Supporting students to transition to HE study - Sales
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Supporting students to transition to HE study - Sales
- 1. Skills for Learning www.salford.ac.uk/skills-for-learning @TheLibraryUoS @SalfordUniLibrary Supporting students to transition to higher education study: UniSkills at the University of Salford Nicola Sales – Academic Support Librarian Amy Pearson – Content Developer
- 2. About us: The University of Salford
- 4. What is UniSkills? UniSkills is a short online learning course for students. It is designed to develop study, research and digital skills to empower students to respond positively to the challenges of studying in higher education and embrace their lifelong learning journey.
- 5. UniSkills - an eLearning course split into 3 parts:
- 10. Drivers for UniSkills: Sept – Dec 2017 Low attendance numbers at workshops #SalfordSmart Data Pilot bite-size skills eLearning programme showed a need Skills for Learning information overload Self-directed eLearning University objective to develop student study skills
- 11. How did UniSkills develop from Dec 2017? Jan-April 2018 Analysis, Planning and mapping April-June 2018 Co-create content with students and academics June-July 2018 Invite feedback from students and academics August 2018 Make changes, final quality checks September 2018 Launch, promote and embed in modules October Onwards 2018 Evaluate with students and academics
- 13. Professional wide frameworks • ANCIL (A New Curriculum for Information Literacy) Framework • SCONUL Seven Pillars of Information Literacy • JISC Digital Capabilities Framework • AMOSSHE Insight: ‘Psychological’ profile of an academic year University of Salford data and internal frameworks • #SalfordSmart data • Our ICZ Principles and Graduate Attributes • University Strategy and Salford Curriculum+ • Student journey Frameworks and UniSkills
- 14. Part 2: Skills and Learning outcomes • I understand the difference between good quality academic sources and other sources. • I know of the tools and strategies I can use to find information for my studies and develop current awareness in my subject area. • I know how to select keywords and create search strategies to find information efficiently. • I critically appraise and evaluation the information I find to check for issues of quality, accuracy, relevance, bias, reputation and credibility. UniSkills learning outcomes statements
- 15. I am curious and reflective. My inquisitive mind enables me to question, evaluate and challenge assumptions. For example. I: reflect on my current study and research habits know my learning preference use new study techniques reflect on the way I operate in a digital world, evaluate information use feedback UniSkills and Salford Graduate Attributes
- 17. UniSkills’ design values Student centered Flexible Assessed
- 18. Design values: student centered
- 19. Design value: Flexible Part 1 • Learning at University Part 2 • Finding the information I need Part 3 • Studying effectively and ethically
- 20. UniSkills Assessment Self-assessments Digital skills Information searching Time management Formal assessment Embedded in Blackboard Automatic marking in grade centre with feedback Digital badges for recognition of learning
- 22. • Course name • Course content • Course feel • Activities Working with Students
- 24. • Produced briefing document for Library Staff and Academic Staff • Library staff promote UniSkills to academic staff • Attended programme team meetings • To discuss options for using UniSkills in academic modules • The Library’s Academic Support Team staff key to process • Staff News articles Engaging Academic staff to deliver UniSkills Emails & Comms Show & Tell UniSkills promotion
- 25. UniSkills Delivery Options Adapted from McAvina and Oliver (Parker, 2013. p.92) 1. Encourage students to participate. • Link to UniSkills from the VLE • Signpost students to the course. 2. Embed part or all parts into an academic programme, frequently directing students to complete the course. • Direct students to the course • Highlight value • Regularly encourage & remind students to complete 3. Embed assessment completion as part of a module assessment portfolio. • Give part of module assessment credit to the completion of UniSkills
- 26. Diagnostic Radiotherapy • Directed to complete UniSkills. • Occasional reminders. Social Work • Directed to complete Uniskills. • Occasional reminders. Midwifery • Directed to complete Uniskills. • Occasional reminders. Nursing • Integrated into weekly activities • Clear expectations set. Civil Engineering • Integrated into requirement to pass the module. • Clear expectations set. Law • Integrated into module with 5% module mark awarded on completion. • Clear expectation set . Biomedical Science • Partly Directed students directed to bits of the contents as part of a blended learning approach. Other programmes • Optional, assumption that students were students aware of UniSkills. How academic staff used UniSkills
- 27. 46% 33% 25% 16% 14% 10% 5% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% School of Health & Society School of Business Env and Life Sciences Computing, Science & Eng Salford Languages School of the Built Environment Arts & Media % of new students who completed UniSkills Sept 18–Jan 19 Adapted from McAvina and Oliver (Parker, 2013. p.92)
- 28. How academic staff used UniSkills • Integrated • Directed • Part directed 0% 20% 40% 60% 80% 100% Civil Engineering Law Midwifery Social Work Diagnostic Radiotherapy Nursing Biomedical Sciences % of students registered on programme of study who completed UniSkills shown by embedding model • 87% of the students who completed UniSkills were on one of these programmes. • Remaining 13% were UniSkills was optional.
