4. DEFINE A CHALLANGE
DREAMS
GRIPES
•
I wish there would be reinfo before come to
school so that we can find
out what we do , where to
do.
•
Undergraduate
registration and graduate
students registration
process could be in
separate location.
•
I wish location and
student system would be
clear for no need to
orientation
•
Abbreviations could be
explained in the first
place.
•
I wish orientation process
time could be one day
because it is too much
effort etc.
5. END GOALS
E-bucklet for new comers
One day orientation program instructional
guideline
Pre-registration manuel
6. MEASURES
CONSTRAINTS
•
•
For website and
manuel money
•
Media equipment and
worker
•
Meeting problems with
students and their
advisor
•
There is a need for
system engineering
•
Software problems
•
•
New comers can easily
learn and use student
information system
Student mentor can
easily apply the
guideline and should
be basic and
understandable
New comers easily
register the school
7. BRIEF
Orientation and registration process moved from
school to technological device by using less
human resources. Requiring usage of internet
and software tools, so that the orientation
process would lie on human
interactions(between newcomers-advisorsmentors).
9. SOURCES OF
INPIRATION
USERS
EXPERTS
•
New comers
•
New comers’ Office
•
Advisors
•
Advisor Office
•
Stuff
•
Mentor
•
Other students
•
Student clubs
EXTREME USERS
•
Failed students from last year’s UNI
101
•
Teachers who don’t want to be an
advisor
•
Different area mentors
•
Exchange students
10. PLACES OF INSPIRATION
AND ANALOGOUS
SETTINGS
UNI 101 seminars
•
•
Museums
•
Advisor-mentor appoinments
•
Supervisions of mentors
•
Attending a library info sessions
•
Other universities orientation programs
•
Orientation programs in companies
•
Psychologyists and Pedogogs
11. RESEARCH
PARTICIPANTS
1-MENTOR
At least a sophomore student in our university
whose GPA is higher than 3.00 and have social
network and life, through student clubs and events
etc. oriented from university, about everything in our
university and also newcomers psychology.
12. RESEARCH
PARTICIPANTS
2. New comers
18 years old excited and curious students, want to
learn their university and environment, adjust the
place and have a social networks as well as building
its future. Some of them are far from their home,
family and peers.
15. BUILDING A QUESTION
GUIDE-INTERVIEWS
SPECIFIC
GO ABROAD
•
Did you like the
orientation period?
•
What do you want to do
in orientation process?
•
Did you like the
orienteering game?
•
•
How the information
should be given in the
orientation?
Did you understand the
information that was
given in orientation?
•
Did you feel that the
campus is like your
home?
Did orientation help you
to communicate with
other people?
•
Did you feel lonely?
•
Have you felt that you
attend the orientation
unwillingly?
•
16. BUILDING A QUESTION
GUIDE-INTERVIEWS
For advisor:
Did you understand how to
be an advisor?
Did you want this job?
Did you think that it was
hard?
How do you define your
relationship with your
advisees?
For mentor
What are the main
problems of the new
comers?
Did you think they liked the
orientation program?
Did you think that they
socialize with each other?
17. BUILDING A QUESTION
GUIDE-OBSERVATION
Things to see
How do people interact
with information in different
locations?
How do you learn by
listening some people
telling you what to do in
your 4 year about things
that you don’t know?
Observation siteMuseums
Things to doWe will try to find the
places that we want to go
in a huge museum such as
Topkapı Palace Museum.
Observation site -Library
Things to doLearn about an info
session
18. BUILDING A QUESTION
GUIDE-OBSERVATION
Things to see
How do the advisorsmentors and mentees
meet?
Observation siteA meeting session of
newcomers-advisorsmentors
Things to doLearn how meetings go
and learn about what
people feel and talk about.
19. FIELDWORK
Gokcen Zorludemir
Baruh- Newcomer
Advising Office Manager
Ayşe Ece Durmaz- Mentor
Wednesday 17.00
Ömer -3/Tuesday 14.00
•
Pelin Peker-Newcomer
Thursday 13.00
Suzan Yalman- New
advisor from ARHA
SOS 2/Tuesday 15.00
•
Ocan Şahin-student club
president/Monday 19.00
•
Esra Tuncer- ALİS
Ömer -3 /?
Serpil Ekşioğlu-Dean
Office
-3/?
