URLs. This update gives users a clearer preview of announcement content and provides a direct path back to the full announcement in Blackboard. When users select a thumbnail, the system opens the original announcement so they can read it with full context.
Instructors and students
Announcement emails display a small thumbnail for each image instructors include in an announcement. Each thumbnail links to the announcement in Blackboard, so users return to the complete content instead of opening the image file by itself. Instructors continue to create announcements the same way they have before.
Image 1: Announcement email showing images as thumbnail links that open the announcement in Blackboard.
If you have any enhancements to request from Blackboard, please get in touch with us via elearning@aber.ac.uk.
