1. Julie Thomson and Margaret McCann Glasgow Caledonian University Crowne Plaza Hotel, Glasgow 9-11 June 2015 Using Technology to Encourage Social Interaction during Induction: the use of Adobe Voice on the iPad

2. Outline of Paper The following areas will be addressed: 1.Introduction: Articulating Students – The need for an induction activity 2.Why use Technology? – designing transition activities 3.Methodology: The use of Action Research i.PLAN – aims of intervention ii.ACT – how we carried out the intervention iii.OBSERVE – what we saw happen iv.REFLECT – analysis of the results of the study v.REVISED PLAN 4.Conclusion

3. 1. INTRODUCTION An induction activity for Articulating Students Designed: …as an ice breaker …to help students settle into university …to combat social isolation, loneliness …to start students on team work & collaboration …to familiarise students with university environment …to be FUN!

4. 2. WHY USE TECHNOLOGY? Designing transition activity Use existing technologies – ipads, smart phones Easy to use software End product

5. 3. METHODOLOGY Action Research PLAN Induction activity using Adobe Voice designed ACT Delivery of intervention to 74 students across 2 direct-entry programmes OBSERVE Students were observed during activity and an evaluation questionnaire distributed REFLECT Analysis of questionnaire and reflection of outcome of action research REVISED PLAN Longitudinal survey to reflect on learning. Creative Response devised Figure 1: Key Stages of Action Research Source: adapted from Kemmis & McTaggart, 2005, p. 563 Programme leaders of direct entry course as facilitators Using self-reflective enquiry Constructivist approach Learner-centred Interactive Student consent forms

6. i. Plan Preparing for the intervention Access to iPads – proposal to AD of L&T Plan delivery of interactive session during induction week of new programme L3 entry Original key objectives identified:  Enable early engagement with lecturing staff  Enable interaction with new classmates  Build student confidence  Enable sharing of feelings about starting university  Familiarise with university environment  Delivered in a fun, non- threatening way

7. ii. Act Delivery of intervention 8 student mentors, assigned random teams Provision of project brief on activity Recommended assigning team leader Use of images around campus, voice-overs Judging criteria for final video 2 key questions students asked to cover in their videos: i.What are your expectations of university? ii.What are your first impressions of the university Learning Technologist provided 30 min intro 1 hour practice + 2 hours for activity Showcase event. http://tinyurl.com/nmwnuj9

8. iii. Observe Observation of intervention

9. iv. Reflect 1. Post-intervention questionnaire n=58; 78% response Enjoy activity? – 86% ‘Yes’

10. iv. Reflect 1. Post-intervention questionnaire Best aspects – social (55%) Best aspects – functional (26%) “Taking the photos and voice over” “Going around campus taking photos” “Putting all clips together” “Learning a new skill” “Being creative” “Getting to meet new people and share ideas” “Learning about my group” “Laughing with everyone” “Knowing how everyone feels” “Getting to know my team”

11. iv. Reflect 1. Post-intervention questionnaire Worst aspects – self-conscious (43%) Worst aspects – group (9%) “First getting into groups” “Disagreeing in discussions” “People being indecisive” “Getting people to agree with everything” “Hearing my voice” “Watching ourself on the video” “To listen to my voice”

12. iv. Reflect 1. Post-intervention questionnaire Overall impression: “Really enjoyed the project. I got to make friends and get to know some of the classmates better” “Good activity to meet new people and gain team working skills” “Was really good to get talking with new people and breaking the awkwardness everyone felt”

13. iv. Reflect 2. End of year reflection “It helped with group work. A large part of the course is made of group work with people you have never met before and who can be completely different from you..” “It is a great ice-breaker and good way to make friends” “The good aspect was I got to know some of the people better, it was fun and made me feel more relaxed.”

14. iv. Revised Plan Creative Response Benefits from participation in activity Time-out from intense information-driven sessions during induction Student Feedback ‘more structure and longer to do the exercise’ Clearer purpose of activity – manage student expectations Importance of supporting activities e.g. confidence building session

15. 4. CONCLUSION What did we learn? Where next? Fun interactive activity delivered which students remember Addresses key issues of direct entrants e.g. loneliness, social isolation, anxieties and insecurities of new environment Developed Self-confidence and self-esteem Importance of early interaction and group working Those who found it challenging, also recognised importance Longitudinal research on impact of early group activity: academic performance, retention and transition http://tinyurl.com /nz3dwen