Sam Bamkin

Jason Eyre

Centre for Learning and Study Support (CLaSS)

Do we still need to see students at induction?Session aims:

To model the f2f session we designed for student inductions to complement the online SAE;

To share the DMU experience of migrating to online self assessment, and the rationale for retaining f2f contact during induction week;

To critique/debate the issues for learning developers around online and f2f induction

“Induction activities are a waste of

time.”

“It is important for students new to HE to be able to benchmark their

academic skills”

“Students will just forget everything we tell them in induction

week.”

“Blended learning offers the best of

both worlds.”

“It doesn’t matter whether inductions are delivered face-to-face

or online.”

“Online inductions can replace face-to-face

inductions”

“There is still a place for face-to-face inductions”

“Critical thinking skills cannot be taught.”

“The teaching of “critical thinking skills” should be

curriculum-embedded and based on authentic tasks.”

“Critical thinking skills can be taught

generically.”

The DMU approach

to Induction

The DMU approach: Is critical thinking at induction valuable

and worthwhile?

So What?What next?

Why?

2. In pairs

How might this apply to your context?How do your views compare?Are there other views to consider?

How?What?

What are some of the benefits and problems of the DMU approach to induction? What’s your point of view?What examples/evidence can you think of?

1. Individually

Do you need more information to answer

this question?

Have you changed or challenged any views?

• You may have focused on the topic of induction

• You may have become aware of a ‘debate’

• You may have supported your views with examples or evidence

• You may have considered different viewpoints to your own

• You may have been critical of other views

• You may have applied this to your own context

so this is the starting point ofLearning and StudyIn Higher Education

Tutorials/drop ins

Centre for Learning and Study Support (CLaSS) Enhancing academic practice, writing development and professional skills

Kimberlin Library Ground floor class@dmu.ac.uk

Guides

Workshops

Their Feedback …

DMU students only. Strictly

No ALDinHE members!

This would be the end of the session for students.

Any students here?Good.

Now they’re gone, let’s talk about their feedback

...

Quantitative evaluation of feedback

1595/2450 students attended.1021 gave post-it feedback.

The data was thematically analysed.

Out of each 100 students who fedback:

• 89 gave positive feedback

• 44 unspecific >

• 45 specific >

• 7 gave negative feedback (total)

1595/2450 students attended.1021 gave post-it feedback.

The data was thematically analysed.

Out of each 100 students who fedback:

• 89 gave positive feedback

• 44 unspecific >

• 45 specific >

• 7 gave negative feedback (total)

Good, beneficial, helpful, liked,

informative, great, useful, nothing to

improve

Good, beneficial, helpful, liked,

informative, great, useful, nothing to

improve

1595/2450 students attended.1021 gave post-it feedback.

The data was thematically analysed.

Out of each 100 students who fedback:

• 89 gave positive feedback

• 44 unspecific >

• 45 specific >

• 7 gave negative feedback (total)

1 Signposting, will use provision

2 Debate, talking, etc

3 Interactivity

4 Hearing peer-mentor(s)

5 Critical, thinking, evidence

6 Liked red/green cards

7 (want more talking)

8 Engaging, fun, etc

Sam Bamkin

Jason Eyre4th April 2012, presented at the ALDinHE 9th Annual Conference,University of Leedssbamkin@dmu.ac.ukjeyre@dmu.ac.uk

Slide added for disseminationThe CLaSS team at DMU (Sept-Oct 2011)

• Louise Buckingham• Marian Ryan• Linda Sprott• Melanie Petch• Jason Eyre• Sam Bamkin