Part of an onboarding redesign project commissioned by the UTS Financial Services Unit. These final recommendations draw on feedback from HR experts at UTS and Estée Lauder Companies.
Delivering RARPA: a college-wide digital approachJisc
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.
Keynote: organisational approaches to support staff and students by providing...Jisc
Professor Ale Armellini, dean of learning and teaching and director of the Institute of Learning and Teaching in Higher Education, University of Northampton
Rob Howe, head of learning technology, University of Northampton
Joint building digital capability and digital experience insights community of practice event, 21 May 2020.
A semi-synchronous approach to critical thinkingJisc
Speakers:
Ninna Makrinov, skills programme coordinator, University of Warwick
Susan Vollmer, learning and digital content officer, University of Warwick
This session will look at the results of a pilot online critical thinking Moodle course offered to students at the University of Warwick. The university adopted an innovative approach to online learning which included the use of H5P interactive presentations and semi-synchronous delivery. Students interacted with the course for around 20 minutes each day over five days and received daily feedback on their reflections.
This session will reflect upon student and practitioner feedback and outline further developments.
Many universities are currently shifting from face-to-face education into the online distance education, others are becoming dual-mode universities and a few others are totally online and at distance. However, the transition has not been easy. With the adoption of new educational models leading to a virtual university, many issues related to technology and pedagogy have unfolded significantly. While adopting technology into their teaching to deliver instruction and manage online courses at distance, teaching faculty have become totally immersed in a discussion concerning how to apply principles of pedagogy to technology. Best pedagogical practices in Moodle are discussed in this presentation.
Tips and Tricks to Engage with the New Blackboard Collaborate Ultra - Present...Blackboard APAC
There’s nothing new about the connection between student engagement and student learning. Educators have been making it for years. What’s changed is the role that technology plays in the classroom. What’s changed is the emergence of virtual learning, both real-time and self-paced. And what’s changed is the students. They’re digital natives – tech savvy, connected, always on – who’ll turn learning off if it’s not deeply engaging. With our new Blackboard Collaborate Ultra, we make it easier than ever to create a vibrant and engaging learning environment.
Delivering RARPA: a college-wide digital approachJisc
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.
Keynote: organisational approaches to support staff and students by providing...Jisc
Professor Ale Armellini, dean of learning and teaching and director of the Institute of Learning and Teaching in Higher Education, University of Northampton
Rob Howe, head of learning technology, University of Northampton
Joint building digital capability and digital experience insights community of practice event, 21 May 2020.
A semi-synchronous approach to critical thinkingJisc
Speakers:
Ninna Makrinov, skills programme coordinator, University of Warwick
Susan Vollmer, learning and digital content officer, University of Warwick
This session will look at the results of a pilot online critical thinking Moodle course offered to students at the University of Warwick. The university adopted an innovative approach to online learning which included the use of H5P interactive presentations and semi-synchronous delivery. Students interacted with the course for around 20 minutes each day over five days and received daily feedback on their reflections.
This session will reflect upon student and practitioner feedback and outline further developments.
Many universities are currently shifting from face-to-face education into the online distance education, others are becoming dual-mode universities and a few others are totally online and at distance. However, the transition has not been easy. With the adoption of new educational models leading to a virtual university, many issues related to technology and pedagogy have unfolded significantly. While adopting technology into their teaching to deliver instruction and manage online courses at distance, teaching faculty have become totally immersed in a discussion concerning how to apply principles of pedagogy to technology. Best pedagogical practices in Moodle are discussed in this presentation.
Tips and Tricks to Engage with the New Blackboard Collaborate Ultra - Present...Blackboard APAC
There’s nothing new about the connection between student engagement and student learning. Educators have been making it for years. What’s changed is the role that technology plays in the classroom. What’s changed is the emergence of virtual learning, both real-time and self-paced. And what’s changed is the students. They’re digital natives – tech savvy, connected, always on – who’ll turn learning off if it’s not deeply engaging. With our new Blackboard Collaborate Ultra, we make it easier than ever to create a vibrant and engaging learning environment.
How digital video innovates pedagogical methodsJisc
Speakers:
Dan Beale, vice principal, Havant and South Downs College
Kevin Bradshaw, digital learner designer, Havant and South Downs College.
Lizz Cook, digital learning design apprentice, Havant and South Downs College
The session will provide demonstrations and information regarding various strategies using digital video as part of your teaching and learning practice.
These areas will include:
Embracing digital technology to enhance pedagogical practice and delivery methods
Inclusive learning for all students to engage and improve skills and knowledge, whilst empowering them to create their own learning resources
Using online storage and shared video platforms for improved accessibility for all users
Embracing digital technologies such as; smartphones, tablets, computers, etc. to improve interactivity with subjects and provision of a flexible approach for creating engaging video content
Adopting a flipped/blended learning approach for advanced teaching/learning in the classroom.
