Workshops: Reading and Note-Making with AI (Martin Brown) and Designing Inclusive Learning Activities (Brena Collyer de Aguiar & Alice Taylor)

The sun was shining on the first day of Inclusivity Week—a fitting backdrop to a day that centred student voice, inclusive learning, and creative approaches to teaching.  

Workshop 1: Reading and Note-Making with Generative AI 

Led by Martin Brown 

Facilitated by Dr Martin Brown, this session offered a deep dive into how academic writing confidence can be built through strategic note-making—particularly for students for whom English is an additional language. 

Martin’s session was split into two halves: the first half was directed at educators; the second encouraged participants to put themselves in the students’ shoes and try out Martin’s note making framework.  

Martin’s aim was to support students with heavy reading loads and low confidence in academic writing—challenges often heightened by linguistic and cultural barriers. 

At the heart of the session was a note-making framework, designed to help students demystify academic expectations and develop their own academic voice – what do I need to capture in my notes, how long do my notes need to be, what information is relevant? Importantly, this framework incorporates the use of AI (such as Microsoft Copilot) in a purposeful and ethical way.  

AI is used within Martin’s note-making framework as a support tool to help students structure and refine their understanding of academic texts. Students begin by reading the text themselves and making their own notes (using the headings from the framework), before using AI—such as Microsoft Copilot—to complement their thinking. Martin recommends using Microsoft Copilot because it is licenced by the University and all students and staff have access to it, and also because it protects user data. Prompts within Copilot must be clear and specific to be effective. For example, a student might copy and paste a section of a journal article into Copilot and ask: “Summarise the author’s main argument from pages 44–47,” or “Identify and explain the research methods used in this excerpt.” AI can also be asked to evaluate strengths and weaknesses or define key terms. Crucially, students are reminded never to rely on AI alone—the process is co-authored with AI, not outsourced. AI can make mistakes. The work generated by AI needs to be checked by the student. However, AI is a tool that can speed up the note-making process for students. Martin’s approach, therefore, not only strengthens critical engagement with reading material but also helps students see AI as a tool for learning, rather than a shortcut. 

This workshop wasn’t just about AI—it was about empowering students in their note-making strategies and academic skills more broadly. It encouraged students to find their own voice rather than rely on a borrowed one, humanising the writing process, reducing fear, and making space for personal expression. 

See Martin’s slides.  

Workshop 2: Designing Inclusive Learning Activities 

In the afternoon, Brena Collyer de Aguiar and Alice Taylor led a session rooted in Universal Design for Learning (UDL) and inclusive instructional design. 

After an opening activity (spot the difference) exploring barriers to learning, we were introduced to the three pillars of UDL: 

• Engagement (how learners are motivated) 

• Representation (how content is presented) 

• Action and Expression (how learners demonstrate knowledge) 

The focus was on anticipating a wide range of learning needs—permanent needs, temporary needs, and situational needs—and creating environments where all students feel agency and ownership over their learning.  

The session highlighted the value of storytelling, playful learning, and locative narratives (learning anchored to real-world places) as ways to make content more meaningful and inclusive. 

Alice Taylor built on this by introducing the ADDIE model of instructional design (Analysis, Design, Development, Implementation, Evaluation). We were encouraged to think of module design as iterative and collaborative—with evaluation and student feedback at every stage. 

Brena and Alice encouraged participants to work in small teams to begin designing a module, drawing on UDL, storytelling, and the ADDIE model as they saw fit. It was refreshing to be able to select from a range of educational theories in a way that felt accessible and not overly complex. 

See Alice and Brena’s slides. 

A connecting thread between the workshops: student voice 

Both workshops, in different ways, centred the importance of student identity and voice. Martin’s writing frame helps students find confidence in expressing their ideas, particularly in a second language. Brena and Alice’s frameworks help educators create spaces where students feel seen, heard, and empowered. 

Whether through reflective note making or story-based learning, the message was clear: inclusive education isn’t just about removing barriers. It’s about making sure students recognise and value their own learning experiences and their academic identity.