20. INTERVIEWS-1
Observations and
Quotes and
Interpretations:
Students were seemed
comfortable and entertaining
but sometimes they could not
give specific answers
because they could not
remember the orientation
experience. Some of them
just wanted to give an answer
but some of them think
carefully to give the right
answer also because some
questions were similar they
wanted to change their
answers to give the most
NAMES
•
Çigdem Irem Ileri
•
Pelin Peker
•
Deniz Özcan
•
Yavuz Selim Güler
•
Aslınaz Aykaya
•
Onur
PLACE
Öğrenci Merkezi
22. INTERVIEWS-1
Students we talked to thought orientation is an important
part of adapting to school and they found the information
useful, but they said some of the activities didn’t really
resonate with them.
They found the seminars to be unmemorable and felt like
they couldn’t get acquainted with the personnel. They
found themselves having a hard time with orienteering
games and suggested that there should be more social
activities.
During the orientation program they feel university as
their second home.
They said orientation days were enough but the content
was not especially the information about ELC is not
comprehensive, effective.
23. INTERVIEWS-1
They said that it would be better if the orientation
become 2 days and lies on human interactions. The
results of the grades that they gave for the orientation
is average 3 and the orienteering is 2.
According to them the most unnecessary seminar
was KURES, the most important was Dormitory and
the most important one that they did not listen was
Library and CIT=)
The most exiting subject for them to talk was
orienteering.
Some interviews were made with 2 people so some
of them were likely to change their answers according
to the others.
24. INTERVIEWS-2
Observations and
Quotes and
Interpretations:
She was sick so we did our
interview on skype. She
looked like she is really
interested in this subject
and she really wants to
change things as we think.
She was so exited about
the things that she make
and she really wants our
feedback.
NAME
Gökçen Zorludemir Baruh
PLACE
Skype
25. INTERVIEWS-2
She is not completely satisfied with the current
orientation program. Some of the things that they
want to acquire is not probable because of the
increased number of the students and
inadequate space.
She also wants to lower orientation to 2 days and
make it rely on human interactions by decreasing
the number of seminars. And to do so she offers
video seminars or podcasts.
She thinks that club activities should be held on 2
days.
26. INTERVIEWS-2
While looking for a mentor she takes those into
consideration; GPA to understand how
responsible he is, club activities how social he is
and the motivation from the interviews.
She says that according to the research that they
have made students are more likely to whether
hate or love the orienteering game but the
responses to the seminars were in the average.
And the most important thing that they should
add in orientation is how to add and drop
courses.
27. INTERVIEWS-3
Observations and
Quotes and
Interpretations:
We made our interview in
the Dean of Students’ hole
because her room was full.
She took notes through the
interview and look up
some answers to sure.
She was also interested in
the subject and helpful.
NAME
Arzum Kopsa
Place
Dean of Students
28. INTERVIEWS-3
She says that they are more interested in social
media when they are planning the last and the
new orientations.
They want people to have fun during orientation
period and attribute to it with taking photos etc.
She also admits that students don’t listen most
of the seminars but some information is better
than nothing and even if they notice the person
later in school who gives the seminar is a good
thing for them but they also want to remove
some of the seminars.
29. INTERVIEWS-3
She also says that there are some constraints such
as space, and budget.
She thinks that the human factor should not be
decreased by transferring all the seminars into the
computer.
She thinks that the orientation presentations should
also be reachable from the internet.
Inspirations for them;
Harvard, Standford, Bilkent, agencies.
30. INTERVIEWS-3
She said that there are already an online library
learning system in dos.ku.edu.tr as we thought
and there is a web page as
uyumgunleri.ku.edu.tr
According to the survey they made students give
4.17 (out of 5) for the orientation period and the
lowest grade has given to the orienteering (3.98).
She says that the orientation period is related to
more then 5 compartments of school so it is
difficult to manage it.
31. INTERVIEWS-4
Observations and Quotes
and Interpretations:
NAME
There really wasn’t much in
her office. (Interpretation: She
is a new teacher.)
TOP SECRET
She said she doesn’t talk to
her advisees. (Interpretation:
She doesn’t know who to help
them.)She said there was too
little information given about
being an advisor.
(Interpretation: She thinks
more detailed instructions
about being an advisor are
needed.)
32. INTERVIEWS-4
She told that she had seen her advisee only
once.
She was very comfortable although she is a new
teacher.
She motivated by the sense of duty and
frustrated because she did not have enough
information
33. INTERVIEWS-5
Student Club Stands
As a newcomer, when I went to get information
about to clubs, the first thing in my mind was to
learn whether if they would fit me. I wanted to
take part in school’s social activities and at the
same time do something I enjoyed. So when I
went up there I asked them how would the club
work and what was expected of the club
members.
BY MEHMET GOKLEN
34. THE TOPKAPI
EXPERIMENT
We understood that in
a very big place as our
schools finding places
or objects doesn’t take
more that 15-20
minutes. The main
informing panels are
needed for every
courtyard, in our case;
for every faculty
courtyard and building.
