Feedback for Future Learning

1. Feedback for Future Learning Being a Student at GCU

2. Introduction

3. Online learning units

4. Aims and objectives

5. What is a student? Making the transition to University can be daunting, whether you’ve come from school, college or the workplace. New students have to get to grips with what it means to be a student at GCU, compared with your previous experiences of education. While some things might be the same or very similar, others might be quite different. Try reading through the SMILE unit: ‘What is a student?’, which contains lots of useful information to help you get started on your learning journey.

6. GCU Student Experience Framework GCU is committed to ensuring that every student gets the most out of your University experience – from accessing our prospectus as a potential applicant, to your graduation ceremony and beyond. The Student Experience Framework (SEF) sets out how we plan to meet these expectations. The student voice Listening to what students are telling us about their time at GCU is the most important aspect of the framework and your views are key to driving forward our future agenda. Our vision Our principal goal is that by 2017, 100% of GCU students will be willing to recommend the University as offering a truly outstanding student experience. We aim to achieve this by structuring the framework around seven clearly defined GCU Commitment themes, providing a platform for us to build on our long standing reputation for delivering an excellent student experience.

7. SEF: Our commitment to you (1 of 2)

8. SEF: Our commitment to you (2 of 2) The full version of the Student Experience Framework is available on the Student Experience, Governance and Quality section of the GCU website: http://www.gcu.ac.uk/segaq/studentexperienceframework/

9. GCU Strategy for Learning The GCU Strategy for Learning (SfL) at GCU is centredon a single goal: to develop graduates who are – proficient in their discipline, enterprising, responsible and capable of fulfilling leadership roles in different organisational and cultural contexts. It aims to deliver: • A flexible, inclusive, accessible, personalised and internationalisedcurriculum • An outstanding student experience in terms of learning, student support and wider opportunities for personal, professional and career development • Learning and teaching excellence underpinned by research and scholarship, linked to GCU’s Research Strategy • Inspirational approaches to learning, teaching and assessment which embrace innovation and the imaginative use of learning technologies.

10. Strategy for Learning: Enablers The SfL is underpinned by a set of enablers and 10 design principles, which will be embedded across all programmes at undergraduate and postgraduate level. The enablers are shown on the right hand side and the design principles on the next slide. The full version of the Strategy for Learning is available on GCU website: http://www.gcu.ac.uk/gaq/strategyforlearning2013-2020/

11. Strategy for Learning: Design Principles

12. What does this mean in practice? Now that you’re familiar with the SEF and SfL, you might be asking yourself how they will affect your everyday experiences of being a student at GCU. New students are often focussed on their new learning environment and getting to grips with things like: • Academic timetables • The range of teaching methods at GCU • Your responsibilities as a student (becoming an independent learner, managing your time…) • Assessments (coursework and exams) • New tools and technologies (GCULearn, Turnitin, Athens….) • Using academic feedback effectively It can all feel a bit daunting at first, but there’s plenty of help and support to keep you on track.

13. Being a student at GCU A wide range of help and support is available to help you in making the transition to GCU. We’ve picked out some of the key things that new students have to get grips with when they start University - click on each link in turn for more information about resources that can help. Skip

14. Being a student at GCU - LDCs Each School at GCU has a dedicated Learning Development Centre (LDC) to support all students, regardless of your grades, course or level of study. The teams provide advice and guidance on all aspects of academic development, including academic writing, study skills, ICT help and more. This can be via workshops, small group sessions, 1:1 appointments and tailored teaching within modules. The LDCs provide a professional and supportive environment to help you develop the skills needed to succeed at University. We would strongly encourage you to familiarise yourself with your LDC team, and to read through any materials they provide online or through GCULearn. Skip

15. Being a student at GCU – Academic Timetables Getting to grips with an unfamiliar academic calendar and timetables can take a bit of time as you settle in to University. Your classes might be spread out over the week with gaps in your timetable for personal study. You’ll have to manage your own time and workload, deciding when you need to work, and when to give yourself some ‘free’ time. Some useful links that may help are: University Calendar(Trimester Dates) Celcat Teaching Timetables SMILE Unit – ‘Organising Your Time’ Skip

16. Being a student at GCU – Teaching Methods At University, you will come across a wide range of teaching methods. It’s important that you attend as many classes as possible and that you engage with any non class-based activities, e.g. through GCULearn or other online platforms. Teaching methods you might encounter at GCU include: • Lectures • Seminars or tutorials • Labs • Online or technology based learning, e.g. through GCULearn, blogs, wikis, discussion forums, social media • Skills-based or inter-disciplinary classes • Real world projects or work-based learning • Placements or clinical practice • Problem solving • International study or exchange • Group work or peer assessment • Self assessment and reflection Skip

