1. 4 th & 5 th June 2015 The Step Up: From FE to HE Claire Farquharson, Edge Hill University SOLSTICE Conference 2015

2. With increasing diversity of students from traditional and non-traditional routes entering higher education institutions (HEI) they arrive from differing educational cultures, experiences and forms of assessment (Hatt, 2003). The degree choice is continually influenced through prior performance in secondary and further education, not being too much work and to try and gain a more prestigious qualification (Lowe, H & Cook A, 2003). As learning and assessments are not a neutral process and rely on prior experiences in both educational and social contexts it highlighted the importance of trying develop all students to the similar learning platform to progress through the BSc (Hons) Sports Therapy degree programme. This presentation discusses the implementation of a “Pre-course Workbook” completed prior to enrolment, the role of Blackboard and will identify the potential outcomes to date. Claire Farquharson

3.  To highlight the initial discussions to assist the step up from FE to HE  To identifying the role of the PreCourse Workbook  To discuss development and set up of the workbook  To highlight pitfalls and future considerations. Claire Farquharson

4. “With increasing diversity of students from traditional and non-traditional routes entering higher education institutions (HEI) they arrive from differing educational cultures, experiences and forms of assessment skills” (Hatt, 2003). “The degree choice is continually influenced through prior performance in secondary and further education, not being too much work and to try and gain a more prestigious qualification (Lowe, H & Cook A, 2003)” Widening Participation 50% of UK 18-30 year old age group will benefit from access to HE by 2010 Also to increase the proportion from under-represented groups; lower income families, people with disabilities and ethic minorities Department for Education and Skills (DfES) (2003)

5. RETENTION Provide students with a greater insight into the content of the programme and first year modules to assist retention ENGAGEMENT To try to engage students from the outset prior to entry with each module UNDERSTANDING To highlight to students any gaps within their own knowledge To assist tutors with highlighting any students that may be struggling from the outset INTRODUCTION Try to introduce and allow students to engage in a version of blackboard EHU: The Undergraduate Framework - ‘Lenses’ Induction and Transition Technology Enhanced Learning

6.  Production of “Pre-Course Workbook”  Welcome: To provide overview of course, purpose of workbook  Getting Started: Explanations into the completion of the workbook  Step By Step: Log in to Coursesites (external version of Blackboard)  Modules: Overview, Expected Prior Knowledge, Questions, Recommended Resources (Books, Online Resources)  Hand in: Course introduction in Enrolment week

7.  https://www.coursesites.com/s/_EHUSportsTherapy https://www.coursesites.com/s/_EHUSportsTherapy  Similar set up as Blackboard Modules  Included Programme Information and links  FAQs  Learning Resources  Access closed Monday of Enrolment Week

8. Follow Up: All handed in in Enrolment Week Personal Tutors viewed Workbooks Within Personal Tutor meetings discussed any issues or reiterated engagement

9. Evaluation: Review Overall Module Grades Review Retention rates Development: Pilot Online Quizzes 92% Alterations The Future: Questions through Online Quiz Discussion re online/paper version: 41% Online 33% No Preference 26% Paper Transitions Level 4 to 5, Level 5 to 6

11.  Department for Education and Skills (DfES) (2003) The future of higher education, Cmd 5735 (London, The Stationary Office).  Dror, IE (2008) Technology enhanced learning; The good, the bad and the ugly. Pragmatics and Cognition 16 (2) 215-223  Hatt, S & Baxter, A (2003) From FE to HE: Studies in Transition. A comparison of students entering higher education with academic and vocational qualifications. Widening participation and lifelong learning. 5 (2) 18-30  Littlejohn, A., and Higgison, C. (2003) E learning series no. 3 – a guide for teachers, LTSN Generic Centre.Laurillard, D (1993) Rethinking University Teaching: A Framework for the Effective Use of Educational Technology, Routledge.  Lowe, H & Cook, A (2003) Mind the Gap: are students prepared for higher education? Journal of Further and Higher Education 27 (1) 53-76