- 30. Working with others to deliver UniSkills Wider Library Staff Academic Staff Library comms Team Quality Enhancement Office AskUs (Student Support) Student Progression Assistants Staff Comms
- 32. How did we evaluate UniSkills? Reach and engagement Reach and Number of students enrolled. Number of students completing each section. Number of modules that the content is embedded in. Number of students gaining badges Level 1 Reaction Immediate feedback on each piece on content Level 2 Learning Pre and post learning assessment Badge assessments Level 3 Behaviour Evaluation carried out weeks after completion Level 4 Result Tangible improvements in achievement Difficult to prove correlation Observational findings from academics
- 33. 2062 enrolments 1927 of these are new students • 1656 Undergraduate (26% of Uni enrolment) • 249 Postgraduate Taught (6% of Uni enrolment) • 22 Postgraduate Research (13% of Uni enrolment) 207 continuing students Students on 393 courses engage in with UniSkills to varying degrees of success. Students from 65 courses earned the overall UniSkills badge. Total students using UniSkills Sept 18-Jan 19 Reach and engagement
- 34. University UniSkills Enrolments UniSkills Completion Full time 86% 92% 99% Part time 14% 8% 1% Under 21 49% 49% 61% Over 21 51% 51% 39% BAME 33% 38% 36% Non BAME 61% 54% 59% Not known 6% 8% 5% UniSkills demographic Reach and engagement
- 35. . Enrolled students with declared disability Enrolled on UniSkills Completing UniSkills A disability not listed 19 7 Autistic Spectrum Disorder 15 2 Blind or Partially Sighted 5 2 Deaf or Hearing Impaired 13 7 Disability not listed above 52 19 Mental Health Difficulties 163 39 Specific learning disorder 50 9 Unseen Disability 6 2 Wheelchair user/mobility diff 2 1 325 88 Reach and engagement
- 36. What do students think of the content? 5697 pieces of feedback on content. Was it useful? Would they recommend it? Text comments. 91% found the content useful 93% would recommend UniSkills to a friend 2856 written comments – far more than the few we get after f2f sessions Level 1 Reaction
- 37. • The difference between formative and summative assessments. • Reading through materials before class to come up with questions beforehand. • I learnt how to be a 'deep' learner and how to think critically. • That it is vitally important that I do background reading and go over my notes regularly. • I learnt that I will need to be doing 30 hours a week of independent studying. • Top tips on how to complete different types of assessments. What did students learn? [Part 1] Level 1 Reaction Finding Information
- 38. • I have learnt about the different types of sources I can use when searching for information relating to my subject. • Was particularly useful learning how to refine your results by tweaking search. • How to further to support my arguments in assignments. • I now know where to look for subject specific material. • To always check that a source is reliable before believing the information or putting it in your essay. • Using wider range of resources to gather required information for my assessments. What did students learn? [Part 2] Level 1 Reaction Finding Information
- 39. • Make flash cards of important information I will need after every class to help me remember for the future. • Colour code my notes different ways of making creative notes, hopefully I won't get as bored revising. • Very useful and informative regarding how living well and making changes to your lifestyle could hinder or help your learning experience. • Learning from the feedback and take the results positive as part of the learning process. • The matrix method for identifying differing ideas seems very useful. • Different types of plagiarism What did students learn? [Part 3] Level 1 Reaction Studying Effectively
- 40. • 3246 badges issues • 2886 to new students • 2824 Undergraduates • 55 Postgraduates • 7 PGR students • 348 to continuing students • 12 to academic staff 36% of students who enrolled on UniSkills passed all three assessments and earned the UniSkills badge. 84% of students who passed the assessment for Part 1 - Learning at University carried on to earn the UniSkills badge, indicating a high retention 209 students attempted but failed Digital Badges issues Level 2 Learning
