Enhancing the Student Experience

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Develop Me! is a multi-pronged e-approach developed by the University of Bradford to support student retention and transition from pre-entry through graduation. It utilizes online resources and tools like mobile guides, an online community, and skills tracking to help students develop socially and academically. The program aims to ease students' transition to university through early engagement, accessible 24/7 support, and responding to diverse student needs.

Education

Develop Me! Support Me! Retain Me! A multi-pronged e-approach to retention and transition Becka Currant Dean of Students University of Bradford

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Speakers: Reza Mosavian, student experience product owner, Tribal Ken Barrett, student experience product manager, Tribal Students want more choice and flexibility, but technology moves so quickly. What can institutions do to offer the best possible student experience through technology whilst remaining relevant and cost-effective? Rather than investing in ‘the latest innovation’, a student engagement platform that continuously updates with the latest technology (such as voice activation digital assistants or AI) means you don’t have to back a single tool that could become outdated within a couple of years. This interactive workshop discusses the links between students’ digital expectations vs reality and what universities and colleges are doing about it. There will be contributions from student experience directors, sharing their experience of creating the conditions necessary to enrich the digital lives of students through open, integrated and future-proof technologies. Most importantly, please share your experiences and the strategies you’re employing or looking to employ to ensure you remain in touch with your current students and those thinking of studying with you.

Enabling and enhancing student learning and support through technology

Jisc

A presentation from Connect More 2020 by Peter Francis, deputy vice-chancellor, Northumbria University. In recent months universities have rapidly implemented significant and often unplanned changes to the ways in which education is delivered. In large part, the nature of such changes will be temporary, although the significance of such changes may be longer lasting. But this has also allowed universities to explore opportunities that otherwise may not have been considered. One can foresee that many universities will need to focus more time and energy on their approach to technology for student learning, and as a result their digital leadership. Yet technology on its own is not the solution; it is an enabler. In this session Peter will reflect briefly on his own institution's journey towards technology-enhanced learning and support, one that encompasses a broad array of technological developments, and involved many colleagues and students, the aim of which is the delivery of a high-quality and inclusive student experience for all.

Engaging students by closing the feedback loop

Jisc

St Helen's College: internet safety/privacy tutorial

Jisc

Leading through change - how has COVID-19 reshaped approaches to engaging lea...

Jisc

A presentation from Connect More by Paula Philpott, head of learning academy, South Eastern Regional College. Coronavirus-related disruption has given the South Eastern Regional College time to rethink teaching and learning and how it looks in this space. What needs to change to better prepare students for an as yet unknowable future? Technology has stepped into the breach and harnessing available tools we exploited these to engage learners and support staff. The technical aspects of the response have been the most straightforward: they know who the experts are in their organisations, the resources available, and how to harness the growing internal data to guide decisions. More challenging has been the human dimension of the response. They are experiencing new possibilities to do things differently and adjusting to help students continue to learn and interact. Resilience and adaptability are essential skills to navigate this new norm. Many organisations would have viewed a wholesale shift to online working, teaching and learning as untenable and impossible, yet this is what many did. Every crisis has a narrative and this one is still being written. In this session, Paula looked at the approaches taken and their impact.

How can data help students make key decisions?

Jisc

Slides from a webinar held on Tuesday 13 July 2021. This online event built on suggested themes from the audience at the Digifest Fringe online event earlier in the year on 'Data and analytics in 2030 - seismic shift or incremental change?' The event, led by Charlie Ball, senior consultant: labour market intelligence, Jisc, explored how data can help students make key decisions. Charlie was joined by a small panel of experts with experience in HE, employability and student insights.

Pros and Cons of Online Learning

Nathan Hughes

This document discusses learning outcomes, student outcomes (SOAPs), and assessment in courses. It provides: 1) Guidance on identifying course learning outcomes aligned to department SOAPs and how the course relates to the program. 2) An explanation of student learning outcomes and how to write measurable outcomes using Bloom's Taxonomy. 3) Suggestions for aligning assessment activities, like exams and projects, to measured learning outcomes and asking whether assessments authentically demonstrate application of knowledge and skills. 4) Emphasis on using assessment results to improve ("close the loop" on) teaching and student learning.

