Elesig Webinar 20 May 09

Supporting Diverse Learners – What do we know? Becka Currant Head of Learner Development and Student Engagement

Aims of Discussion: ,[object Object],[object Object],[object Object]

Areas of Focus ,[object Object],[object Object],[object Object],[object Object]

Discussion Point 1 ,[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],Transition

Student Life Cycle Model Layer et al, 2002 Better preparation Fair admissions First steps in HE Flexible progression Student success

Transitions Life Cycle Model Currant, 2009 Clear expectations Explicit requirements Support during first year Flexible assessment, regular feedback Student success

[object Object],[object Object],[object Object],[object Object],Discussion Point 2

Why Come to University? ,[object Object],[object Object],[object Object],[object Object],[object Object]

Why Do Students Leave University? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Why Are You Here? ,[object Object],[object Object],[object Object],[object Object],[object Object]

What does all this mean? ,[object Object],[object Object],[object Object],[object Object]

What Can We Do? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Context: Research into the FYE ,[object Object],[object Object],[object Object],[object Object]

Recent headlines highlight issues of engagement How do students feel about their Higher Education experiences?

Students 2.0? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Student Expectations ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],What expectations do you think new students have about University? Discussion Point 3

Expectations? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Findings

Expectations ,[object Object],“ I expect to sign up to do a hundred and one things and then get stressed because I can't cope with them all. Or I expect I will try too hard and therefore overload myself with unnecessary pressure and get stressed”

How do students think they learn best? ,[object Object],“ Through repetition. I like to study independently initially but then to consolidate the learning I like to discuss it and have feedback on it. I have a low attention span and so find a lot of reading and quiet time very hard work. I like to interact with people and so the discussion and debate of ideas appeals to me greatly” “ I learn best from doing things or thinking through a problem with other people or by writing something down, drawing it. I don't learn much by just reading something”

[object Object],What is their best experience? “ The tutorials were very helpful to guide the students during the year. Also seminars and other supporting classes. I felt that the lecturers were people who we can speak with and this is necessary for a non English student”

[object Object],What one thing would they change? “ More meetings to promote the relation among student (same or different years).. to exchange experiences, knowledge about life in the city, at Uni..etc…” “ More podcasts from lectures to be available” “ I want observers come to observe lecturers and see how they teaching. I also want them to ask students in private about lecturers” “ More online FAQs to assist those of us who cannot always contact the university during opening times”

Bradford FYE Survey ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Bradford FYE Survey Headlines ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Best Experiences ,[object Object],[object Object],[object Object],[object Object],[object Object]

Best Experiences – their words ,[object Object],[object Object],[object Object]

Best Experiences – their words ,[object Object],[object Object],[object Object],[object Object],[object Object]

Worst Experiences ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Worst Experiences – their words ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Worst Experiences – their words ,[object Object],[object Object],[object Object]

What one thing would they change? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What still needs to be done? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],What do you know about the experiences of your students? Discussion Point 4

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Integration, Support & Retention

Meeting those needs… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Develop Me! Online ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

E-induction ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Primary objective: enable students to manage process of transition in academic and social terms

Integrated Online Support Develop Me! Online E- Induction Materials Course Specific Information Targeted additional Information Integrated support for skills development and understanding development needs Generic University based information PLUS plagiarism and referencing materials Bespoke interactive exercises to promote academic and social cohesion prior to arrival and first few weeks Targeted information relevant to particular courses e.g. Health & Safety

Develop Me! Meet and chat online ,[object Object],[object Object],Meet and chat, pre-entry activities developme.ning.com Online resources www.bradford.ac.uk/developme Skills tracking Mobile guides www.braduni.mobi Student voice

Develop Me! Online ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Digital Typology Digitally Inexperienced Digital Socialites Digitally Reluctant Digitally Experienced Experience of technology Degree of educational contribution High Low Low High

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Discussion Point 5

Elesig Webinar 20 May 09

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Elesig Webinar 20 May 09