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The Student Experience at the UWS

The Student Experience at the UWS. A-Team Group Presentation B00231812, B00231773, B00231080, B00222433. The Student Experience. 4 Topics Backgrounds, Goals and Personal Influences - Fhiannon The Classroom Experience - Michael IT and the Student - Will

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The Student Experience at the UWS

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  1. The Student Experience at the UWS A-Team Group Presentation B00231812, B00231773, B00231080, B00222433

  2. The Student Experience 4 Topics • Backgrounds, Goals and Personal Influences - Fhiannon • The Classroom Experience - Michael • IT and the Student - Will • Student Goals and Ambitions - Sohail

  3. Backgrounds, Goals and Personal Influences A look into motivation

  4. MOTIVATION • motivation as part of the student experience • How I am motivated • Sources of extrinsic motivation • How others motivate us

  5. Motivation • What is motivation? • Motivation is the driving force that helps us acheive our goals. • Intrinsic • Extrinsic

  6. Motivation as part of the student experiance • Motivation is a big part of the student experiance • There is less sources of motivation than there have been earlier in life • There is less extrinsic motivation, because there are less punishments that we are motivated to avoid.

  7. How I am motivated • I find extrinsic motivation hard to find, as I have no clear intentions for my future, and don't really know what I want to o with my life • My intrinsic motivation comes from my need to learn more about the subjects that interest me. • I don't want to be the best, I just want to be the best that I can be.

  8. Sources of extrinsic motivation • Things you want to achive after university (i.e. a job) • The want to graduate • The want to get good grades

  9. How others motivate us • Some times we are motivated by others • When we are motivated to do as well as people we admire • When others offer a reward for completeing a task

  10. Questions?

  11. The Classroom Experience Classroom of the Future and a brief evaluation of the current classroom setup

  12. Background • COF started implementation in 2008 and plans to continue rollout up to 2015 • Plan to make the classroom a much more versatile environment • Completed in classroom H322/324 at Paisley campus • The ethos behind it is to stimulate students and make learning less passive

  13. How COF works • turning existing classrooms into experimental multiple-use rooms • equipped with a range of technologies • can be partitioned to allow for one large room or two smaller rooms • Tables and chairs are on wheels and stackable • Touch screen group work presenters, tablet PC’s for each student and 64 audience response system handsets

  14. Online Learning • Blackboard is currently the major online resource but will be replaced by Moodle next session • Ability to store many different online resources both for study and wider reference like Athens and MS outlook • Online Submission allows much easier distance learning and for IT is much preferable to hard copy hand in

  15. Classroom Environment • Classroom size is regularly monitored • The exception was on week 1, overcrowded lectures was the norm • Generally engaging academic staff, especially my favourite teacher, Glenn Affleck. • Factors like heating and lighting are important and I have noticed that they are always considered when they may become a problem

  16. Teaching • The Centre for Academic & Professional Development provides training and resources for all academic staff at UWS • Main goals of CAPD are consistent teaching standards across the university, to encourage student retention and ensure that “our learning is available in a flexible and student centred manner”

  17. Assessments Purposes of assessments are • Consistant evaluation • Develop responsibilty for self learning • Provide feedback for both student and teacher • Demonstrate the requirements have been met for progression or award

  18. Critical appraisal of Assessments • So far I have found assessments to be explicit and transparent • Accurate, unambiguous and timely information provided to students on the nature of the assessment task • All assessments have come with a reminder of the universities policy on plagiarism, cheating and late submission

  19. IT and the Student UWS IT STRATEGY AND STUDENT IMPACT

  20. IT and the Student • ITC • Services • Infrastructure • JA.NET • Support • The Student View

  21. ITC

  22. ITC Strategy • ICT Strategy 2010-2013 • Aims to achieve “Excellence in the Student Experience” • ‘acceptable’ -> ‘good’ -> ‘excellent’ • Heavy use of business language, and mentions of stakeholders needs against student needs