36. THE TOPKAPI
EXPERIMENT
This is Duygu’s
experiment. I have
given the name of
some places for her to
find it and I have
followed her while she
was trying to find those
places or objects.
Kubra and Mehmet
also experienced the
same thing.
40. THE TOPKAPI
EXPERIMENT-MAPRESULTS
In the map, architecture
and shape of building
were more helpful to find
given space or object. In
each courtyard there
should be "now you are
here" point. Each
courtyard has a main
signboard but it is not
clear that what is the
exact place of something
or somewhere.
Signboards just told us
what is include in each
courtyard but not exact
places of them. Having a
architectural map is
helpful to go around in a
conscious way. Four
places which are
expected to find by our
42. SO
So instead of panels with
the name of the places,
much more memorable
signatures of the places
can be created.
Such as a tile decoration
can be an evoker for the
harem, or a tower can be
an evoker for the justice
and Divan. Or a train can
be a evoker for the
Engineering Faculty and
a specific art peace for
Social Sciences or Vehbi
Koç for Case.
43. How to make sure that
MAVA is not just “fun”
Informing videos of 5 minutes for every
department can be shoot and shown in the
orientation and also can be put in the web page
of our university.
Informing and different seminars can be given in
the school period titled with attracted names
such as “Hayat Mava’ya Güzel!”
Well information should be given in the “tercih
dönemi”.
44. How to give information in
the seminars
To summarize the numbers (which sometimes
get cited differently) learners retain
approximately:
90% of what they learn when they teach someone
else/use immediately.
75% of what they learn when they practice what they
learned.
50% of what they learn when engaged in a group
discussion.
30% of what they learn when they see a
demonstration.
20% of what they learn from audio-visual.
10% of what they learn when they’ve learned from
reading.
5% of what they learn when they’ve learned from
45. How to give information in
the seminars
A mistake often made in developing training, is to
learn ANYTHING, you must practice it. A simple
analogy, I can show you a video and provide in
class material about riding a bicycle, and give
you instruction about how it works, the names of
the parts, and even the history of bicycles. Could
you then get on a bicycle and ride it? NO.
Practicing the behaviors you want your learner to
have is paramount for their success to apply
them on the job.
46. How to give information in
the seminars
Many folks think that all you have to do is shine a
PowerPoint on the wall and people are trained;
people think that training is easy and anyone can
do it - wrong - very wrong!
So a new kind of teaching the departments of the
university and the programs that students should
use has to change!!!
48. New Inspirations
DSM Organizations that creates games;
Such as drawing the place you want to be- Your Koç
Scavenger Hunt; A scavenger hunt is a game in
which the organizers prepare a list defining specific
items, which the participants seek to gather all items
on the list – usually without purchasing them – or
perform tasks or take photographs of the items, as
specified. The goal is usually to be the first to
complete the list, although in a variation on the game
players can also be challenged to complete the tasks
on the list in the most creative manner.
49. FINDINGS
Finding places or objects doesn’t take more that
15-20 minutes. BUT with a proper map we can
reduce it to 10 minutes.
When people are trying to find specific objects or
persons in a specific place they first try to find the
place that they can correlate with it . In this case
to find the New Comers Manager, you try to find
the specific place that she/he is working
withDean of Students (Topkapı
HançeriHazine)
50. HEADLINES
People are more likely to think that important
buildings should be the bigger ones, or the ones
in the center (Sünnet Odası/Ogrenci Dekanlıgı).
Directive panels are needed in huge and
complex spaces.
Extra extra extra:
People can estimate the place according to its
inner design (Seeing an inner picture of a place
may be helpful to find itkafes/Divan-ı Humayun
51. HEADLINES
People are tend to find
places with maps that
looks exactly alike to
the buildings itself.
BUT also definitive
images of the places
are helpful. This type of
images are evocative
for people.
People are more tend
to find places with
games.
52. HEADLINES
Orientation should be not much more than 2
Days
Seminars can be move to the computer with
podcasts or videos but not all of them (Dormitory
etc).
Orienteering game should be structured again for
everyone.
ELC information should be added in orientation
Add and drop information should be included
also.
53. HEADLINES
Social media is important
An orientation should be prepared for advisors
also.
Realistic maps can be put in the campus or
evocative designs.
Practicing is mandatory for some seminers.
55. UNEXPECTECTED
LEARNING
People can estimate the place according to its
inner design (Seeing an inner picture of a place
may be helpful to find itkafes/Divan-ı Humayun
When we ask students if the orientation was
good they said yes but they gave 3 out of 5 for it.
