The USQ Student learning Journey

Dr Michael SankeyProgram Manager: Learning Technologies & EnvironmentsUSQ

Teacher support

Establish a contextThe SLJF2F strategiesOnline strategiesSome examplesNow its over to you

• Founded in 1967• A distance ed provider since 1977• Fully online programs since 1997• 5 Faculties: Arts, Business & Law, Education, Sciences,

Engineering & Surveying

• All faculties have external programs• More than 200 under-grad and

post-grad award programs

University of Southern Queensland

Enrolled students USQ

• All students 26,000• On-campus 6,000• External/online 20,000 (77%)• International 7,400 (2,300

ONC)

The vast majority of USQ students access information services online

Most Students and Staff know what they’re getting themselves in for when they come to USQ

Some current strategies

Every student has a named person to contact Every course has an online presence Minimum standards for all courses Threshold standards – based in a eLearning framework Learning Innovation & Teaching Enhancement (LITE)

teams Significant media enhancement available Strong focus on the Student Learning Journey (SLJ) and

personal learning environment (PLE)

Some current trends Print – Progressively reducing but still wanted by some

- but will be gone within 18 months

Digital content – Increasingly more accessible & able to be used on mobile devices

CDs – popular for many years but will also be gone within 18 months

Physical spaces – Comfortable places to meet, study, eat, talk and recharge.

BYOD – Closed two computer labs

Discernable periods in SLJ

Student Learning Journey

Decision to enrol

Application & offer

Enrol

The early weeks

Experience of first semester

Continuing study

Unforseen events

Completing study

Graduation

Alumni

The SLJ is a series of interactions between students & the Uni. Identified 9 student groups with some 150 individual points of interaction.

Accessing the Student Voice

Professor Geoff Scott in his report Accessing the Student Voice (2005) concluded that ‘it is the whole experience that matters to students. Students are not concerned about whether or not a particular interaction is academic or administrative, but they are concerned about the quality of the interaction. In this context, the quality of interactions in the pre-enrolment phase is just as important as the quality of face-to-face and/or virtual interactions in academic study or in completing study (including graduation ceremony and membership of the Alumni Network)’.

Key interaction points

Decision to enrol Application and offer process Enrolment process The early weeks (orientation & first classes) The experience of study in the 1st Semester Preparing for the next semester Continuing study the following years When things don't go as planned Completing study

• Learning Centre

• Student Services

• Library• Careers &

employment

SLJ Online ServicesENGAGE

Now

ENROL

Now

Coming

ORIENT &

TRANSITION

Now

LEARNING

SUPPORT

Now

Coming

PROGRESS

Now

Coming

GRADUATE

Now

Coming

• Send/Update Profile form• Alpha list of Alumni Profiles• Chapter listings• Chapter tool-kit• New Chapter EOI form

• e-Newsletter• Alumnus of the Year Awards• Personal, Professions and bus.dev. opportunity listings•CareerHub Mentoring

ALUMNI

Some key things

Student relationship officers Academic learning support Peer assisted learning USQ Retention strategy Communities of Practice (CoPs) Graduate skills and capabilities ePortfolios Closing the loop Alumni

Your SRO

Student Relationship Officer (SRO) Network

STUDENT MANAGEMENT DIVISION Recruitment & Admissions – prospective and new students USQ International – prospective and new students Student Support & Retention – current and continuing students

FACULTIES Student Support staff in each Faculty based at Toowoomba

campus

CAMPUSES Discipline based SROs based at Springfield & Fraser Coast

campuses

Current Discipline Allocation for SRO’s within Student Support

Student Support CoordinatorShannon Svensen(Raeleen Cahill)

•Student Relationship Officers•Sciences•Roxanne Parker Lorraine Juliana

•Business & Law•Deb Busiko Emma Goltz

Clinton Bell

Student Support CoordinatorDeborah Sutton(Clinton Bell)

•Arts•Dana Eggleston Shani McCormack

•Education•Maureen Crosisca•Jason Steinhardt Mary Reyes

•Engineering & Surveying•Marg Kenny Damien Zekants•

Manager, Enrolments & Student Support

Janelle Hartwig

Individual or specific support (individual students)

Specific or targeted support (specific students)

Must have (all students)

ADVICE

Available and common to specific student cohorts and/or individuals

Course and program advice, retention etc

EXPERTISE

Specific, individual advice and support

Individual academic advice, career or

personal counselling etc

SUPPORT

Available and common to all students and / or cohorts

Student support, recruitment and

retention etc

RELATIONSHIP FRAMEWORK

Proactive support Retention Management

Introduction Week 4 Week 6 Week 10 Week 15 Week18

Study Desk Inactivity

Pilot Projects - Assignment Non-Submission - Missed Exams

Dana

Shani

Damien

Academic learning support

Online and face-to-face sessions for communication skills and maths:

Individual or small group consultations face to face phone email online chat.

