Spinning Plates: Working on Student Summer

Projects

Sam Nolan (@samjnolan)

Sarah Learmonth

Summer Student Projects Supervised

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Spinning Plates

To Cover

• Project 1: Screen Experiments (FC, Chemistry & Physics)

• Project 2: Pre-Arrival (FC)

• Project 3: Transitions into HE (all Uni)

• Challenges & Opportunities

• Conclusion

• None of this would be possible without:

• Students: Andres del Castillo Dubuc, Sarah Learmonth, Fran Weetman, Katherine Hurst, Jason Hutsby, Dan Maxwell, Matthew Shipton

• Staff: Simon Rees, Lowry McComb, Marek Szablewski, IfanHughes, Matt Jones, Antje Kohnle, Litka Milian, Steve Leech, Megan Bruce, Eleanor Loughlin, Malcolm Murray, Elaine Tan

• Funding from the University Centre for Academic and Researcher Development (CARD)

Interactive Screen Experiments

Enhancing laboratory learning

Plate 1: Screen Experiments

Case Studies

Department Year Created Issue

Physics 1 2007-2010 Disparity of practical physics experience at

school (shared via HE STEM with other UK

HEIs)

Physics 3 2013-2014 Allow teaching of key theoretical Quantum

Physics in an experimental fashion

Chemistry 3 2012-2014 Augmented Reality to allow greater student

visualization of molecular interactions in a

reaction

Foundation 2011-2014 Overcoming anxieties of laboratory

learning

Increasing visualization skills

ISEs for A-Level Physics

Developed for article with Physics Education

http://obspc23.phyast.dur.ac.uk/FullVersionA1.swf

Andres Del Castillo Dubuc*, Summer 2010

ISEs for A-Level Chemistry

http://obspc23.phyast.dur.ac.uk/Main_Content_Aspirin_MAC_A3.swf

Andres Del Castillo Dubuc*, Summer 2010

ISEs (with Augmented Reality) for Chemistry

http://obspc23.phyast.dur.ac.uk/Aspirin3.swf

ISEs (with Augmented Reality) for Chemistry

ISEs (with Augmented Reality) for Chemistry

Andres Del Castillo Dubuc*, Summer 2012

ISEs (with Augmented Reality) for Chemistry

Example: Level 3 – Quantum Optics

Katherine Hurst – Summer 2013 - http://hurstkatherine.wordpress.com/

Student Thoughts

End of module questionnaires (Level 1)

• ‘The interactive screen experiments (ISEs) provided as preparatory tasks for some of the Full Experiments helped my understanding of the experiment.’

• Of the 191 responses 131 students agreed or strongly agreed.

Focus groups (Foundation)

• 'I used the experiment as soon as you sent it out, before the class, after the class and when I was writing the report. I haven’t done practicals in Brazil and really appreciated this.’

• 'I wish we could have had more of these sent out earlier to give us something to do over the summer.'

Foundation Centre: Pre-Arrival

Enhancing Student Learning from Day One

Plate 2

The Idea

“At the heart of successful retention and success is a strong sense of belonging in HE for all students. This is most effectively nurtured through mainstream activities that all students participate in.”

Student belonging is achieved through:

• Supportive peer relations

• Meaningful interaction between staff and students

• Developing knowledge, confidence and identity as successful HE learners

• An HE experience relevant to students’ interests and future goals

Findings of 2012 HEA Study into Student Retention

Focus Group With New Students

• Every student (local and international) wanted more contact pre-arrival

• They wanted:

• More information about their classes

• Reading materials

• Logistical information about Durham

• Looked at good practice elsewhere, e.g. earlier DUBBU meetings:

• “Opening Doors Early to Academic Integrity – aiding the transition to and managing expectations of academic practice at University”, J Thompson (Geography) & J Jurowska (LTT), Durham, 2012

• “Delivering Transition Support Through the VLE”, S Davis (LTT), York, 2011

Student Employees

• 2012 Stephen Brayson*

• 2013 Fran Weetman, Jason Hutsby*

What do Students Get

• All Students:

• Website http://www.dur.ac.uk/foundation.welcome

• Discussion Board

• Access to Video Interviews with Former Students

• Access to Live & Recorded Webchats

• Information on Induction and TB1 Timetables

• Introductory Videos from all their TB1 Modules

• Short Video & Audio Preparatory Lectures

• Quizzes

• Access to other learning tools (e.g. Virtual Experiments)

Visits

Week 1-8

Location of Use

Visits

Week 1-8

Comparison Year 1 and Year 2

2012

2013

Student Thoughts

• “Can't wait to get started - but a bit nervous. I'm also a mature student (30 next years). I have three young children. The website is great too. I've been having a look at the activities and mini lectures - very helpful”

• “You’ve accepted an offer, but then it all goes quiet. You just want to get started, but you hear nothing and all the time you’re worried about whether you’ve made the right choice. This website was a godsend, it let you see your tutors, let you talk to your fellow students and with the weekly webchats, made you feel part of something.”

Transitions into Higher Education

Plate 3

Enhancing Students First Steps into HE

Aim

• This project will develop an innovative e-learning course to support all incoming first years before they start at Durham University. The course is designed to help students develop study skills and to successfully make the transition into higher education. This pan-University initiative includes collaborators from all faculties, together with support services, DSU and colleges.

Objectives

• The objectives of this project are:

• To develop a small private online course (SPOC) for incoming undergraduates. This will run through September and focus on the skills required to make the transition into higher education. It will be developed in partnership with current students, to allow us to identify the areas which students struggle with and develop innovative engaging solutions at the appropriate level,

Objectives

• The objectives of this project are:

• To exploit existing distance learning tools such as DUO, video streaming and web-conferencing to create an online community of learners prior to their arrival at Durham,

• To evaluate the impact of these web-based resource upon students’ learning,

• To disseminate this work both within the University and at a national level.

