Diverse Learners

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

Overview ,[object Object],[object Object],[object Object],[object Object]

What do we know about the student experience? ,[object Object],[object Object],[object Object],[object Object]

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

Expectations prior to arrival ,[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],“ 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”

Meeting those needs… ,[object Object],[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

Future support (2008 onwards) Integrated Online Support Develop Me! Online E- Induction Module Course Specific Information Health & Safety Information Integrated support for skills development and understanding development needs Generic University based information (the usual paper bumpf sent out to freshers!) Bespoke interactive exercises to promote academic and social cohesion prior to arrival and first few weeks Targeted information relevant to particular courses

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

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

4 categories of learners: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Developing the typology

[object Object],[object Object],[object Object],[object Object],Where do we go from here?

Diverse Learners

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