Delivering Transition Support Through the VLE

“Vive la difference!”

Coming up...

Transition overview, aims and variables

Site development

Departmental case study – SPSW

Evaluation approaches

Trends and results

So what?

Transition

“You think like how am I any different to what I was like in June when I was at school, to October in University? You’re no different yourself, but you’re supposed to be like an Undergraduate and it’s like wow it’s so different...”

Rolling out: 22 sites in 13 depts

Transition: generic vs local

Generic themes and aims

Variable 1: local priorities

Variable 2: development practices

Variable 3: student expectations, needs and responses

Transition activity by department

Study support Orientation Resources Admin Communication

Dept LevelAcademic skills

Subject skills

Library content

Subject awareness

welfare support

Orientation

Meet the dept Print

Timetables

Reading lists

Self assess Video Admin

Blog / wiki / discuss

Social Networking

Stud led Ed Studs UG UG * * * * * * * *Stud led Pscyhology UG * * * * * * * * *Stud partic CWS PG * * * * * * * * *Stud partic LLS UG * * * * * * * * * * *Aca led Archaeology UG * * * * * * * * * * *Aca led Biology UG * * * * * * * *Aca led CLL * * * * * * * *Aca led Ed Studs MA PG * * * * *Aca led Health Economics (distance learning)PG * * *Aca led History UG * * * * * * *Aca led Sociology UG * * * * * * *Aca led Sociology PG * * * * * * * *Aca led SP UG * * * * * * * * *Aca led SW UG * * * * * * * * * *Aca led SPSW PG * * * * * * *Adm led Chem UG UG * * * * * * *Adm led Chem PG PG * * * *Adm led Comp Sci UG * * * * * * * *Adm led SPS UG * * * * * * * * *Adm led TYMS UG UG * * * *Adm led TYMS PG PG * * * * *

Activity by department

The Biology Template

Supporting development

Case study - SPSW

Evaluation approaches and progress

Pre-arrival student surveys * 2

Site mapping * 22

VLE stats

Student surveys * 5

– Positive feedback on features and content

Student focus groups * 9

– Insight into student “Transition experience”

Staff interviews

Case studies * 5

– Health Economics, Psychology, Chem PG & UG, TYMS

Access stats

Course ID Studs Unique Ids % HitsPGCE 140 136 97% 10373LLS 170 161 95% 26917Biology 205 191 93% 4336Ed Studies 73 66 90% 5623History 334 301 90% 9093TYMS PG 235 210 89% 8474Chem UG 303 263 87% 6779Comp Sci 114 98 86% 8040SPSW (SW) 52 44 85% 4757SPSW (SP) 150 125 83% 4852CWS 24 20 83% 6440Chem PG 54 43 80% 5393Archaeology 142 111 78% 7110SPS 32 25 78% 5715TYMS UG 212 165 78% 3802Sociology UG 172 129 75% 4092Psychology 337 189 56% 8335Sociology PG 72 37 51% 4216Ed Studies PG 727 371 51% 6797CLL 182 61 34% 2369

Average with mavericks 78%Average without mavericks 82%

Pre-arrival

Confident users of online tools

No significant areas of concern

Didn’t expect VLE transition site

Used multiple sources for preparation

“I don’t think I did expect to get a full learning

environment... Now I would probably expect it because I realise how useful it’s been”

What were they looking for?

COURSE INFO – timetables, reading lists, detailed module outlines

ACADEMIC ORIENTATION – what am I supposed to be doing? Who will I meet?

“I was completely panicking that I only had four books

and everyone else had like 20 and I was like, ‘OK, where’s

my actual reading list?’”

Responses to video content (12 depts)

“I definitely thought the videos were the best part of the introductions... when its on video you just soak it up so much easier and on top of that you’re also seeing the real person and familiarising...”

“You sort of knew what to expect from watching the videos... when you go

here it wasn’t so much of a shock.”

Communication tools (blogs / wikis)

Competition with external social networking

Appreciated for academic issues

Worked best when direction given and facilitated

“I think it was a matter of everyone had done it on

Facebook... And also that until one person does it no

one else is going to...”

Social networking & communication

Facebook expected and widely used

– Social support /welfare– Organic creation of groups

Facebook concerns

– Concerns about academic activity in personal space

– Authenticity of sites and responses

Not appropriate for academic / admin topics

“I thought it was good because it was familiar...”

“I thought it was a bit weird, people would add you and you don’t actually know who they are...”

“Subliminal” effects

Employability and careers

Learning styles

“It made me think there would be a lot more happening

online... That maybe we’d be getting assignments... or told stuff exclusively through that”

Overall impressions

LLS – “reassuring”

– “all of the communication through the site over summer gave the impression that the department was friendly, organised and one that I was looking forward to becoming a part of...”

Chem PG

– “It was nice to have information given to you before you actually got here”

Psychology

– “I was amazed by how much support we get... Really unexpected and very nice”

Top tips

Define departmental priorities, development approach and student drivers

Understand the role of the department in the transition process

– Get the tone right Not patronising / Not “all wordy wordy” Balance between support and preparation

– Get the content right Course materials and info Academic orientation and expectations Departmental culture

– Develop strategic links with other areas of transition support

Market sites effectively

Next steps

Evaluate impact of sites on original aims;

– Academic skills– Subject skills– Retention rates

Develop and publish case studies

Redevelop departmental sites in light of feedback

Continue approach to support and development

Questions?