17. Being a student at GCU – Coursework & Exams Undertaking your first assessments at University can be daunting but there are lots of resources available to help. Try reading through the following Assessment Guide* - it explores what assessment is, why students are assessed and the types of assessments you’re likely to encounter at University. The GCU Assessment Regulationsare also available online. Other useful sources of support include: • Learning Development Centres • PLATO– an online tool that explains what plagiarism is and how to avoid it • SMILE– short online units exploring all aspects of completing coursework • Student coursework pages • Student exam pages Skip * Race, P. (2001) ‘Assessment: A Guide for Students’, LTSN Generic Centre

18. Being a student at GCU – Independent Learning All University students have to learn how to be an independent learner. Put simply, this means taking responsibility for your own learning, with support and guidance from staff and peers. It includes: • Checking your University email account and GCULearn regularly • Attending all classes (on time and prepared to participate) • Doing the required reading before classes, and any suggested follow-up work afterwards • Participating in class discussions or group work • Checking your own understanding and asking questions if you don’t understand something • Managing your own workload • Completing and submitting assessments on time • Collecting your feedback promptly and reflecting on how you can improve next time Skip

19. Being a student at GCU – IT Systems Some of the IT systems, tools and technologies used at GCU might be a bit unfamiliar at first. You’ll be required to use GCULearn regularly, and might be asked to submit assessments through Turnitin. You’re also likely to come across MyCaledonian, Athens, SMILE and PLATO, amongst other things. To make this easier, the IT department has developed a ‘Computer Stuff’ section of the website to explain all the different platforms, how they can help you, and how you can access them. Skip

20. Being a student at GCU – PPACT The PPACT academic advising process at GCU has been designed to help you develop personal, academic and professional skills. You’ll be allocated a named academic advisor within your first Trimester at University and it’s your responsibility to engage with them and the advising process. You should meet your academic advisor (individually or as part of a group) three times a year to discuss your academic studies, any co-curricular activities that might enhance your profile, and to reflect on any issues that could impact on your overall performance at University. Ongoing discussion and dialogue with your academic advisor, lecturers and Module Leaders can really help you make the most of the opportunities available to you as you progress throughout your studies. For more information about academic advising in your programme, please contact your Programme Leader or Level Tutor. Skip

21. Where does feedback fit in? • As we’ve just seen, you invest a lot of time and energy learning how be successful at University. • You’re probably balancing study, work and home life, which can be tough. • When you’ve got assessments to complete, it’s easy to focus on getting them done before moving on to your next task. Feedback might not seem like a big priority, especially if you're doing well. • But without feedback, it’s very difficult to know how to improve – you’ll continue to make the same mistakes and will find it harder to identify your strengths. • Spending a little time reflecting on your feedback from each assessment can make a massive difference to your student experience. Think of feedback as the final ‘piece’ of the academic puzzle!

22. What to do with feedback As an independent learner, it’s important that you take responsibility for getting the most out of the feedback that you receive. The remainder of the learning units in this series will focus on how you can do that effectively. In the meantime, take some time to read through our short feedback guide and quick checklist, below, to help you make the most of your academic feedback: • Collect any feedback that’s available to you – this might be in paper form, electronic (through GCULearn or by email) or by meeting your lecturer in person. • Once you’ve received feedback, check that you understand it – if not, ask your lecturer for clarification. Asking questions is a key part of being an independent learner. • Take some time to reflect on the feedback – identify what you’ve done well and what you may need to improve next time. Use the remaining units in this series to help with this. • If you need any further help or support, don’t hesitate to contact your lecturer or the LDC team in your School. • Keep a note of any feedback that you receive and refer back to it when completing future tasks – this can help you avoid making the same mistakes twice!

23. Sources of support at GCU

24. Contact Us If you’re still not sure of who to contact or if you’d like any further information or support, please don’t hesitate to get in touch at the contact details below and we’ll be happy to help. Feedback for Future Learning Britannia Building 70 Cowcaddens Road Glasgow, G4 0BA Web: www.gcu.ac.uk/futurelearning Email: studentfeedback@gcu.ac.uk

25. Thank You... Well done – you’ve now completed this learning unit! In the remaining learning units in this series, we will focus on how you can reflect upon, and use, feedback positively at University and beyond.

26. www.gcu.ac.uk/futurelearning