1. Get Ready for Languages An online transition tool for incoming Modern Language undergraduates Juliet Solheim and Kirsten Söntgens Modern Languages 27 th June 2011

2. Contextualisation and Overview of the GRfL Project

3. 3 Rationale and Impetus –Centre for Language Study/ Modern Languages –The school to HE “transition” agenda and UoS’s widening participation strategy (2006-2010) –Addressing the perceived need for learner training/study skills for new students: - existing integrated course for Year 1 students –LATEU-funded development of a ‘pre-arrival’ resource on Blackboard VLE based on an existing concept –First implemented in 2009-2010, revised in 2010-2011 –Greater (perceived) input in the light of increased fees

4. Design of Blackboard-based resources Introductions and navigational advice

5. Design of Blackboard-based resources Mentor information and contacts Access to current languages students and societies

6. Design of Blackboard-based resources Practical information from current students, SUSU, StudentUK etc

7. Design of Blackboard-based resources Overview of UoS structures and ML teaching Interactive ‘Learning Objects’ and external links

8. Design of Blackboard-based resources Language/Field-specific introductions and activities

9. Evaluation 2010 – 2011

10. GRfL: Student Introduction and Data Collection Confirmed incoming 2010-2011 students were informed of GRfL: –in an email from Admissions Office in late August 2010 –on Modern Languages Induction website in early September 2010 Online survey (Survey Monkey) made available to Year 1 students Semester 1, Week 4 via language unit Blackboard courses –Quantitative and qualitative data Total responses (n) = 46 out of 173 –26.6% response rate

11. Access to GRfL: Blackboard and/or Facebook? Of the 17 ‘Neither’ responses: –6 were from ‘languages option’ students –6 were not aware it existed –3 forgot to access it –1 found it too confusing –1 did not know how to access it

12. Mentors: Pre-arrival Contact Of the 42 students who did not contact their designated mentor pre-arrival: –17 said they were not aware they had one –13 said they felt no need to contact them The 4 students who did contact their mentors commented positively: –“extremely effective at putting my mind at ease” –“I had worries about not being able to cope with work, not meeting people. My mentor was very kind and gave good advice” –“very useful. Discussed textbooks and pre-reading”

13. Synthesis of findings 13 Good Features (keep) staff/student videos introductions to UoS language societies tips from Year 2 students reading lists and book recommendations certain language activities for subject ‘refreshment’ helpful and supportive mentors Bad Features (develop) home page is too wordy unsure of the overall purpose of GRfL/whether work was required information overload at points Facebook group was underexploited lack of F2F follow-up post-arrival with Mentors Ugly Comments “Little information, bit dissapointing [sic]” “I remember finding the whole thing very confusing” “I only visited the site briefly and felt overwhelmed by it all” “Few features of use here other than raising awareness of blackboard”

14. Next Steps

15. 15 The way forward Clarify purpose of GRfL in initial information sent out to incoming students Exploit better opportunities for dialogue between new and existing students Conduct further evaluation beyond basic survey

16. Thank you for listening! Any questions or comments? Please contact us: Juliet Solheim J.Solheim@soton.ac.uk Kirsten Söntgens K.Sontgens@soton.ac.uk