- 41. • Pre and post learning confidence quiz included in UniSkills • 447 student completed both UniSkills impact on student confidence 87% say their confidence for studying at University has now increased 9% decrease in confidence 4% confidence has remained the same Level 2 Learning
- 42. UniSkills impact on students’ study habits 91% say they have changed their study habits as a result of studying UniSkills 63% Planned or started their assignments well before the deadline 58% Used Library Search for research instead of relying on Google or web searches 51% Made plans to manage their time Level 3 Behaviour
- 43. Do we consider UniSkills a success to engage students with transitioning to uni? • There has been increased engagement with transition/basic skills learning in the first semester from 7524 to 12,298. UniSkills accounts for 2176 of this increase. • 91% say they have changed their study habits as a result of studying UniSkills. • 87% noted that their confidence levels had increased as a result of completing UniSkills. • 93% would recommend UniSkills to a friend. • Text feedback on what was most useful was overwhelmingly positive and mirrored what we had set out to teach them
- 44. • Tweaking individual eLearning based on feedback comments • Next round of promotion conversations with Academic Staff • Embedding in more modules • Streamlining our content Developing UniSkills: the next steps
- 45. • Nicola Sales n.sales@Salford.ac.uk • Amy Pearson a.pearson@Salford.ac.uk Thank you for listening
- 46. Nicola Sales Academic Support Librarian University of Salford Email: n.sales@salford.ac.uk Amy Pearson Content Developer University of Salford Email: a.pearson@Salford.ac.uk
Editor's Notes
- Hello, Welcome, introduce ourselves, our names and what we do. We will be looking at our online learning programme UniSkills today but before we start, we’ll give you some context of where Salford is and the University we work for …
- Slide needs work but trying to get across location and a few images of the place! We are in Salford – north west of England, about 2 miles outside of Manchester City Centre. It’s the place the BBC moved to – Media city, at Salford Quays – we also have a university campus on the media city site, linked with many of the media companies based around there now. We run a main 24/7 library site on our main campus called ‘peel park’ our library is called ‘CW Library’ the university was founded in 1962 – this is one of the feature buildings on campus – peel hall which was going to be knocked down in the 70s but thankfully it has a reprieve and we can still enjoy it today. The university has around 18,000 students, our demongraphic is mostly local students but there is a shift in this since we implemented our campus master plan for 3000 student halls places on the heart of the campus.
- This is the plan of what we are going to talk about today: We will start with a look at What UniSkills is, then we will: focus on the drivers behind the creation of UniSkills before moving into the process cycle of UniSkills. Look at the analysis and planning phase we went through, timelines, settling on the content to include, deciding learning outcomes and the values for the eLearning. Move on to the design and development phase, looking at the physical creation process, who was involved and what we created, the design of the digital badges and assessment Through focusing on the delivery of UniSkills we will talk about the promotion of the resource to academic staff, students, library staff and other staff and departments around the University and we have worked with academic staff to engage students in the module. We will then look at how it all went, the evaluation, what we have learned and how this is feeding into future project planning for UniSkills – as we start back on the cycle again taking the evaluation back to the analysis and planning stage for this September.
- This is what UniSkills is – the top one is the banner we have for student promotions and online links and the second is the summary we have used to explain what it is to staff.
- The course is designed to transition students to higher education level study by focusing on three areas of skills development. The content is high level, with enough detail aimed at helping a new level 4 undergraduate student get ready with all skills for completing their first year of University Delivered through Blackboard.