Personas: Attitudes of Faculty Members Towards E-Learning

Stefanie Panke

The document profiles different types of faculty members and their attitudes towards information and communication technologies (ICT) and e-learning. It describes "The Enthusiast" as having a positive attitude towards new technologies and being an early adopter; "The Observer" as having a neutral attitude and accepting easy-to-use solutions; and "The Naysayer" as opposing innovation and having no interest in pedagogical consultation. It provides recommendations for engaging with each type of faculty member regarding the adoption of e-learning.

Future of Digital and Social Media in Academics by Dr. H Chaturvedi

BIMTECH Greater Noida

Reflecting on the pivot

Jisc

This document summarizes Amber Thomas' reflections on transforming teaching and assessment at the University of Warwick during the COVID-19 pandemic. It discusses how the pandemic necessitated moving teaching online quickly at scale with huge coordinated efforts. This included new policies, increased online support services, and training for staff and students. It also addresses some misconceptions about educational technology and the role of learning design. It acknowledges alternative assessment methods that were used and reflects on how online engagement and pedagogy may continue evolving beyond the pandemic.

Advisement and Counseling Strategies-Cheryl Ward University of Akron

Cheryl Ward

This document discusses strategies for advising online learners in advanced degree programs. It notes that online advising tools provide convenience and opportunities for connection that face-to-face meetings lack. It recommends using a program portal containing resources, discussions, and collaborating on documents. Advising can occur through email, messaging, synchronous sessions using tools like Elluminate. Data shows these strategies improved student achievement and satisfaction. While experimenting with Second Life, simple synchronous tools may work better for advising online learners.

Student digital capabilities: institutional strategy before, during and after...

Jisc

The document discusses the University of Nottingham's strategy for developing students' digital capabilities before, during, and after the COVID-19 pandemic. It outlines the institutional context and governance structure, recommendations from a secondment on digital literacy, and the transition to emergency remote teaching in March 2020 using various online tools. Going forward, the strategy involves moving from emergency remote teaching to a blended model combining online and face-to-face learning, with a focus on pedagogy, student experience, and engagement. A steering group will reassess recommendations and adjust the approach to ensure students develop the digital skills needed for the workplace.

Technological factors that affect students academic performance

lloydmaquiling

Introducing professionalism as an assessed element of the nursing undergradua...

Jisc

Ray Jones introduces assessing the use of Twitter as part of the nursing undergraduate curriculum at Plymouth University. Students receive lectures on digital professionalism and are asked to set up Twitter accounts to follow nursing organizations. Initially students responded negatively, but assessing Twitter use resulted in over 1500 students creating accounts. While some students found Twitter informative and supportive, others felt time could be spent on more relevant topics. Feedback is generally positive, with the goal of encouraging safe social media use and online learning networks for nurses.

Delivering RARPA: a college-wide digital approach

Jisc

Speakers: Matthew Bowler, service leader technology, Wiltshire College Michelle Capes, online learning development officer, Wiltshire College Simon Bowler, learning technologies and resources manager, Wiltshire College Clive Carey, learning and skills development coach, Wiltshire College Supporting all learners to progress and achieve is at the heart of what Wiltshire College do, and for those who support learners on non-accredited programmes with Recognising and Recording Progress and Achievement (RARPA), ensuring this is evidenced and monitored accurately is all the more important. Tasked with developing a digital solution that learners could own, that was intuitive for support staff to manage and provided managers with instant access to insightful data, the Wiltshire College learning technologies team settled on an open source solution which is already delivering positive results since being been introduced across the college. This session will demonstrate the Wiltshire College RARPA system from the perspective of each group of users; the students managing their own progress, the staff using the system to support their learners and the managers now with a college-wide visibility of progress. In addition the developers will also explain how all of this was achieved, and their ideas for the future.

MidKent College: internet safety day

Jisc

The document outlines a college's activities for Internet Safety Day over multiple years, including competitions to design a mouse mat promoting e-safety in 2010 and check Facebook security in 2011. In 2012, more departments became involved in revising an e-safety online course and tutorial. Subsequent years continued with displays and activities, including a spoof email inviting students to friend an unknown person to demonstrate safety risks.

