Julie Thomson and Margaret McCannGlasgow Caledonian University

Crowne Plaza Hotel, Glasgow9-11 June 2015

Using Technology to Encourage Social Interaction during Induction:

the use of Adobe Voice on the iPad

Outline of PaperThe following areas will be addressed:

1. Introduction: Articulating Students – The need for an induction activity

2. Why use Technology? – designing transition activities

3. Methodology: The use of Action Researchi. PLAN – aims of interventionii. ACT – how we carried out the interventioniii. OBSERVE – what we saw happeniv. REFLECT – analysis of the results of the studyv. REVISED PLAN

4. Conclusion

1. INTRODUCTIONAn induction activity for Articulating Students

Designed:• …as an ice breaker• …to help students settle into university• …to combat social isolation, loneliness• …to start students on team work & collaboration• …to familiarise students with university

environment• …to be FUN!

2. WHY USE TECHNOLOGY?Designing transition activity

• Use existing technologies – ipads, smart phones• Easy to use software

• End product

3. METHODOLOGYAction Research

PLANInduction activity using Adobe Voice designed

ACTDelivery of intervention to 74 students across 2

direct-entry programmes

OBSERVEStudents were observed

during activity and an evaluation

questionnaire distributed

REFLECTAnalysis of

questionnaire and reflection of outcome of

action research

REVISED PLANLongitudinal survey to

reflect on learning. Creative Response

devised

Figure 1: Key Stages of Action Research Source: adapted from Kemmis & McTaggart, 2005, p. 563

• Programme leaders of direct entry course as facilitators

• Using self-reflective enquiry

• Constructivist approach• Learner-centred• Interactive

• Student consent forms

i. PlanPreparing for the intervention

• Access to iPads – proposal to AD of L&T

• Plan delivery of interactive session during induction week of new programme L3 entry

• Original key objectives identified:Enable early engagement

with lecturing staffEnable interaction with new

classmatesBuild student confidenceEnable sharing of feelings

about starting universityFamiliarise with university

environmentDelivered in a fun, non-

threatening way

ii. ActDelivery of intervention

• 8 student mentors, assigned random teams

• Provision of project brief on activity• Recommended assigning team leader• Use of images around campus, voice-overs• Judging criteria for final video

• 2 key questions students asked to cover in their videos:

i. What are your expectations of university?ii. What are your first impressions of the university

• Learning Technologist provided 30 min intro• 1 hour practice + 2 hours for activity• Showcase event. http://tinyurl.com/nmwnuj9

iii. ObserveObservation of intervention

iv. Reflect1. Post-intervention questionnaire

n=58; 78% response

Enjoy activity? – 86% ‘Yes’

iv. Reflect1. Post-intervention questionnaire

Best aspects – social (55%) Best aspects – functional (26%)

“Taking the photos and voice over”

“Going around campus taking photos”

“Putting all clips together”“Learning a new skill”

“Being creative”

“Getting to meet new people and share ideas”

“Learning about my group”“Laughing with everyone”

“Knowing how everyone feels”“Getting to know my team”

iv. Reflect1. Post-intervention questionnaire

Worst aspects – self-conscious (43%) Worst aspects – group (9%)

“First getting into groups”“Disagreeing in discussions”

“People being indecisive”“Getting people to agree with

everything”

“Hearing my voice”“Watching ourself on the

video”“To listen to my voice”

iv. Reflect1. Post-intervention questionnaire

Overall impression:

“Really enjoyed the project. I got to make friends and get to know some of the classmates better”

“Good activity to meet new people and gain team working skills”

“Was really good to get talking with new people and breaking the awkwardness everyone felt”

iv. Reflect2. End of year reflection

“It helped with group work. A large part of the course is made of group work with people you have never met before and who can be completely different

from you..”“It is a great ice-breaker and good way to make friends”

“The good aspect was I got to know some of the people better, it was fun and made me feel more relaxed.”

Increase your confidence

Enable you to make friends more quickly

Help you gain practice in

group working

Make you re-flect on why you

came to GCU

Help you settle into university

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%

Did the Adobe Voice Group Exercise do any of the following for you?

iv. Revised PlanCreative Response

• Benefits from participation in activity• Time-out from intense information-driven sessions

during induction• Student Feedback ‘more structure and longer to

do the exercise’• Clearer purpose of activity – manage student

expectations• Importance of supporting activities e.g.

confidence building session

4. CONCLUSIONWhat did we learn? Where next?

• Fun interactive activity delivered which students remember

• Addresses key issues of direct entrants • e.g. loneliness, social isolation, anxieties and insecurities of new

environment

• Developed Self-confidence and self-esteem Importance of early interaction and group working

• Those who found it challenging, also recognised importance

• Longitudinal research on impact of early group activity:

• academic performance, retention and transition

http://tinyurl.com/nz3dwen