- These are the content areas – students study each module and at the end [Click] they take the assessment quiz –if they achieve over 80% they get a pass mark. Each part we aimed to have completed in around 60-90 minutes, including assessment. Do we need to give examples of activities from any of these?
- These are the content areas for part 2 which is focused on finding information. Amy made most of the eLearning modules for each part using articulate storyline. A couple in this section area interactive online powerpoints which Nicola could make more quickly, to help share the workload as we were getting towards launch deadline.
- And finally, these are the content areas covered in part three.
- [Create an image for this which has the other blobs faded out but the drivers one highlighted to show where we are up to (with driver arrow in)] So, now we have had a high level look at what UniSkills is, the purpose, who its aimed at and what topics it covers, we will move on to look at how all this came about and what has happened since its launch. Looking back at our topic plan for today, we are going to move onto look at what was the driver for us to create UniSkills.
- Back in the first semester of 2017 there are a number of things going on at Salford Library. We were starting to have a couple of realisations. These were: That although we were offering both embedded face to face information literacy and study skills workshops in programme teaching as well as a suite of bookable sessions that students could choose to come along to in the Library, our numbers, especially for the bookable were quite low. There are thousands of students not accessing any study or research support during their time at University. We also realised that there we had put a huge amount of stuff on the Library’s Skills for Learning website. There were powerpoint presentations, blog posts, eLearning guides, videos from everything from how to write an essay to living well for learning or training in how to use Excel. It is all great stuff but lots of topics were duplicated, there was a lot of information – we were beginning to question, what do students need from all this? How do they discover which bits are relevant for them? How do they wade through this stuff? With this idea brewing in our minds, back in welcome week 2017 Amy and I decided that we needed to help new students journey through our Skills for Learning stuff so we decided to create a weekly learning programme, based on the AMOSHE student emotional journey research for new students to guide them through skills for learning study support week by week of the first semester. This would be short, one video or a piece of eLearning as well as a ‘good tasks to do this week’ section to help guide students through their studies. It proved hugely popular, giving us loads of useful data, it demonstrated that there was a need for something like this so the idea of something like UniSkills started to form. The key things were learned from this were that there was a student need and that according to the engagement data, students were looking for a learning programme about 3 or 4 weeks long – which eventually led us to create UniSkills in three parts so it could run over three weeks if needed. So by December 2017 we had the beginnings of plan that we wanted to develop some kind of elearning to help students develop the skills they needed for the first year at Univeristy, to engage more students than were voluntarily signing up to our Library face to face workshops and lasted 3 to 4 weeks long. The final piece of the driver puzzle is that there was a new university objective on the table, which was to develop student study skills, this is still in development but is looking at making student transferable skills at the heart of each academic course so Amy and I reaslied that there was a potential for the Library to deliver some form of training programme to help meet this objective. So with the idea of student transition in mind we started to look at what we offered – including Get Going Data on face to face bookable sessions covering similar topics – 494 Need to outreach more! Topics that we covered in session – keep a note in your mind as we’ll come back to this – We need to introduce students to the #SalfordSmart – why did this happen and what did we learn? Journey through skills for learning mass of content – I think we should leave #salfordsmart out Developed from #SalfordSmart Journey through the essential Skills for Learning content to develop student skills to be ready to successfully complete assessments Ties in with University high level objective to develop student skills The library is responsible for all non academic training at the University, including inducting students into how to study at university, academic skills, research skills and IT skills.
- So Amy and I came back from our Christmas breaks in January ready to put a plan together for September 2018 and this is the timeline that we worked to. It was a VERY busy 6 months but we did meet the September launch date!
