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Supporting students to transition to HE study - Sales


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Presented at LILAC 2019

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Supporting students to transition to HE study - Sales

  1. 1. 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. 2. About us: The University of Salford
  3. 3. UniSkills Analysis & Planning Design & Development Delivery Evaluation Today Drivers
  4. 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. 5. UniSkills - an eLearning course split into 3 parts:
  6. 6. UniSkills Analysis & Planning Design & Development Delivery Evaluation Drivers
  7. 7. 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
  8. 8. 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
  9. 9. UniSkills Analysis & Planning Design & Development Delivery Evaluation Drivers
  10. 10. 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
  11. 11. 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
  12. 12. 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
  13. 13. UniSkills Analysis & Planning Design & Development Delivery Evaluation Drivers
  14. 14. UniSkills’ design values Student centered Flexible Assessed
  15. 15. Design values: student centered
  16. 16. Design value: Flexible Part 1 • Learning at University Part 2 • Finding the information I need Part 3 • Studying effectively and ethically
  17. 17. 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
  18. 18. Assessment motivation
  19. 19. • Course name • Course content • Course feel • Activities Working with Students
  20. 20. UniSkills Analysis & Planning Design & Development Delivery Evaluation Drivers
  21. 21. • 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
  22. 22. 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
  23. 23. 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
  24. 24. 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)
  25. 25. 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.
  26. 26. UniSkills promotion
  27. 27. 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
  28. 28. UniSkills Analysis & Planning Design & Development Delivery Evaluation Drivers
  29. 29. 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
  30. 30. 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
  31. 31. 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
  32. 32. . 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
  33. 33. 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
  34. 34. • 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
  35. 35. • 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
  36. 36. • 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
  37. 37. • 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
  38. 38. • 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
  39. 39. 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
  40. 40. 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
  41. 41. • 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
  42. 42. • Nicola Sales • Amy Pearson Thank you for listening
  43. 43. Nicola Sales Academic Support Librarian University of Salford Email: Amy Pearson Content Developer University of Salford Email: