https://openjournals.ljmu.ac.uk/iip <p><strong>Please note the journal has ceased publication so is no longer accepting submissions.&nbsp;</strong></p> <p>LJMU's journal for pedagogic research, and&nbsp;reflections on&nbsp;teaching practice and student engagement.</p> <p>In the spirit of LJMU’s ‘one university’ principle, <em>Innovations</em> is <em>our </em>journal; it is a celebration of the many ideas, thinking and pedagogical research being undertaken by colleagues.&nbsp; Whilst <em>Innovations</em> has undergone major cosmetic changes the spirit and culture that established it has endured.&nbsp; We pride ourselves on our developmental and supportive approach.&nbsp; <em>Innovations </em>is peer-reviewed so, whilst publication cannot be guaranteed, we can assure that you will receive support, guidance and effective pointers.</p> <p>We hope you really enjoy reading the journal and that it inspires you to engage with and contribute to it in future; we would encourage you to be bold and creative.&nbsp; We welcome submissions from teachers (new and experienced), researchers, professional services staff and students.</p> Liverpool John Moores University en-US Innovations in Practice 1757-9201 <p>Copyright is retained by the author and will be&nbsp;published under a <a href="https://creativecommons.org/licenses/by-nc-nd/4.0/">CCBY-ND-NC (Creative Comons Attribution, no derivatives, non-commerical)</a> license.</p> https://openjournals.ljmu.ac.uk/iip/article/view/569 <p>The number of learners opting to study on a foundation level programme at universities in England has risen sharply over the last few years.&nbsp; Foundation level courses at university represent a vital opportunity for learners to progress to undergraduate courses, especially those learners from areas where participation in higher education has been traditionally very low.&nbsp; This paper offers a reflection on the foundation level course delivered at LJMU’s School of Humanities and Social Science, which has featured on the institutional prospectus since 2017.&nbsp; The tutors reflect on the adjustments that have been made to both the organisation and delivery of teaching, underlined by the development of an inclusive and open learning community.&nbsp; Based on the authors’ experiences, it is argued that foundation level courses at university are well calibrated to support the UK government’s levelling up agenda and, ahead of the 2021 Spending Review, the paper is therefore a counterpoint to recommendations made on the foundation level programme in the Augar Review of post-18 education funding.</p> Daniel J Feather Christinna Hazzard Copyright (c) 2021 Daniel J Feather, Christinna Hazzard 2021-10-20 2021-10-20 15 1 7 12 10.24377/LJMU.iip.vol15iss1article569 https://openjournals.ljmu.ac.uk/iip/article/view/570 <p>In June 2021, just after England had entered a fresh national lockdown, Liverpool John Moore University’s Teaching and Learning Conference (on the theme ‘Transition to Transformation’) was hosted entirely online for the very first time.&nbsp; This paper was produced as a conference resource to offer a reflection on the pandemic year, 2020/21.&nbsp; Its aim was to encourage delegates to consider ten educational concepts (Bildung, critical social theory, epistemology, colonialism, identity, diversity, care, friendships, creativity and performativity) in the context of key national and international developments of the pandemic year, including the killing of George Floyd in Minneapolis, USA.</p> Virendra Mistry Copyright (c) 2021 Virendra Mistry 2021-10-22 2021-10-22 15 1 13 25 10.24377/LJMU.iip.vol15iss1article570