Workshops Meet - Up Course-based assistance

Current home page

The Learning Centre

Also do:• lectures on common problem areas• embedded workshops in lectures in collaboration with

academic staff• and we have an online learning centre

Meet-Up 54 Meet-Up groups meeting Sessions are different from tutorials as they are:

led by students who have previously done the course responsive to your needs as a student interactive, informal and fun they encourage discussion

and develop understanding of course content

concerned with how to learn as well as what to learn

supervised by qualified academic staff

Preemptive

New current students site

ASK USQ – Right Now

Social networking

Peer assisted learning

We’re good at doingit for students Meet-Up student

leaders Online student

mentors For staff

Learning Technologists in centralised units Faculty technology mentors

The role of the teacher

They are our interface

In most cases they want to

But are not confident

And not overly aware of what others are doing

Encourage staff Exemplars of good

Practice Identify and promote

Scaffold up to awards& promotion Faculty – USQ – OLT

Evidence Work with them on SoTL

Keep the communication common place Road shows – teaching tips – drip feed info

Academic PD framework

Example short course

A Key: Get the staff using the same tools as the students (if it’s good for the students it’s good for us)

Image accessed 24 February 2012 from: http://www.fusionhq.com/package/templates/0/eatingdogfood.jpg

Personal learning environment

View 1For course assessments

View 2For potential employers

View 3For parents or friends

Outside environments

Twitter

Flickr

YouTube

Facebook

Artefact 1

Artefact 2

Artefact 6

Artefact 8

Skill 1

Artefact 5

Skill 2

Artefact 3

Group 1

Group 2

Individual 1

Individual 2

ePortfolios

11,000 Portfolios – 24,000 pages Between Mar – Nov 2011

7,061 people established an ePortfolio 12,091 pages were established

Some basic stats

Staff portfolio

Professional portfolio

Evidence forpromotion

Teaching tool Interest group

interaction Linked with the LMS

Supporting the staff

Communicating the message in as many ways as possible.

Communities of Practice

Groups of people who share a passion for something that they know how to do and who interact regularly to learn how to do it better. CoPs provide an opportunity to create a learning community around an area of interest or practice, to share and develop practice and build personal and professional knowledge and expertise.

21 + CoPs – e.g. CoP for Faculty technology mentors

PLE

LMS

Management or Facilitation

Traditional LMS

Activity1

Activity2

Activity3

Activity4

EdC

om/O

ER

etc.

What we have had What is emerging

Activity4

Activity2Activity3

Activity1

This is currently emerging

MaharaRepository

(PLE)

Moodle 2(LMS)

Media repository&

USQOpen(OERs)

The walled garden The big bad world

iTunesU

MITOCC

&OERU

Stuff

Stuff

Defined minimum standards

1. An introductory message, posted before the start of semester, which: welcomes students to the course; introduces the teaching team for the course; describes how the StudyDesk space will be used throughout the semester;

and explains how students may obtain support by appropriately directing

academic or technical. enquiries.2. Checking of discussions and other student access areas on at least

three [3] working days per week in order to: monitor and moderate comments and discussion by students; manage course operation by responding to student enquiries and learning

activities.3. Student requests for clarification or assistance should be responded

to as soon as possible, but certainly within 48 hours during the working week.

Staff regularly use:

• Moodle LMS• Mahara ePortfolio• Equella repository• Camtasia Relay/Studio• Virtual Classroom• Voice tools• TurnItIn• Remote Access Labs• Video conferencing• Discovery layer• Cloud services (Skype, 2nd Life, etc.)

Tools Matrix

Moving to mobile

Mobile theme

The ACODE Benchmarks

Currently 81. Institution policy and governance for technology supported

learning and teaching2. Planning for, and quality improvement of the integration of

technologies for learning and teaching3. Information technology infrastructure to support learning and

teaching4. Pedagogical application of information and communication

technology5. Professional/staff development for the effective use of

technologies for learning and teaching6. Staff support for the use of technologies for learning and

teaching7. Student training for the effective use of technologies for learning8. Student support for the use of technologies for learning

Don’t forget!!!

http://moodlemoot.org.au/