ALDinHE_Regional Event: Celebrating Neurodiversity OfS B3

A one day ALDinHE Reginal Event at Bournemouth University to share insights, ideas, and resources focusing on how the community currently supports and develops students, empowering and enabling them to take ownership of their own learning journey. The discussions of the day will celebrate neurodiversity in relation to the OfS condition of registration B3 that states a “provider must deliver positive outcomes for students on its higher education courses” in the areas of continuation, completion, and employability (or further study).

1. Extract from main slides of the day: ALDinHE
Regional Event.
With thanks to Jules Forest, Head of AQ, Dr Ben Goldsmith, Dr David
Biggins and Dr Jacq Priego (Uni or Portsmouth)

2. The policy slot!
With thanks to Jules Forrest, Head of BU AQ
for sharing her slides

4. What are the B conditions?
Condition of
registration
Requirement
B1 requires that all students receive a high-quality academic experience. This means that courses
must be up-to-date, challenging, coherent, and well delivered, and equip students with the
relevant skills they will need after graduation.
B2 requires that all students receive the resources and support they need to ensure a high
academic quality experience and for those students to succeed on their course and after
graduation
B3 requires positive outcomes for students on their courses in respect of continuation,
completion, and progression into managerial or professional employment, or further study.
B4 providers must ensure students are assessed effectively, each assessment is valid and
reliable, academic regulations are designed to ensure that relevant awards are credible,
academic regulations are designed to ensure the effective assessment of technical
proficiency in the English language, and to award qualifications that are credible at the point
of being granted and when compared to those granted previously.
B5 providers must ensure that any standards set appropriately reflect any applicable sector-
recognised standards and awards are only granted to students whose knowledge and skills
reflect any applicable sector-recognised standards.

5. Selected References:
Hidden Disabities Sunflower
https://hdsunflower.com/uk/insights/category/invisible-disabilities
https://www.unitegroup.com/wp-
content/uploads/2023/03/Neurodivergent-students_report_Unite-
Students.pdf

6. TEF
Positive outcomes maps on to
the B3 condition for student
outcomes:
•Continuation
•Completion
•Progression to managerial
or professional employment
or further study
Educational gain
•no metrics, described in the
written submission (may use
internal data to evidence)
6

7. How can we as educators and learning
developers respond to B3?
Definition of authentic learning
Authentic learning is a framework for learning where students
completeauthentic taskswithinauthentic contexts. They
exploremultiple perspectivesand resources,
consultexpert opinion, and research and create
incollaborative settingswhere they
canarticulateandreflectupon their growing
understanding. While working in academic settings (not
necessarily real world placements), studentscreate
genuinely useful products(texts, artefacts, resources) that
can beassessedaccording to authentic criteria, and can
besharedonline to contribute to knowledge.
Download preprint of book and lots
more information here

8. B3: can simulations
level the playing field?
a. Student continuation and
completion.
b. Degree outcomes, including
differential outcomes for students with
different characteristics.
c. Graduate employment and, in
particular, progression to professional
jobs and postgraduate study.
OfS requirements

9. Simulation and
why it matters
Debbie Holley and Ben Goldsmith
•Moving students into the 'Learning
Flow'
•the psychological concept of flow
and deep absorption in learning
•Simulations are 'more memorable'
•Draws parallels – moves students
into the Vygotsky Zone of Proximal
Development
•Scaffolding professional learning –
moving to the Zone of Professional
Development
•Authentic learning
•What employers [and students]
want
Link to our paper

10. Try a moment of
mindfulness

11. Business Simulation
for students
•This scenario offers a taster of a
business simulation games (BSGs),
and will cover suggestions as to why
they are used and how they can be
embedded, assessed and evaluated
•Recommendations to consider when
implementing business simulation
software in a higher education
context are offered
•ContactDr David Biggins
[email protected] for the
briefing sheets and exercise

12. Responding to a scenario
‘You are a Community Worker at Portsmouth City Council. Within your role, you are requested
to make a proposal for a community project choosing one of the following social issues:
homelessness OR domestic violence OR unemployment. You have no limits on the amount of
time per week you could spend on this, but it would be a one-year contract in the first
instance. You do not have to provide a budget breakdown, but your project’s resources will be
£500 per year and an undergraduate intern to support you throughout. You have been given a
template with the following components:
•Context
•Proposed diagnosis and planning methods
•Proposed intervention methods
•Proposed evaluation methods
The Council expects you to justify your choices with references to empirical evidence and
academic literature and has given you access to the University of Portsmouth’s Library for this
purpose.’

13. Baby Robyn:an ABCDE assessment
https://www.youtube.com/watch?v=_rwU
BZaaXOY