1. Online Academic Transitions Toolkit and Study Development Showcase
Enhancing the learning and teaching experience through the lens of academic transitions
Online Academic Transitions Toolkit and Study Development Showcase
Abby Shovlin
and Study Development Staff
University of Edinburgh
24th May 2016

2. Today’s programme
: ‘Making Transitions Personal’: Gavin McCabe and Liz Dobson McKittrick (Careers/Employability) : Anthea Coleman-Chan, Martine Pierquin and Rachel King (Centre for Open Learning) : Lynn McNair, Kristina Konstantoni, Iain and Lisa (Childhood Practice) 1115 – 1130: Short break 1130 – 1200: George Kinnear (Mathematics) 1200 – 1230: Katie Scott (Peer Support) 1245 – lunch and discussion
Learning-and how learning may be different at university
IAD workshops cover different aspects of your own individual learning journey that you may wish to concentrate on at different points in your degree e.g. critical thinking, time management, exams etc.

3. Models: 7 and invite for contributions
Online Toolkit
Models: 7 and invite for contributions
Learning-and how learning may be different at university
IAD workshops cover different aspects of your own individual learning journey that you may wish to concentrate on at different points in your degree e.g. critical thinking, time management, exams etc.

4. Toolkit : main message
Transitions do not stand apart from learning and teaching, they are an integral part of it
Transitions:
Pre-arrival
Induction
Stepping up to Honours
PGT
PGR
‘micro’
Learning and teaching

5. Theoretical underpinning
06/09/ :12
Theoretical underpinning
T3: TRANSITION AS BECOMING
- Student-centric
- Infinite
- Individualised
T2: TRANSITION AS STAGES
- Developmental
- Longitudinal
- Institutionally defined
T1: TRANSITION AS INDUCTION
- Student orientation to institutional expectations
- Closed
- Finite
Whilst it is part of it its not all AND it’s a particular type of induction anyway- thank you very much
Gale and Parker (2014)
Images: FlickrCC:
transitions/ac lits / 4CD memory stick

6. Toolkit definition: Effective transitions:
Starts with the student rather than the institution
Recognises that every transition is unique
Focuses on both ‘knowing’ and ‘doing’ through activities which offer students strategies that will enable them to not only know what but how
Is assumption free as our students come from a range of different educational backgrounds. Therefore, good transitions practice begins with the principle that there is no common denominator to our students’ prior knowledge, skills and experience

7. Remarkably like:
Seven Principles For Good Practice in Undergraduate Education:
Encourages contact between students and faculty
Develops reciprocity and cooperation among students
Encourages active learning
Gives prompt feedback
Emphasizes time on task
Communicates high expectations
Respects diverse talents and ways of learning
Chickering and Gamson (1987)

8. Thank you to . . .
This toolkit has been made possible through input and collaboration from:
Paul Foster, Alison Jack and Divinity staff; Pamela Docherty and Mathematics staff; Caroline Bamford, Anthea Coleman-Chan and COL staff; Marion Smith; Sue Renton; Deborah Shaw, Phil Larkman and BMTO staff, Pete Smith and Diane Watkins (Edinburgh College); Natalie Poyser and Vladimir Velan (IAD) and members of the IAD Study Development Team