Evaluation of the InDUCKtion project at UCL

Executive summary: There is evidence that a good induction to university life can help with student retention; however, there is also a danger of overwhelming students during the intense period of fresher’s week. Under the auspices of a small grant from the Higher Education Academy’s ‘Changing the Learning Landscape’ funding stream, staff at two universities (University College London and Southampton Solent University) collaborated to produce an innovative and engaging induction project entitled ‘InDUCKtion’, based on the idea of an induction duck being a fun character for students to interact with. At UCL, the InDUCKtion duck existed in the form of a physical plastic duck included in international postgraduate student induction packs, and they were encouraged to take photos of themselves in and around UCL and London as part of a photo challenge using social media. It was anticipated that this would enable students to familiarise themselves with the locale, make friends and have fun at the same time. The InDUCKtion duck was also evident on flyers and posters with QR codes advertising an online tour to enable students to gain an accelerated familiarisation with the campus and its facilities. Within UCL, the project was a collaborative, cross-departmental venture instigated by members of UCL’s E-Learning Environments (ELE) working in partnership with the Centre for the Advancement of Learning and Teaching (CALT) and Student Support and Wellbeing (SSW). The logistics of the project meant that the team members also had to liaise with a number of other individuals and departments around UCL, to help promote and implement the project. Despite a rapid following on Twitter in a relatively short period, a reasonable hit rate on the QR code for the main page of the online tour resource, and some engagement with the photo challenges using social media, participation in the project was lower than anticipated. Lessons learned from an evaluation perspective revealed that adding another activity to an already overwhelming fresher’s week was problematic, despite its innovative and interactive nature. The use of QR codes was problematic for a number of reasons, and the project needed more buy-in from student representatives and academics to provide institutional endorsement. Recommendations for future instances of the project include securing student representation and academic endorsement, integrating the activity with parallel induction activities – particularly with academic departments, replacing QR codes with an alternative technology-enhanced learning approach and optimising the learning design to better motivate students and promote groupwork

Measuring the effectiveness of computer-based scientific visualisations for conceptual development in Australian chemistry classrooms

Visual modes of representation have always been very important in science and science education. Interactive computer-based animations and simulations offer new visual resources for chemistry education. Many studies have shown that students enjoy learning with visualisations but few have explored how learning outcomes compare when teaching with or without visualisations. This study employs a quasi-experimental crossover research design and quantitative methods to measure the educational effectiveness - defined as level of conceptual development on the part of students - of using computer-based scientific visualisations versus teaching without visualisations in teaching chemistry. In addition to finding that teaching with visualisations offered outcomes that were not significantly different from teaching without visualisations, the study also explored differences in outcomes for male and female students, students with different learning styles (visual, aural, kinesthetic) and students of differing levels of academic ability

Scaffolding in Indoor and Outdoor Mobility a Wearable and Mobile Application for Senior Tourism in a Playable City

The growth of urban population and the challenges of an ageing society have brought to the fore the need of innovative ways to re-invent sustainable healthy ageing lifestyles and meet the growing demand on transport and residents’ assistance with ageing-in-place. Fatalities involving older adult pedestrians is a major problem in EU urban areas, given the general lack of information about traffic and road conditions. Indoor and Outdoor Mobility are also likely to affect Senior Tourism and older adults’ travel patterns. This paper proposes a digital application designed for wearables and mobile devices that engages the users in a set of missions and routes that are customized to their context and mobility condition, based on a multi-peer review system.This work was supported by FCT (Fundação para a Ciência e Tecnologia) and ESF under Community Support Framework III – the project SEDUCE 2.0 nr. POCI-01-0145-FEDER- 031696.publishe

From swarms to summer camps : a theoretical deconstruction of cohesion among groups of latency aged boys

This thesis is an interdisciplinary theoretical deconstruction of cohesion among groups of latency aged boys. Process research on the development of cohesion among informally organized groups of latency aged boys is lacking. Also, much of cohesion research is adult-oriented, rather than child-oriented. This project seeks to elucidate some of the hows of cohesion among this population by applying a biological theory examining cohesion among aggregates of animals to a social psychological theory considering cohesion among latency aged boys. It is the author\u27s hope that such an approach will yield valuable insights into the mechanisms of cohesion and its facilitation, while increasing validity for both theories through a complimentary dialogue. Realistic conflict theory, developed by Muzafer Sherif on the basis of a 1961 large-scale, ambitious experiment involving two groups of latency aged boys, hypothesizes about intergroup relations. It addresses the features of small cohesive groups, and examines the role of superordinate tasks in facilitating cohesion between individuals and between groups. Applied to realistic conflict theory will be self organizational theory, which seeks to deconstruct group-level, emergent phenomenon and pattern, and to discover the principles, mechanisms, and properties of self-organized animal groups. The product of this exercise will feature a formula for balancing task and social cohesion given the initial homogeneity of the group, and recommendations about both increasing cohesion and interrupting a positive cohesion feedback loop. Finally, there will be an exploration of the most effective implementation of superordinate tasks to facilitate task cohesion in groups of latency aged boys