Using social media in teaching

Jisc

This document discusses the use of social media in teaching undergraduate nursing students. It describes a lecturer's initial reluctance to use Twitter but finding success by starting with retweets and hosting a student Twitter chat. It led to resurrecting the school's nursing Twitter account with students curating it. Tips are provided for engaging students on social media, such as making content relevant, linking students to each other, and addressing issues respectfully. Benefits identified are developing skills in succinct writing, broader perspectives, networking, and preparing students for a digital future in nursing. The lecturer's work in this area is ongoing through research, conferences, and publications.

Connect more with peers and practice: Pecha Kucha sessions - Nottingham Unive...

Jisc

Teaching in the Distracted Age: What Students Expect from Online Courses - P...

Samuel Edsall

This document discusses trends, tools, expectations, and challenges for teaching online courses. It notes that the majority of University of Utah students are in-state, married, or work more than 30 hours per week, creating demand for flexible online classes. Effective online teaching tools include the Canvas platform, videos under 10 minutes, and organized course structures. Students expect quick email responses, timely feedback, clear rubrics, and opportunities for peer collaboration. However, motivating minimal-effort students and ensuring engagement remain challenges for online courses.

Archbishop Sentamu Academy Presentation

FrogEducation

The Online Classroom

Jennifer Humber

The document provides guidance for developing an online course by addressing the key questions of who the students are, what topics will be covered, where the course will be hosted, when it will take place, and how it will be delivered. It recommends considering the students' demographics, skills, and responsibilities; organizing topics and materials; selecting a learning management system; setting availability times and due dates; and using tools for presentations, announcements, discussions, and communications.

Effect of e learning

karyangquimpan

E-learning involves taking educational courses online rather than in a traditional classroom. It has several benefits, such as the flexibility to learn anywhere at any time and the ability to review material repeatedly. However, e-learning requires self-discipline since students must keep up with scheduled coursework and deadlines. It also involves interacting with other students online through discussion boards. Preparing for e-learning courses requires applying to programs, being aware of enrollment deadlines, and reviewing course demonstrations to understand how online materials and discussions will work.

Module one

mhnshree

E-learning refers to technology-based learning including web-based learning, computer-based learning, and virtual classrooms. It allows for distance education through various online models. Most institutions now see online education as critical to their long-term strategy as the number of students learning online increases each year. However, implementing e-learning faces barriers such as natural resistance to change, requiring new instructor skills and technology, and budget constraints. For e-learning to succeed, management needs realistic expectations and should lead by example through their own participation while supporting students. The basic styles of e-learning include synchronous, self-directed, and asynchronous learning.

How Adult Students Are Growing Higher Education

Marilyn Gardner Milton MA

Adult students are growing higher education by prompting institutions to change their models to better suit adult learners' needs. Gene Murray from Wiley Education Services notes that adult learners have different needs than traditional teenage students, seeking more career-focused, flexible options. Institutions are responding by offering more specialized, skills-based programs; customizing degrees for part-time study; and introducing remote learning technologies to engage busy adult students who cannot regularly attend in-person. These changes are helping higher education adapt to the current population of adult learners seeking ongoing education for career advancement.

Jayramondalo e learning

karyangquimpan

This document discusses e-learning and its effects on students. It defines e-learning as courses delivered via the internet rather than in a physical classroom. Some key points made include: - E-learning allows students to learn at their own pace and schedule from any location with internet access. Studies show e-learning students often retain information better than in-person classes. - Common methods of e-learning delivery include online platforms like Blackboard, Moodle, and Angel that provide course materials, videos, assignments and ways to interact with instructors and classmates. - To be prepared for e-learning, students must apply and enroll by institution deadlines, which are usually months before classes start. Advance preparation

Digital student experience: Online Learners update

Jisc

This document discusses a study on online learners. It defines online learning broadly as including exclusively online courses, courses with online elements, and online study within mainly face-to-face courses. This broad definition means most post-compulsory learners will have some online component. The study will involve a literature review, consultation with online learners and staff, and synthesis of findings. Preliminary findings from the literature identify factors influencing online learning outcomes, including learner characteristics, the digital environment, and course design. Dominant themes are self-regulated learning and affective issues. Successful online learners are characterized as motivated, organized, and digitally capable individuals who actively engage with course materials and interact with others. Provider support

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Enhancing the Student Experience

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