At the end of the presentation, delegates will be upskilled and informed in how to implement such strategies if they wish.
Digital education at Manchester Metropolitan University: responding to the gl...Jisc
A presentation from our joint building digital capability and digital experience insights community of practice event May 2021.
Presented by Professor Helen Laville, provost, Kingston University and Professor Mark Stubbs, assistant director, learning and research technologies (LRT), Manchester Metropolitan University.
Introducing students to Digital Capabilities OnlineJisc
Member story from the University of Surrey.
Joint building digital capability and digital experience insights community of practice event, 21 May 2020.
Rebecca Wilson, Project Manager, Australian Catholic University
ACU required an ePortfolio solution for accreditation, embedding graduate attributes, and to provide a repository for Students and Academic staff’s electronic artefacts. The presentation will provide an overview of the selection criteria, evaluation of products, Desire2Learn implementation experiences, and pilot outcomes.
JISC project AWC Students for Webinar Employability Skills - BETT 2013 V2Ellen Lessner
This is a brief presentation which was given at the BETT exhibition 2013 about our JISC Advance project on teaching students how to run a webinar to increase their employability skills. 4 JISC Advance FE and Skills projects presented information at a workshop.
Speaker: Dale Munday, digital learning facilitator, University of Lancaster.
Enhancing the idea of the VLE to provide an engaging experience is is key for sustaining progression with education technology. Creating rich, persistent conversations makes learning more visible and accessible to the entire class. Teachers can engage students in project-based learning with text, video, and voice using integrations. Harnessing student social interactions allows educators to enhance the learning and provide an engaging space to assess and feedback.
This session will demonstrate opportunities to empower students while helping them develop the skills they'll need to be successful in the future.
The new proposed system helps manage the data easily. Members will be able to register and
manage their particulars from anywhere. The proposed system will reduce the response time and
redundancy significantly. The new system reduces the chances of fraud. The system generates bills
every month and sends it to the members. It makes checking schedules for class easy both for the
members and the management. Members will be able to schedule personal classes easily. The new
system makes it easy to inform all the members about important announcements.
This is a summary of how to develop a technology staff development program. Provides some review of the Individual Technology Learning Plan recognized by NBSA as one of the best programs in the nation.
How digital video innovates pedagogical methodsJisc
Speakers:
Dan Beale, vice principal, Havant and South Downs College
Kevin Bradshaw, digital learner designer, Havant and South Downs College.
Lizz Cook, digital learning design apprentice, Havant and South Downs College
The session will provide demonstrations and information regarding various strategies using digital video as part of your teaching and learning practice.
These areas will include:
Embracing digital technology to enhance pedagogical practice and delivery methods
Inclusive learning for all students to engage and improve skills and knowledge, whilst empowering them to create their own learning resources
Using online storage and shared video platforms for improved accessibility for all users
Embracing digital technologies such as; smartphones, tablets, computers, etc. to improve interactivity with subjects and provision of a flexible approach for creating engaging video content
Adopting a flipped/blended learning approach for advanced teaching/learning in the classroom.
At the end of the presentation, delegates will be upskilled and informed in how to implement such strategies if they wish.
Digital education at Manchester Metropolitan University: responding to the gl...Jisc
A presentation from our joint building digital capability and digital experience insights community of practice event May 2021.
Presented by Professor Helen Laville, provost, Kingston University and Professor Mark Stubbs, assistant director, learning and research technologies (LRT), Manchester Metropolitan University.
Introducing students to Digital Capabilities OnlineJisc
Member story from the University of Surrey.
Joint building digital capability and digital experience insights community of practice event, 21 May 2020.
Rebecca Wilson, Project Manager, Australian Catholic University
ACU required an ePortfolio solution for accreditation, embedding graduate attributes, and to provide a repository for Students and Academic staff’s electronic artefacts. The presentation will provide an overview of the selection criteria, evaluation of products, Desire2Learn implementation experiences, and pilot outcomes.
JISC project AWC Students for Webinar Employability Skills - BETT 2013 V2Ellen Lessner
This is a brief presentation which was given at the BETT exhibition 2013 about our JISC Advance project on teaching students how to run a webinar to increase their employability skills. 4 JISC Advance FE and Skills projects presented information at a workshop.
Speaker: Dale Munday, digital learning facilitator, University of Lancaster.
Enhancing the idea of the VLE to provide an engaging experience is is key for sustaining progression with education technology. Creating rich, persistent conversations makes learning more visible and accessible to the entire class. Teachers can engage students in project-based learning with text, video, and voice using integrations. Harnessing student social interactions allows educators to enhance the learning and provide an engaging space to assess and feedback.