Project Outputs

Week 1: Preparing for Academic Study

● Introduction to the Course (Video)

● Understanding how to learn online (video and socialisation

activity)

● How will I be taught and what will lecturers expect? A look at

the spectrum of innovative approaches in teaching at

Durham, with interviews from staff and former students

(Video)

● Making the transition - survival tips from students

● Discussion Board activity to establish student’s expectations

● Completion of the Durham Skills Audit (available in duo)

Week 2: Introducing Independent Learning

● Introduction - Thinking About Learning Independently (Video)

● The evolution of independent learning – experienced 1st year

student discuss their academic careers (Video and

Discussion Board)

● Time Management Exercise - Given a set of classes and

assessment deadlines at fixed points, how would students

prioritise and prepare for them?

Week 3: Digital Literacy & Managing Information

● Introduction - getting the best from the web (Video)

● Digital Fingerprints - managing your identity online (Video)

● Digital Footprints - thinking about the trail you leave (Video,

Web Exercise & Discussion Board)

● Learning & Researching Online – discipline specific search

strategies, managing information, collaboration tools,

networking, copyright, security. (Video & Activity)

● Entering a community of academic practice. Staff and

students discuss their disciplines and how they engaged with

them before and after entering University. (Video)

Week 4: Preparing to Arrive at Durham

● Reflection on and discussion of the skills audit completed in

week one (Video & Discussion Board)

● What skills have you developed as a result of taking part in

the programme? (Video)

● Has the programme led you to think differently about your

skills development priorities? (Video)

● Introduction to the Academic Skills Programme for

undergraduates (to be launched October 2014) (Video)

● Introduction to PDP (Video)

Project Outputs

Week 1: Preparing for Academic Study

● Introduction to the Course (Video)

● Understanding how to learn online (video and socialisation

activity)

● How will I be taught and what will lecturers expect? A look at

the spectrum of innovative approaches in teaching at

Durham, with interviews from staff and former students

(Video)

● Making the transition - survival tips from students

● Discussion Board activity to establish student’s expectations

● Completion of the Durham Skills Audit (available in duo)

Week 2: Introducing Independent Learning

● Introduction - Thinking About Learning Independently (Video)

● The evolution of independent learning – experienced 1st year

student discuss their academic careers (Video and

Discussion Board)

● Time Management Exercise - Given a set of classes and

assessment deadlines at fixed points, how would students

prioritise and prepare for them?

Week 3: Digital Literacy & Managing Information

● Introduction - getting the best from the web (Video)

● Digital Fingerprints - managing your identity online (Video)

● Digital Footprints - thinking about the trail you leave (Video,

Web Exercise & Discussion Board)

● Learning & Researching Online – discipline specific search

strategies, managing information, collaboration tools,

networking, copyright, security. (Video & Activity)

● Entering a community of academic practice. Staff and

students discuss their disciplines and how they engaged with

them before and after entering University. (Video)

Week 4: Preparing to Arrive at Durham

● Reflection on and discussion of the skills audit completed in

week one (Video & Discussion Board)

● What skills have you developed as a result of taking part in

the programme? (Video)

● Has the programme led you to think differently about your

skills development priorities? (Video)

● Introduction to the Academic Skills Programme for

undergraduates (to be launched October 2014) (Video)

● Introduction to PDP (Video)

Year One

Week 1 – Current Development

• Introduction to the Course (Video)

• Understanding how to learn online (video and socialisation activity)

• How will I be taught and what will lecturers expect? A look at the spectrum of innovative approaches in teaching at Durham, with interviews from staff and former students (Video)

• Making the transition - survival tips from students

• Discussion Board activity to establish student’s expectations

• Completion of the Durham Skills Audit (available in duo)

• Introduction to the Course (Video)

• Understanding how to learn online (video and socialisation activity)

• How will I be taught and what will lecturers expect? A look at the spectrum of innovative approaches in teaching at Durham, with interviews from staff and former students (Video)

• Making the transition - survival tips from students

• Discussion Board activity to establish student’s expectations

• Completion of the Durham Skills Audit (available in duo)

Week 1 – Current Development

Example Rough First Video

Management Structure

Advisory Group

Management Group SN, EL, MM, ET

Staff Developer

Summer StudentsReview

Committee

Review Committee

• Student Evaluating Consultants:

• We will employ a review committee of 6 students per faculty to evaluate the produced materials.

• These students will meet once in the Michaelmas and Epiphany Terms.

• In reviewing the materials students will make recommendations and suggest improvements as appropriate.

The Student’s Perspective

The Role and Responsibilities

My role within the project:

• Student Developer

What does the role entail?

• Administration

• Assisting in filming and editing

• Producing content for the website/blog

What Have I Gained?

• Practical skills

• Financial gain

• Enhanced postgraduate applications

• Enhanced CV

• Increased networks

• Personal satisfaction

Challenges & Opportunities

Opportunities

• Helping Students Succeed

• Developing eLearning Resources to support your teaching

• Dissemination:

• Teaching Tools used both within Durham, in local schools and nationally at HE Level

• Practioner Journal Papers

• Contributed Talks

• Invited Talks

• Membership of National Bodies

Challenges

• Time and Location

• Finding the Right Student

• Need not be the most able, sometimes it’s the one who you think will gain the most from the experience.

• Giving Opportunities and Working as Partners

• Setting goals and timescales

Conclusion

• Summer projects are:

• Great for enhancing student skill set

• Great for producing learning resources

• Great because the best way to improve your classes is for you and the people who’ve just been through it to innovate a new approach together.

• Fun !

• This Summer

• More Screen Experiments

• More Augmented Reality

• More Pre-Arrival Development FC

• Transitions into HE