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  • ----- 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.
  • Mava 205 videosuz

    1. 1. MAVA 205 FALL 2013
    2. 2. TEAM
    4. 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. 5. END GOALS E-bucklet for new comers One day orientation program instructional guideline Pre-registration manuel
    6. 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. 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).
    8. 8. CLASS WORK
    9. 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. 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. 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. 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.
    13. 13. RESEARCH PARTICIPANTS 3. Newcomer Advising Office Manager A person who manages the whole orientation and advising service for new comers
    14. 14. RESEARCH PARTICIPANTS 4. Extreme User Newcomers who come from Koc Highschool, think “I know the place and I have enough friends” so I don’t have to be enroll the orientation program.
    15. 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. 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. 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. 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. 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. 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
    21. 21. INTERVIEWS-1
    22. 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. 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. 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. 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. 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. 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. 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. 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. 30. INTERVIEWS-3 She said that there are already an online library learning system in as we thought and there is a web page as 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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!!!
    47. 47. New Inspirations Podcasts Orientation Videos dcast/portland-communitycollege/id317171135 gAKI_S4 /09/podcast-of-freshmanorientation-video-nowavailable/ 7xPBu4 dcast/a-day-in-the-lifeico/id432406601 http://podcast.montgomerycoll 03 RaqVxQ8 Funny ones; d0ANfc yJFzqo
    48. 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. 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 withDean of Students (Topkapı HançeriHazine)
    50. 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 itkafes/Divan-ı Humayun
    51. 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. 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. 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. 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 itkafes/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. 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. 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. 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.
    60. 60. 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
    62. 62. 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.
    63. 63. You can charge it or download the pictures to your own computer by using USB entrance
    64. 64. • 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
    65. 65. PROJECT 1
    67. 67. 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
    69. 69. 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.
    70. 70. 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.
    72. 72. 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
    73. 73. 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.
    75. 75. 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.