1. Sue Swansborough Getting it right from the start: active learning and induction in a higher education setting

2. Meeting expectations in HE Induction and widening participation: Induction is increasingly important Induction is increasingly important (D’Andrea and Gosling, 2005; Lynch et al, 2006; Yorke and Longden, 2004) Induction varies between institutions and within institutions Induction varies between institutions and within institutions

3. Meeting expectations at the University of Gloucestershire The promotion of active learning is formally part of the University’s vision statement The promotion of active learning is formally part of the University’s vision statement Are students prepared for this approach? Are students prepared for this approach? Is the University prepared for students? Is the University prepared for students? Department of Natural and Social Sciences and Centre for Active Learning induction Department of Natural and Social Sciences and Centre for Active Learning induction

4. What is active learning? A broad church A broad church Engaging students in their learning Engaging students in their learning Enabling students to take responsibility for their own learning Enabling students to take responsibility for their own learning Learning through ‘doing’ and reflecting on the process to promote deeper understanding Learning through ‘doing’ and reflecting on the process to promote deeper understanding

5. Back to the future?

6. Building Learning Power (Claxton, 2002) – the 4 Rs Resilience Absorption Managing distractions Noticing Perseverance Resourcefulness Questioning Capitalising Making links Imagining Reasoning Reflectiveness Planning Revising Distilling Meta-learning Reciprocity Interdependence Collaboration Empathy and listening Imitation

7. Primary product Team players Team players Independent learners Independent learners Active learners Active learners Confident individuals Confident individuals Creative individuals Creative individuals

8. The process to the product Building confidence Building confidence Building a learning community Building a learning community Respecting individual differences Respecting individual differences Setting the ‘big picture’ Setting the ‘big picture’ Defining a clear pathway to success Defining a clear pathway to success

9. Secondary hiatus? Largely driven by exam success: Spoon feeding and regurgitation Spoon feeding and regurgitation Less creativity Less creativity Less independence Less independence Less active Less active

10. Minding the gap to HE University of Gloucestershire approach: Induction model following active learning principles Induction model following active learning principles Preparation before arrival Preparation before arrival Centered around academic project with end result Centered around academic project with end result Digital storytelling Digital storytelling Time for reflection Time for reflection

11. Induction model

12. Variety is the spice of life

15. Getting to grips with technology

16. Following through PDP and Skills module (Swansborough et al, 2007) Begins during induction Begins during induction Continues for 12 weeks Continues for 12 weeks Enquiry-based learning approach Enquiry-based learning approach Reflective E-portfolio (PebblePad) Reflective E-portfolio (PebblePad)

17. Things to think about Think well-ahead Think well-ahead Staff ownership Staff ownership Communication Communication Organisation Organisation Make it enjoyable! Make it enjoyable!

18. References Claxton, G. (2002). Building Learning Power: helping young people become better learners. TLO Limited, Bristol. D’Andrea, V. and Gosling, D. (2005). Improving Teaching and Learning: a whole institution approach. Society for Research into Higher Education and Open University Press, Maidenhead. Lynch, K., Frame, P., Harwood, T., Hoult, L., Jenkins, M. and Volpe, G. (2006). Transitions into Higher Education: processes, outcomes and collaborations. In Grigg, G. & Bond, C. (Eds), Proceedings of the Association of Tertiary Learning Advisors Aotearoa/ New Zealand (ATLAANZ), Supporting Learning in the 21st Century. Dunedin, NZ: Higher Education Development Centre (HEDC), University of Otago/ ATLAANZ. Pp 32-46. Swansborough, S., Turner, D. and Lynch, K. (2007). Active learning approaches to develop skills for sustainability. In Roberts, C. and Roberts, J. (Eds), Greener by Degrees: exploring sustainability through higher education curricula. Geography Discipline Network, University of Gloucestershire, Cheltenham. Yorke, M. and Longden, B. (Eds) (2004). Retention and Student Success in Higher Education. Society for Research into Higher Education and Open University Press, Maidenhead.