David Howard

This study addresses the impact of Artificial Intelligence (AI) in Higher Education Institutions (HEIs) and the whole institutional approach undertaken to develop an AI literacy framework for students in a UK HEI. Drawing upon established models of AI literacy developed for higher education, informed by Leavitt’s People, Process, and Technology model (1965), and grounded in pedagogic theories, the study synthesises principles that address the interplay between emerging technologies, institutional resources, and learner needs. An analysis of existing AI literacy frameworks revealed a gap in terms of aligning institutional readiness, AI literacy and learner needs. To bridge this gap, this study proposes a conceptual AI literacy framework that is learner centred. It integrates practical knowledge and competencies to enable students to
confidently collaborate with AI systems for academic and professional development. Using a mixed-methods study approach and a convergent parallel design, primary data was collected using a survey (n = 110) and two focus groups (combined n = 63) involving multi-ethnic students to capture their perspectives on AI usage. A thematic analysis of secondary literature on AI literacy frameworks was undertaken along with a survey of academic staff (n = 66) to understand the relevance of incorporating AI literacy within curriculum. The resulting framework takes a four-step approach to cultivating AI literacy in higher education students: (i) prepare (ii) understand (iii) apply and (iv) responsible use. This conceptual framework is anticipated to offer a scalable, robust model that will help guide any HEI to cultivate adaptive learners prepared to responsibly navigate and innovate in an AI-driven world.

The increasing integration of Artificial Intelligence (AI) in education and business necessitates the development of critical AI literacy among management graduates. This paper explores how institutional policies, pedagogical strategies, and primary stakeholder engagement can support the responsible use of Generative Artificial Intelligence (GAI) in management education. By analysing existing AI literacy frameworks and institutional practices, the study identifies key gaps and proposes a co-designed AI literacy model tailored for institution ‘A’. Using co-design as a central tenet, the study advocates for AI literacy initiatives that align institutional resources with learner needs and professional domains.

Underpinned by the LEAP (Learning Excellence Achievement Pathway) framework and awarded the Digital Literacy Award at LILAC in 2018, LEAP Online continues to evolve and support students with their academic and personal development at the University of Bolton.
This presentation will reflect on the journey so far, specifically focusing on how LEAP Online has evolved since its implementation in 2017 and its role in the coordinated approach to blended learning, information literacy and student retention and success at the University of Bolton.
The presentation will emphasise on key developments of LEAP Online, namely the newly created Academic Writing Tutorial - an interactive module that incorporates innovative learning technology to support students with all aspects of the academic writing process.
Additionally, we will then focus on ‘LEAP Live’. Launched in September 2022, following a successful pilot in the previous academic year, LEAP Live is an extension of LEAP Online and offers University of Bolton and off-campus partner students, the opportunity to attend a series of in-person and/or remote workshops, sessions and events, all of which are designed to complement the work we undertake in the digital world and support students with their academic and personal development. The presentation will consider some of the challenges associated with its launch, including the collaboration between professional and academic services to facilitate the programme.
While LEAP Online offers students the opportunity to explore skills and competencies that will help them to develop their academic and personal practices, LEAP Online badges are also awarded to students who complete modules. Quantitative data from badged assessments demonstrates over 121,000 badges have been awarded since 2017. This, together with qualitative feedback from both staff and students indicates that LEAP Online remains firmly embedded in the student journey and the University’s learning and teaching strategy. We continue to take pride in its success, and following an initial evaluation, we are also optimistic that LEAP Live will have the same impact.

What is the context/ focus of your presentation, and what is its relevance? Launched in 2017, LEAP Online is an interactive digital resource that supports the promotion of student learning development and information literacy at the University of Bolton. This workshop will focus on the value and impact of LEAP Online’s approach to: blended learning, student support, applied research and supporting staff. Specifically, it will highlight how LEAP Online has fostered collaboration to design and implement new topics to support the diverse makeup of the University of Bolton population and wider community. LEAP Online is continuing to evolve and badge data, together with student feedback, demonstrates its value and how it is embedded in the student journey and the University’s learning and teaching strategy.
What did you do? The LEAP Online team have, and continue to, foster positive relationships across the University and wider community to develop content and meet the needs of students.
What were the research or activity results / outcomes? Using both quantitative and qualitative methods of data collection and analysis, this workshop will share badge statistics and feedback to demonstrate how learning analytics can evidence the impact of the support available in LEAP Online to the student learning goals.
What are the main points to take forward in relation to your chosen theme and student success? LEAP Online is continuing to evolve and there are high aspirations to develop innovative and engaging content for all University students. It is firmly believed that success is measured in the provision of: consistent, inclusive, high-quality learning development content and resources, which are appropriate for the University’s multi-disciplinary boundaries. To that end, the development of LEAP Online should be collaborative and involve the whole University to help ensure student success.

Poster presentation for TIRI Conference 2022.
Underpinned by the Learning Excellence Achievement Pathway framework (“LEAP”) framework, LEAP Online was launched in September 2017 as part of a renewed approach to learning development and information literacy at the University of Bolton.
LEAP Online is a digital resource for promoting student learning development and information and digital literacy at the University.
LEAP Online works in collaboration with other interventions across the University to improve student experience. For instance, ‘LEAP Ahead’.