Evaluation of the InDUCKtion project at UCL

Executive summary: There is evidence that a good induction to university life can help with student retention; however, there is also a danger of overwhelming students during the intense period of fresher’s week. Under the auspices of a small grant from the Higher Education Academy’s ‘Changing the Learning Landscape’ funding stream, staff at two universities (University College London and Southampton Solent University) collaborated to produce an innovative and engaging induction project entitled ‘InDUCKtion’, based on the idea of an induction duck being a fun character for students to interact with. At UCL, the InDUCKtion duck existed in the form of a physical plastic duck included in international postgraduate student induction packs, and they were encouraged to take photos of themselves in and around UCL and London as part of a photo challenge using social media. It was anticipated that this would enable students to familiarise themselves with the locale, make friends and have fun at the same time. The InDUCKtion duck was also evident on flyers and posters with QR codes advertising an online tour to enable students to gain an accelerated familiarisation with the campus and its facilities. Within UCL, the project was a collaborative, cross-departmental venture instigated by members of UCL’s E-Learning Environments (ELE) working in partnership with the Centre for the Advancement of Learning and Teaching (CALT) and Student Support and Wellbeing (SSW). The logistics of the project meant that the team members also had to liaise with a number of other individuals and departments around UCL, to help promote and implement the project. Despite a rapid following on Twitter in a relatively short period, a reasonable hit rate on the QR code for the main page of the online tour resource, and some engagement with the photo challenges using social media, participation in the project was lower than anticipated. Lessons learned from an evaluation perspective revealed that adding another activity to an already overwhelming fresher’s week was problematic, despite its innovative and interactive nature. The use of QR codes was problematic for a number of reasons, and the project needed more buy-in from student representatives and academics to provide institutional endorsement. Recommendations for future instances of the project include securing student representation and academic endorsement, integrating the activity with parallel induction activities – particularly with academic departments, replacing QR codes with an alternative technology-enhanced learning approach and optimising the learning design to better motivate students and promote groupwork

Entrepreneurship Education in the Transnational Vocational Education Context

Entrepreneurship education is often perceived from the local context, due to the lack of international exposure of the local stakeholders in this area. Learning and teaching entrepreneurship education as part of the technical and vocational education and training (TVET) in the transnational context, therefore, is relatively new. In fact, it remains unclear on what kind of learning is appropriate for the future entrepreneurs who need to work in the global business context. In this paper, we explore learning experiences of undergraduate students in the transnational entrepreneurship education program, focusing on vocational and career training, co-offered by two partners from Australia and Singapore. We focus on what Singaporean students identified as challenges in learning in the transnational entrepreneurship education program in the Australian context from the Singaporean view.  This study unfolds the complexity of the management of transnational entrepreneurship education, engagements among students from different locations, and cross-cultural bias in the management of program, people, and learning. It is suggested that addressing these challenges require managers of transnational entrepreneurship education programs to consider issues of power and inequality inherent in teaching partnerships, industry engagement, and the mindset change needed to develop global perspectives

The lessons learnt from Willy Wonka (includes alternate ending)

Despite all that research has taught us, lectures and seminars still continue to be largely delivered in the classroom, with students sat in rows for far too long. Lecturers offer information, which some students choose to absorb. Some students choose not to, or don’t have the nature to be able to. So, what if we change this? What happens? And even more crucially, what can we do to use the ‘student voice’ to enhance how they learn and what they learn? Following a successful pilot in Experiential Education which we presented at the LJMU conference in 2013 we made developments which allow students to shape their own learning experience - truly engaging them in delivery. With Nick changing institutions at the beginning of this academic year we have both continued to explore Experiential Educational but in different ways. This presentation examines these developments and looks at three key areas: 1) The needs of students (which they weren’t shy in making clear to us!) and the differing learning styles they have, to see how teachers can use them to deliver an all-encompassing experience which is interactive, engaging and informative. 2) A taster of the technologies involved in flipped classrooms and the benefits of experiential education. 3) The reflective nature of learning journals to encourage the student voice to be raised (and then heard). Charlie got the Golden Ticket because he dreamt about it, because he did everything he could to get it. So, where did the others go wrong? And what could Wonka have done about this