- I think both Amy and I agree that what we didn’t realise when we started back in January 2018 to plan what we were going to do was how long the analysis and planning stage would take. I think naively, I definitely thought, we’d have a few chats about it, come up with a plan for creating some eLearning content based on the teaching workshops sessions we do for level 4 and we would be up and making content in a couple of weeks. I don’t think what either of us realised was just how long the analysing what we were doing, getting straight why we were doing it, what the objective and purpose of UniSkills would be phase would be. Initially we planned about 3 weeks for this stage. It took us three months in the end! So what took us so long? After having our initial chats we both realised that in order to sell this to the academics to get them engaged to promote this to their students and work with us to develop content which addressed the skills gaps in their students we needed to make sure that the content was what student’s needed. So for this we turned to the information literacy and digital literacy frameworks out there to give us an evidence based approached to develop the content so we could demonstrate the bases for what uniskills content would be built on. To give it extra crediabilty within our University we linked it to the in-house curriculum development frameworks and principles that have emerged in the last few years.
- This is a list of frameworks that we used to help us select the topics we would eventually include in UniSkills. It involved us breaking down each framework into its component parts – you can see some of these in the photo here – we did this for each of the professional frameworks – ANCIL, SCONUL and JISC each a different colour so we knew which framework it had come from blue, purple and pink. We then looked at each one and deliberated on how to match it to one of our Salford Graduate Attributes to help us give it local context – over 300 individual statements! : The yellow post it notes have our graduate attributes at Salford which are: Adaptable Curious and reflective Proactive, determined and ready to take a change Professional Connected Ready to work with others Once we had matched each of the statements to an attribute we realised that there was lots of cross over between the frameworks and their statements, those for example to do with using search tools to find information, evaluating information, reading and note taking tips – loads of cross over. We had so many in each pile we needed to streamline these down into something that we could use and share with people so we took all the statements for each pile, mapped those to each other which were similar. When we had them grouped into their themes within each graduate attribute, we then realised we would have to write our own statements for our learning outcomes but that we needed to put these into context for what this would mean for our graduate attributes, how did it demonstrate these graduate attributes. There was so much paper and a few afternoons were we both could had had a small weep at the enormity and complexity of writing our own statements!
- Here is a photo of one of the documents we produced. There were 5 in total covering learning outcome statements for in the following learning streams: Learning in Higher Education and Becoming and Independent Learner Academic Skills Finding and evaluating information Manging and Using information Digital Skills What they gave us were short statements – examples of some are on the screen here – in each of these areas that gave us our own framework of what we needed to create UniSkills content to cover. We were also able to use these statements for each of the assessments, one question to test knowledge for each statement for a student to be awarded a digital badge.
- As well as giving us a clear map of learning outcomes for us to create content around. By creating our Salford Graduate Attribute statements we had something we could use with the students to demonstrate what they would achieve by engaging with and completing study skills. All in all, this mapping took us 3 months, it was a long and complex process which resulted in a 5 page document which doesn’t look like much but we had well and truly cemented a foundation to build a soild, relevant online learning course with a clear purpose and learning outcomes.
- So we had a structure and a plan. Now we needed to design and develop.
- When we came to thinking about the design of UniSkills, we knew we didn't want the eLearning to be a show and tell. The #salfordsmart programme we ran in Sept – Dec 2017 had been a passive learning experience for the students and we wanted to move away from this. We also knew we needed to link it to the University of Salford Industrial Collaboration Zones principles for designing teaching in that – we needed to put the students at the centre of their own learning, make the learning active and engagement and even though its eLearning to make it feel like it was personal to them. We came up with 3 design values. So we used a variety of different ideas to try and do this … give a few images of the types of activities we used Student centered Reflective opportunities for students to identify their own knowledge and skills gaps and content for them to help fill these gaps. Flexible Three units, delivered via Blackboard, can be used as a stand alone learning tool or embedded in three weekly sections as academic module content. We targeted at level 4 but can be used by any student at any level. Assessed Students can complete a short online assessment to test their skills. Test scores are stored in Grade Centre to allow completion and achievement reporting. Students receive recognition of learning through digital badging.
