Sam Bamkin Jason Eyre Centre for Learning and Study Support (CLaSS)
-
Upload
camron-mitchell -
Category
Documents
-
view
228 -
download
0
Transcript of Sam Bamkin Jason Eyre Centre for Learning and Study Support (CLaSS)
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 [email protected]
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 [email protected]@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