1. The ‘Flipped Induction’ - bridging the gap between enrolment and induction. Chris Rowell & Steve Dawes. Regent’s University London.
Introductions….1min

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5 Mins

3. The ‘Flipped Induction’ – bridging the gap between enrolment and induction.

4. Link between the pre-induction module and the actual induction process

5. Chris 3 mins
2 Main reasons for setting up the module:
1. The main purpose of this module was to give students an ‘orientation’ to Regent’s:
Orientation is the social, enrolment and registration (plus paying of fees) introduction of students to the University, which happens alongside the early stage of induction. The organisation and operation of orientation is the responsibility of Registry and the Students Union. It introduces students to the facilities and services which we have at the University – information about student support, library services, etc.
Less to do with ‘academic induction’:
Induction is how we refer to students‟ academic introduction to the University – setting expectations, procedures, practices and customs within courses. It is a welcome to academic life which lasts several months, starting before students arrive at the University, moving through an intense launch and continuing through at least the first six weeks of each course unit, enabling students to identify positively with the University and their course
2. Familiarises students with the VLE.

6. Development of Design

7. Development Pre-Induction Needs Stakeholders Prototype Changes Design
Consistent
Streamlined
Interactive
Development
Pre-Induction Needs
Stakeholders
Prototype
Changes
Steve – 5 mins
The ‘Regent's Pre-Induction’ Blackboard Module was designed to guide students through the key information that they would need to know before studying at Regent's University London. The Module consisted of seven content areas for students to navigate in sequence or access in any order they choose. The ‘Are You Ready?’ section provided an online quiz to enable students to check that they had completed all the necessary pre-induction steps and, if not, provided specific, relevant feedback and advice on what to do before beginning their studies. Students accessed the site using a single Blackboard user account. The details of this account were sent to them in the Welcome that was sent by the Communications Team.
Development:
Planning
Initial outline focussed on delivery of key information through a centralised, student centric platform.
Focus on collating content from disparate internal and external intranet and website sources.
Bespoke design choices and media planned.
Create single sign-on for unenrolled students.
Stakeholders
Dean of Students
Communications
Student Support Teams
Visa
Study Abroad
Finance
Accomodation
Learning Technology Team
Prototype
Simple facsimile of information available elsewhere
Cluttered design and navigation
Content was overlong and confused
Changes
Play to strengths of Blackboard
What makes the VLE different from the Intranet
Development of interactivity
Move from repository of information - Pre-Induction Information to Pre-Induction Course
Return to design that was sympathetic to simplicity of use and echoed the Regent’s Blackboard experience
Design:
Consistent
Colour scheme
Icons
Font
Regents Blackboard experience
Streamlined
Student easily able to identify where they are in the course
Course can be navigated to suit the students needs
Navigation hand-in-hand with content
Interactive
VLE vs. Intranet
Pre-Induction Information to Pre-Induction Course
Directed support and guidance

8. Evaluation

9. Evaluation 987 students 120 hours logged Over 7 minutes per student
Steve 4 mins
PE Questions
Too much information to absorb – key information highlighted, links to further reading
Making students feel welcome – feel part of the university before arriving, consistency
Making students feel confident – confident using Blackboard and support
Getting students familiar with IT systems – see above
Getting students familiar with student support – see above
Advertising communications channels – key contacts for each department highlighted, liaison with stakeholders ensured accuracy
Student readiness to enrol – student services indicated a reduction in number of support contact received from students
Creating peer relationships – social media and SU links, frees up face-to-face time, more to do (collaborate)

10. Going forward…

11. Chris 5 mins
Media – more video content
Making it Mobile friendly
Details about Freshers Fair
Developing FAQ’s
Move from orientation to induction – the addition of academic skills

12. Any Questions?

13. Thank you! Chris Rowell @chri5rowell Steve Dawes @malkatraz