- To achieve these design values we used a lot of interactive elements in all the small elearning packages that make up UniSkills. We wanted students to consider what there current knowledge was or what there current study practices and behaviours are. Here are some examples: Drag and drop activates Real world examples from our current students to lead into their own reflective tasks. Reflective opportunities to consider there own practices Self-led activities like planning their learning activities for the semester Self-test questions to consider their exciting knowledge Skills practice There are tons more examples, these hopefully give you an idea
- UniSkills is in 3 parts, which students can study either at weekly intervals or as a whole. They can dip in and just do the elearning they want, in any order, when it is relevant to them. Complete it all in one go, over a few weeks/months. Complete at a time and place that suits them. 24 hours a day 27 different countries
- Assessment forms a big part of UniSkills – the self-assessment is there to give students a reflective opportunity to consider their current skills and action plan for developing these and then there is the formal assessment with the digital badges. We designed in formal assessment to give the students something to aim towards when completing UniSkills, so they can demonstrate the new knowledge they have achieved. We also wanted to give academic staff an option to use uniskills as part of their academic module, by embedding assessment, we could measure students engagement, achievements and completion rates. As there are only two of us working on UniSkills we knew any assessment had to be automatic, we could offer no labour to marking or running assessment so quizzes automatically marked with their grades appearing on Blackboard was the preferable option.
- We will be showing more data and feedback in a few moments but I wanted to include this here as its relevant to the assessments: When we gathered feedback from students completing UniSkills, we specifically asked about including assessment. The library had never previous offered assessment on learning and we weren’t sure what the uptake would be- would students be bothered to complete it? From the feedback we have gathered the students have said their top there motivating factors for completing the assessment are: To test their knowledge To feel a sense of achievement To receive a digital badge
- [Needs a jazzy slide] We worked with students on UniSkills to make sure that we were developing something that would appeal to the target audience. An important thing we did was go out to poll on the title of what we should call it – we had a range of options, the top two runners were UniSkills and StudyBuddy. After a twitter poll and feedback gathering as people came into the Library UniSkills came out on top. Skillsy McSkillface was also a popular free text option! We also had students help us to create videos of talking about their study habits and giving us ideas for their current habits to share with new students via UniSkills. We also held user testing sessions where students tested out the elearning modules we had created to see how they felt about the active content – it was a hit, they loved the quizzes that we have included throught and the chance to answer reflective questions. So we continued with this design.
- [Create an image for this which has the other blobs faded out but the Delivery one highlighted to show where we are up to (with driver arrow in)] So we had a learning package coming along, we were creating content at a rate of notes. Nicola was putting draft eLearning together, Amy was creating it using articulate, we had got into a zone with it. Running simultaneously we were working with academic staff to look at how we could use this with the September 2018 student intake,. Moving on to look at delivery of UniSkills
- Need to get message out there to academic staff that this thing existed to get the audience to use it. AST meeting with individuals, promoting it via individual targeted meetings, Staff student committees, learning and teaching away days – anywhere we could get an audience to raise the profile of UniSkills existence!
- Working with academic staff we looked at different options for embedding UniSkills with their students to address the increasing demands for us to delivery study skills and research skills teaching sessions on their modules. We had three options that we worked with academic staff shown here as 1-3. These three options offered are based on McAvina and Oliver’s four models for incorporating information skills resources into teaching provision, depending on the option they choice to use with their students potential impacting on the level of student engagement. The first is light touch, just making UniSkills optional, telling them it is there but not directing them to complete it. – putting a link The second is looking at directing students to it – this is an option taken by the nursing department and some of the science programmes – telling them that it is there, including it in the weekly task list of things to do that week, promoting it each lecture and teaching session, blackboard reminders, setting deadlines for each part to be done. Explaining why its important. The third layer is the integrated approach, as the second one but giving module credit to the completion of the UniSkills assessment. This approach was taken by Salford Law with their undergraduate law programmes. We will more on to look at what happened to delivery and the impact of each of these delivery options on engagement and completion in a moment.
- Across the University we had students on 393 courses engage in with UniSkills to varying degrees of success. Students from 65 courses earned the overall UniSkills badge. Big drop off but actually still a really good spread. This is just a snap show to show some of the ways courses have been using this, these were are 4 biggest student number completion.
