Level 1 student induction using interactive handsets


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Eric Yao shared his experience of changing the approach to students Induction sessions from information transition to a reflective approach.

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Level 1 student induction using interactive handsets

  1. 1. Tell me what I need to know Level 1 student induction using interactive handsets E. Yao, L. Love, Q. Cutts and S. Draper
  2. 2. Outline Introduction physical laws Invariance of Demo nature of simultaneity Relative Scheme of time Relativity Reflections length Relativity of Energy momentum relationClikers reloaded – Dec. 2011 Edn. 2 eric.yao@glasgow.ac.uk
  3. 3. Using interactive handsets for reflection - Bowskill: Student generated PDP http://www.psy.gla.ac.uk/~steve/bowskill/ Traditional briefing / orientation & reflection student anxieties sense of communityClikers reloaded – Dec. 2011 Edn. 3 eric.yao@glasgow.ac.uk
  4. 4. “Most university websites dont show you information you want to know, they just show you the information that they want you to know. Thats quite stupid really.” - quote from a sixth-formerClikers reloaded – Dec. 2011 Edn. 4 eric.yao@glasgow.ac.uk
  5. 5. DemoClikers reloaded – Dec. 2011 Edn. 5 eric.yao@glasgow.ac.uk
  6. 6. Scheme Science student induction using a novel recipe. Big success with the students. •  Asked them about their concerns about being a student here •  Got them to discuss it •  Assembled a representation (using EVS) of the groups’ concerns as a whole •  Got older students to comment on how they addressed each concernClikers reloaded – Dec. 2011 Edn. 6 eric.yao@glasgow.ac.uk
  7. 7. The bigger picture Mentor session: elicit their retrospective and prospective concerns (about the year they just completed, and the new year starting); and their ideas about solutions. Level 1 session: elicit their prospective concerns, and possibly thoughts on finding solutions. Panel of mentors go over the concerns & comment on the solutions they favour for each.Clikers reloaded – Dec. 2011 Edn. 7 eric.yao@glasgow.ac.uk
  8. 8. Details of scheme Snowballing: •  Ask students to write down what their chief concern is •  Get them to discuss this with the 3 nearest people •  Get each group to text in their joint chief concern •  The presenter groups these into top 6?, 9? Concerns •  Get everyone (EVS) to rate amount of concern they personally have for each of the shortlisted ones •  Sort them by accumulated concern levels: show that displayClikers reloaded – Dec. 2011 Edn. 8 eric.yao@glasgow.ac.uk
  9. 9. Nick Bowskill’s L-design •  Student generated PDP •  Group construction of common ground on group-relevant and significant matters.Clikers reloaded – Dec. 2011 Edn. 9 eric.yao@glasgow.ac.uk
  10. 10. Clikers reloaded – Dec. 2011 Edn. 10 eric.yao@glasgow.ac.uk