This session will demonstrate opportunities to empower students while helping them develop the skills they'll need to be successful in the future.
The new proposed system helps manage the data easily. Members will be able to register and
manage their particulars from anywhere. The proposed system will reduce the response time and
redundancy significantly. The new system reduces the chances of fraud. The system generates bills
every month and sends it to the members. It makes checking schedules for class easy both for the
members and the management. Members will be able to schedule personal classes easily. The new
system makes it easy to inform all the members about important announcements.
This is a summary of how to develop a technology staff development program. Provides some review of the Individual Technology Learning Plan recognized by NBSA as one of the best programs in the nation.
How Micro-Video Can Drive Learning Retention | Webinar 08.05.15BizLibrary
In this session, you’ll learn about “the forgetting curve” and methods, techniques and tools (including video) that can reverse the forgetting curve and lead directly to much higher returns on investments in improved performance.
www.bizlibrary.com
Micro-Video + Manager Training = High Performing Employees | Webinar 10.14.15BizLibrary
When we couple video-based support for employees, with manager support using the right tools, we can magnify the impact of our training efforts by significant amounts. In this session, you’ll learn some easy to adopt methods to do exactly that.
www.bizlibrary.com
Flipped learning solution for British Council's PTCGareth Davies
This is a presentation explaining a potential new product solution for the British Council Thailand's Professional Training Centre. It explains what flipped learning is, what are its benefits, and how it can be implemented.
Skills for Prosperity: Using OER to support nationwide change in KenyaBeck Pitt
This presentation on the FCDO funded Skills for Prosperity Kenya (SFPK) project was presented at OER23 in Inverness, Scotland on 5 April 2023 by Fereshte Goshtasbpour and Beck Pitt.
Find out more about SFPK: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya#overview
Skills for Prosperity: Using OER to support nationwide change in KenyaFereshte Goshtasbpour
As a key pathway to improving access to higher education in Kenya, the development and enhancement of online education has been prioritised by the country’s government and is reflected in the country’s strategic plans, including the National Education Sector’s Strategic Plan 2018-22. To facilitate this development and enhancement, studies have suggested capacity building for university staff and development of their digital competencies.
To this end, a nationwide capacity development programme (Digital Education for Universities) was designed and delivered to 254 selected educators, managers and support staff in Kenyan universities as a part of the Skills for Prosperity Kenya programme. The initiative ran across 37 public universities and was based on an existing openly licensed course “Take Your Teaching Online”, which was reused, repurposed and localised to offer accessible online professional development.
This presentation presents findings from a mixed-methods evaluative study of the initiative, informed by data from a post-training survey (n=120), semi-structured interviews with 30 participants and focus groups with four university teams 15-18 months after the training. The study identified impacts of this OER on the digital competencies and practices of three groups of staff – educators, managers and support staff. It also identified areas in which substantial change has already emerged as a result of the course.
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This projects concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development
This project includes the use of open, online and blended education to support this process.
The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to blended education (policy development, approach /priorities and planning) .
Onboarding Redesign for UTS Financial Services Unit (March 2019)
1. Onboarding Redesign
For UTS Financial Services Unit (FSU)
Author: Nusardel Oshana - UTS Bachelor of Creative Intelligence & Innovation Final Year Student (Nusardel.Oshana@student.uts.edu.au)
Commissioned by: Daniel Chew – Head of Finance Systems & Projects (Daniel.Chew@uts.edu.au)
2. Project
Scope
• Five-day research and design project
• Initial brief from UTS FSU (Financial Services Unit)
• Validation interviews with staff across FSU, IT & HR
• Combined with research on best practice & case
studies from:
3. Onboarding is the process of
wholly attaching new hires
to an organisation
— Nic Barry, Domain
4. Why?
Employee turnover is expensive – up to 200% of annual salary
People and culture are the difference between a great job & a
terrible one
Effective onboarding can:
1. Help employers and new hires find the right fit
2. Improve new hire retention rates
3. Reduce time to productivity
4. Connect new hires to colleagues, resources & the
organisation’s culture
7. Current Process
Day 1
Offer &
Contract
4 weeks
to go
Week 1 Month 1
• Activate staff ID
& email
• Fill out online
forms using NEO
(Oracle HR
system)
• Handover at
current role
• Receive
onboarding
packet (ideally)
• Register for VC’s
(Vice Chancellor’s)
welcome
• Start technical
training
• Reminder to finish
mandatory online
training
• Reminder to
continue UTS
induction
• Meeting with
manager
• Team introductions
• Join email groups
• Office & campus
tour / pick up ID
card
• Mandatory online
training
8. Day 1
Week 1
Month
1
Current Process - Observations
1. Influx of information on Day 1
2. Reliant on manual coordination across roles – risk of
miscommunication & inconsistent implementation
3. Engagement drop-off after Day 1
4. Difficult to access up-to-date workplace & role-
relevant information (via UTS Staff Connect Intranet)
5. Lack of feedback mechanisms to allow for iteration &
program improvement
9. Great onboarding
should...
