Research suggests that active and discussion-driven dialogic approaches to teaching are more effective than passive learning methods. One way to encourage more participatory learning is through the adoption of simple and freely available audience response systems which allow instant and inclusive staff–student dialogue during teaching sessions. Existing literature is largely limited to exploring the impact of basic approaches to audience participation, using handheld cards or simple ‘clickers’. Limited research exists looking at the impact and best use of a new generation of online audience response systems which have significantly expanded functionality. This article explores the impact of one of the most agile platforms, Mentimeter. It outlines impact on student satisfaction, enjoyment, voice and learning within small and large group settings across multiple disciplines drawing on 204 student survey responses. It also explores staff experiences and reflections on the key practical and pedagogical thinking required to optimise the use of this platform in higher education. The research responds to a need within the sector to react to rapid advances in teaching and learning technology, to provide evidence of impact for lecturers looking to improve student learning environments whilst being cognisant of the underlying pedagogy supportive of new practices.

This case study of a student-staff partnership project to design assessments in a new undergraduate Law module, emphasises the importance of building trust and an equitable partnership before handing over the reins and enabling students to fully control an aspect of curriculum design. The case study focuses upon a model for partnership in module design with students as active partners in co-creation, having full control within clear boundaries. Outcomes include a positive impact for the student partners as it helped them to develop employability attributes from their involvement in the project, as well as giving them an understanding of the other side of the student-teacher relationship. The partnership also had a broader positive impact on the student community, by amplifying their voices and breaking down the power dynamic between staff and students to enable students to engage meaningfully with module design, which has led to further positive partnership working.

Experimental studies examining child 'witnesses' under cross‐examination typically rely on researchers questioning children using a 'barrister's script'. In the current research, experienced barristers used a defence statement from a mock perpetrator (who committed a theft 11 months earlier) to challenge typically developing children's evidence under cross‐examination. We also assessed whether Registered Intermediaries (RIs), trained professionals who facilitate communication between vulnerable witnesses and members of the justice system, help children reduce compliance with misleading cross‐examination suggestions. Results demonstrated that children (6–11 years) complied with barristers' challenges to a high degree: 94% agreed with at least one of the barristers' seven false suggestions. However, when assisted by an RI, children were significantly less compliant with barrister challenges. These findings, and additional analyses of the nature of child responses and barrister questions, provide novel exploratory evidence for the beneficial role of RIs in tempering the adverse effects of cross‐examination style questioning for children.

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