56. I AM EXCITED TO
Provide new possibilities for the new comer’s
way finding and orienteering game.
Cooperate with the new comers office to develop
and improve orientation process
Finding signs for faculties
Finding new ways to think about design elements
of the orientation.
57. INSIGHTS
NEW COMER OFFICE POV
ADVISOR POV
Workers in the New
comers office are also not
satisfied with the current
orientation and not in the
same mood with the
Dean of Students.
They also think that they
are not very informed
about the orientation
process and think that
they also need
orientation.
They are also think the
same things as we
thought about the online
seminar system and
human relations.
They also think that
mentees should be in
touch with them too.
58. HOW MIGHT WE
Make new comers
office more active in
the orientation process
and how can we find a
common place for both
Dean of Students and
NC Office.
Prepare an orientation
for the advisors and
help them to make
more connections with
the mentees.
61. MAIN CONCEPT
This device will be used to learn the places and
the mechanism of those places by also enjoying
on social media such as instagram.
USER- New comers are going to use this device
to identify places by taking photos of those
places.
HMW -By this means both the new comers office
ideas on finding places and dean students ideas
about social media will be worked together.
PROBLEMS- Map design and information
seminars
63. WORKFLOW
This machine is going to be like a digital camera
but a small version of it, people will take the
photos of the places that they want to learn
about, and the machine is going to identify the
place and give necessary information about it.
Also new comers will use this machine to upload
photos to instagram and facebook to attend
picture competitions of the Koc University on the
orientation day and share their orientation story
with the world.
64. You can charge
it or download
the pictures to
your own
computer by
using USB
entrance
65. • After taking the
photo click ok to
machine to get the
necessary
information
• Then choose
whether you want
detailed information
or sharing option
• You can use
selection panel to
choose
• You can go back or
delete the photo by
fn button or by
clicking the menu
• To choose a photo
mode that you want
to use press the
68. MAIN CONCEPT
This concept relies on two different gadgets that
helps us to find food places according to the
types of food and also academic and
administrative places by lighting the footprints
that goes to the place you chose and also gives
necessary information about those places or
units from the screen.
USER- Everyone in this school
PROBLEMS- map design and information
seminars
70. WORK MECHANICSM
WORKFLOW
Basically these screens are going to be placed at the main
spots of our school
To find food and cafeterias, you will either choose on the
food type chart or cafeterias chart to choose you want
To find academic or administrative units you will choose on
the unit that you want
After you chose the unit the footprints will appear and get
the lights of the place that you chose and will help you to
go there
Also you can learn everything about those units by
choosing on “further information” button.
71. WORK MECHANICSM
WORKFLOW
Those footprints will be invisible if nobody uses it.
To start the program you have to put your foot at
the first foot print and when you arrive the place
you have to put your foot at the last one
The footprint will recognize your foot and wont be
invisible till you put your foot on the last one.
73. MAIN CONCEPT
This device will help newcomers adapt to the
campus, make orientation easier, make the tasks
more fun and create an unique orientation
experince by means of mapping and
programming.
USER- Newcomers are going to use this device
to complete orientation.
HMW - Navigating in the campus, making
orientation more fun and easier to follow through
for newcomers
74.
75. WORK MECHANICSM
WORKFLOW
It has a screen where the newcomers can see their
virtual double walking around the campus real time.
They can search places by name and directions will
appear.
It also has a map where the newcomer can see
where they are in the campus, where they’re headed
and the names of the buildings, classes etc.
When newcomers need to learn more about the
places, they can touch the place and info screen will
pop up.
77. WORK MECHANICSM
WORKFLOW
They can also see how many points they’ve earned
so far, how many more they need to complete the
orientation, the tasks they have both completed and
have coming up.
The system also includes a messaging network
where students can receive messages from their
mentors or about bonus points, and orienteering
games like finding another newcomer.
When the newcomers arrive at locations to complete
tasks, a screen will pop up that will enable them to
check-in.
Editor's Notes
----- Meeting Notes (04.11.2013 18:21) -----ardışıklıkkavramıinsanlara map veiripyapalımway finding yapılamıyoçünküavlusistemikonulan her yenibişitarihimekanızorlayanbişey bi taneharitalı bi taneharitasızdeneyelimway finding zatenistenmiyo-topkapısarayında- hangialgıdaoluyo--yerinigösterdiğinde bi haritadan o zmaannasıloluyo --algosalşekillerdebulunduğu-bunun da aynısıokulda da buşekildeböyleoluyor.--o zamanharitaolmadanneleryapılabilir.