- The 7 programmes from the previous slide are shown here in a school context, they are the last three schools listed in this diagram. We’ve included the triangle of models of engaging students in online courses to show that the schools with courses which directed/integrated approach have the highest completion rates in their students.
- Across the University we had students on 393 courses engage in with UniSkills to varying degrees of success. Students from 65 courses earned the overall UniSkills badge. Big drop off but actually still a really good spread. This is just a snap show to show some of the ways courses have been using this, these were are 4 biggest student number completion. What can we conclude from this? Optional results in very low engagement Directing students to complete elements of the the programme did increase overall completion rates but not to the same extent as fully directed Directing and reminding results in higher levels of engagement. Integrated is overall best. Exceptions – Nursing, why??? And civial engineers why???
- Working with academics for the academic to promote UniSkills to students is showing to be the most effective way of promoting UniSkills to students. When we gathered feedback, the top spot for hearing about UniSkills is an announcement by course leaders, helping us have evidence that the tutor being involved really does help to engage students in Library support. Sharing second spot was an annoucement via the course tutor in Blackboard. [CLICK] Another effective promotional tool was an RSS feed link on every students VLE, Blackboard homepage. - shown on the screen here which encouraged students to click on it. We learned from #salfordsmart project that if we made the link flash it also increased links so we made the image of the badge flash and this did encourage people to click on it an enrol. Took off before we were ready – thought we would aim it for week 3 or 4 once students were settling to course but a call for it in Welcome week so we quickly had to go with it! – one sign up every 12 minutes in welcome week!
- Academic Staff - Input into content creation to ensure it meets student needs Provide feedback to ensure relevancy Wider library staff – Input into name of the programme Feedback on content Library comms Support promoting it QEO Help with setting up the UniSkills module and self-enrol functionality Help with exploring options for awarding credit AskUS General awareness and promotion SPAs Input into content Promotion Staff comms News items in internal staff comms
- [Create an image for this which has the other blobs faded out but the evaluation one highlighted to show where we are up to (with driver arrow in)] UniSkills has now been running since Sept 2018 and since then we have had an overwhelming amount of data and feedback to help us with our evaluation.
- Ideas to jazz it up? Breaking down the percentages into student numbers this is the total number of students who have enrolled in UniSkills in trimester 1
- Need to explore how to engage part time students. What would make it more achievable for them? Clearly something to look at with the mature students – is it a time issue or a relevance issue?
- Explore what we can do to ensure what the content meets the needs of autistic and deaf or hearing impaired. Was it overwhelming for students with mental health difficulties? Do we need to make more explicit connections between the content and how it will help them to remain in control of their studies?
- [Make more visual?]
- 2008 respondents gave written feedback about what they found most useful. It included:
- Make this more jazzy? We didn’t want to make the badges to easy, we wanted students to have to study the eLearning content before taking the badge, not just be able to take the badge straight away. I think this is evident that we had made them challenging that 209 attempted but didn’t make the grade. We wanted them to be meaningful, we needed them to have a challenge if they are to be used in module assessment. Nicola – I wrote them but when Amy had created them and I tested them I couldn’t remember the answers to had to do the eLearning again to pass!
- [Make more visual?] Quiz scored out of 50. Average gain in confidence is 13 points Average reduction in confidence is 4 points.
- 43% Prepared in advance for seminars and classes 34% Become more aware of the impact of social media and mobile devices on their time 32% Studied for the appropriate Study/Life balance hours for their course
- [Do something with this slide to show the impact we have had on our engagement figures?]
- [?] Looking at bringing in our pre-arrival package due to demand at Welcome so students can do part 1 – reduce the amount of packages that we ahve We are in this cycle again Planning for the future, filling the gaps from student feedback, planning how to go forward with this as the University is turning its attention to podule teaching, uniskills well placed to be developed with the future Septemeber 2019 we have XX more programmes signed up to integrate UniSkills into their teaching so we will watch what happens this coming new student intake.
- By Barry Mangham [CC BY-SA 3.0 (https://creativecommons.org/licenses/by-sa/3.0) or GFDL (http://www.gnu.org/copyleft/fdl.html)], from Wikimedia Commons