1. Engage
2. Embed
3. Equip
Best Practice
new hires before Day 1
new hires within the organisation
new hires with tools for success
10. Engage new hires
before Day 1
1. Offer a glimpse into the
workplace & culture
2. Weekly email updates – targeted
content in lead-up to Day 1
3. Personalised welcome pack on
Day 1 – including full Week 1
schedule
Best Practice
11. Embed new hires
within the
organisation
• Buddy/mentor system –
easy access to key business &
cultural knowledge
• E.g. Canva send new hires on
three ‘random’ coffee dates in
their first week, to meet
colleagues across the company
Best Practice
12. Equip new hires with
tools for success
1. Desk, IT access/hardware ready on
Day 1
2. Accessible & up-to-date online
training materials (e.g. software
demo videos)
3. 360-degree onboarding feedback
survey – diagnose issues & iterate
for the future
Best Practice
13. Day 1 - 30
• Focus on social and
organisational integration
• Convey purpose of the role
• Troubleshoot any issues
• Coincides with UTS onboarding
(e.g. compliance training)
3.
Further
Developmen
t
1.
Pre-
Boarding
2.
Induction
and
Orientation
4+ weeks before start
• Begin from contract signing
• Behind-the-scenes setup
• Keep the new hire updated,
involved and excited!
• Building momentum towards
Day 1
Week 1 - ongoing
• Focus on role-specific technical
onboarding
• Convey function of the role
• ‘Onboarded’ staff become co-
designers of future onboarding
iterations
Process as-could-be
14. • Handover at current role
• Receive personal ‘welcome’
message from onboarding
buddy
• Weekly email updates with
targeted content
1. Pre-boarding
3-5 Days
Before Start
Offer &
Contract
4+ Weeks
Before Start
• Activate staff ID & email
• Fill out online forms using NEO
(Oracle HR system)
• Receive new hire onboarding
checklist via email
• Added to relevant email groups
• Invited to key calendar events +
first week activities (e.g.
introductions, training)
• IT access and hardware
confirmed
15. • Key introductions in and out of
team/ FSU/ other key non-FSU
people
• Register for VC’s Welcome
2. Induction & Orientation
Day
30/60/90
Day 1 Day 1 - 5
• 1:1 meeting with manager
• Meet onboarding
buddy/buddies
• Office & campus tour with
buddy
• Pick up ID card
• Complete mandatory online
training
• Tailored check-in meeting
• Reminder to complete
outstanding online training
• Onboarding experience survey
16. 3. Further Development
• Engage office tech ‘wizards’ to
design training materials (e.g.
demo videos)
Closing the
Loop
Self-paced
Training
Lifelong
Learning
• Focus on role-specific technical
onboarding
• Interactive resources on UTS
Staff Connect intranet - with
automatic reminders for
incomplete modules
Participation in:
• Buddy program for future
onboarders
• Co-design of future onboarding
iterations
17.
18. What
next?
Project next steps:
1. Define onboarding goals and strategy
2. Validate and iterate onboarding design
3. Project Plan with a team to prioritise & implement actions
based on biggest benefits (allow for time, cost & ease of
implementation )
Food for thought:
1. What is the feasibility of automating the FSU’s onboarding
process?
2. How can FSU staff be included in a future onboarding system,
beyond mentoring? (e.g. content creation, codesign)
3. What might an ‘offboarding’ program look like?
How do we make a positive, lasting impression on outgoing
staff?
19. References & Further Reading
Atlassian Bootcamp – Our Induction Program
How Atlassian is Out-Caring Competitors With Its
Unique Candidate Experience
Canva: Beyond the dotted line: Onboarding new hires
to set them up for success
The Great Experience-Driven Onboarding Journey:
How Canva is Creating the Best Place to Work
Coaching for Leaders No. 288: Get Better at
Onboarding Employees, with Amanda Davis
Why a Two-Year Mentorship Program Is Crazy (But it
Just Might Work)
Five Touchpoints for Kickstarting the New Hire
Experience
The Cost of Losing an Employee
Domain rolls out VR training: ‘role plays won’t ever cut
it again’
Learning Uncut: 21: Improving the Onboarding
Experience - Nic Barry
Mapping Global Transformations - Virtual and
Augmented Reality