  23. ITC Services A look at ICT Services which affect the Student Experience

  24. Banner Student Information Service • Allows university to perform processes in: • student recruitment • Enrolment • Course management • Student retention • Examination • graduation • Information transfer – UCAS and HESA (Higher Education Statistics Agency) • Oracle RDBMS - Unix

  25. Banner Student Information Service • Banner Advisory Group • Oakleigh Consulting review • Quality of Data, interfaces with systems, reports from Banner • Online admissions and enrolment, new

  26. Single Sign-on • Beginning of a phased approach to complete Single Sign-on for all systems • Currently patchy • Looking at Shibboleth – Open Source • Password reduction

  27. VLE – Blackboard Enterprise Suite • Used to deliver content to students both on and off campus • Moodle in use in other HEI – interface needed • MS SQL – Windows • Move to different Application, disruptive

  28. ITC Infrastructure

  29. Hardware • Change from a 4yr to 5yr refresh cycle • Longer cycle believed to contribute to ‘Green IT’ agenda • Move towards thin-client devices • No local data store • Highly portable

  30. Hardware - AV • A standard set of AV equipment in all classrooms • Aims for a cost effective and familiar environ for both staff and students • Signage to be deployed • Conferencing still under deveopment

  31. Wireless • Authenticated access • Excludes some dorms until policy change • Campus wide • Tricky configuration • Patchy mobile device support • Poor signal strength

  32. Thin Clients and Virtualisation • Thin Clients to be deployed in the Open Access labs and in some teaching labs • TC will help with moving data to South Lanarkshire Council data centre, less data stored local to backup • Hoped that support of thin-clients in these areas will be less than thick-clients

  33. ITC - JA.NET The Education Network

  34. JA.NET • A private Network • NREN - National Research and Education Network • Government Funded • Aimed at Academic Research and Education • Just about every further- and higher-education organisations in the UK is connected to JANET

  35. JISC • Joint Information Systems Committee • Role is to support post-16 and higher education and research • Provides leadership in the use of ICT in learning, teaching, research and administration • Funded by all the UK post-16 and higher education funding councils

  36. JA.NET

  37. Acceptable Use Policy • University Policy must include or reference JA.NET AUP Policy which doesn’t make the best sense: • You must never leave a computer while you are logged in. You must always log out before leaving the room. • You must not tamper, adjust, switch on/off or otherwise interfere with any computer equipment in the laboratories. • You must not create or transmit material which is designed or likely to cause annoyance, inconvenience, needless anxiety or defamation.

  38. ITC Support

  39. IT Support • Student Hubs • 1st line in student support • helpdesk@uws.ac.uk • Link to back end ICT services

  40. Desktop Support • 3 standard Images: student, staff, support • Reviewed each trimester • Monitoring of hardware for utilisation of resources to inform review

  41. Application Support • One Function, One Application • 2 version support, current and previous • Application License control and restraints

  42. Dekstop and Application Support • Not very responsive to change in demand from staff or students • Due to current patchy role-out, different campuses still have different systems

  43. The Student View What are the large impacts on the student

  44. Problems a Student Sees • Course module differentiation between campuses • Lack of up-to date information on ITC and its progress • Lack of support for current generation devices • Lack of communication from ITC when problems arise

  45. Questions?

  46. Ambition and Future

  47. Introduction • My presentation will be on the group which is myself, Michael, William and Fhianan. It will be on our inidividual ambitions and goals for the future.

  48. Michael’s ambition • Getting a good degree • Getting a good job • Work which will lead to rewards • Working somewhere where it is enjoyable • Living in a nice house • Married and having a family

  49. Michael’s Future Goals • Within 5 years getting a foot hold on the job field in which he has a degree in • Ideally when Michael gets a job he will like to progress and move up the career ladder • Setting himself new targets • And hopefully stopped smoking his roll ups

  50. William’s ambition • Getting a good degree with a good pass mark, looking at 2.1 or better • Working within a work enviroment he enjoys • A job which will apply in science or general progress • Expanding his reading selection

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