This chapter details the development and design of an interactive digital training resource for personal tutors in the Arts Faculty at the University of Warwick in 2018. The Arts Faculty Personal Tutor Training Resource aimed to enhance staff and student experiences of personal tutoring. The training was designed and delivered through the open-source learning design tool H5P within the University of Warwick's Virtual Learning Environment, Moodle. The training resource content is delivered through a mixture of text, images, videos and links to further resources which introduce learners to personal tutoring policies, structures, processes, support, and best practice. The resource also contains interactive activities that enable learners to condense their learning, reflect on their personal tutoring knowledge and practice, and see their progress as they move through the different stages of the training. The resource was designed to be interactive to make the content as engaging as possible for learners and to promote the retention of knowledge. It was also designed with different learners' levels of digital literacy and accessibility needs in mind. This chapter outlines the context of the training's development, and the pedagogic approaches, methods and principles that informed the learning design. It also provides an account of the design process and a description of the training content. This case study demonstrates the value of online training and resources for supporting personal tutors by showing the positive impact that the Arts Faculty Personal Tutoring Training Resource has on staff and student experiences of personal tutoring at the University of Warwick. It also shows that personal tutors welcome online training and resources, and that online training is often preferred to face-to-face training because it can be used and accessed according to the requirement of users at any time.

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This article overviews the ‘Then & Now: Arts at Warwick’ student-led research and public engagement project that took place at the University of Warwick from January to August 2020. It discusses the methods of student co-creation and student-led research that underpinned the project and provides a detailed description of the pedagogic practices employed. The value and challenges of student co-creation are examined alongside the experience of managing a complex project in the crisis situation of Covid-19. The project’s impact in building learning community and enhancing the student academic experience is evaluated, and critical commentary is provided on some aspects of the project’s design. This article demonstrates the benefits of utilising digital technology for the facilitation of student co-creation in the arenas of research and public engagement, and for the development of learning that enables students to participate in ‘real life’ academic activities and shape the pedagogic approaches that are used in their teaching.

Successful induction has been evidenced to strengthen students’ learning, engagement and feelings of belonging. Technology offers opportunities for enhancing the student induction experience, especially pre-arrival, but has been under-utilised. This article provides an evaluation of an online induction learning resource for pre-arrival students in the Faculty of Arts at the University of Warwick in 2019. There will be particular focus on the method of co-designing the resource with a group of current students. The article will demonstrate how online learning resources for pre-arrival students can support successful induction. It argues that co-designing digital student experience resources in collaboration with students aids the development of materials that students find engaging and that co-design has a range of benefits for staff and students who are involved in the process.