Bridging the Gap between School and University: ‘Get Ready for Languages’ Kirsten Söntgens International Blended Learning Conference 16 th June 2011

Overview of ‘Get Ready for Languages’ Context Pre-arrival on-line learning tool Design and delivery Evaluating impact The ‘mix after arrival’ What next?

Context: ‘Get Ready for Languages’ The ‘transition’ agenda and the perceived need for learner training/study skills for new students Student retention: UK completion rate 83%, USA 66% [National Audit Office 03] Blended approach: Existing integrated language skills course for first years Funding and development of pre-arrival resources on Bb

Bb: ‘Get Ready for Languages’ : Intro to Undergraduate life and study of ML Inform, motivate and reassure incoming ML students shortly before arrival Interactive orientation resources: Talking heads of current/ex students, staff Academic and language skills activities 2 nd year students as mentor

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Respondents and use of GRfL Confirmed incoming students were informed of GRfL: –in an from Admissions Office in late August 2010 –on ML Induction website in September 2010 Online survey (Survey Monkey) made available to Year 1 students Semester 1, Week 4 via Stages 1-4 Blackboards Total responses (n) = 46 out of % responded that they accessed GRfL on Blackboard and/or Facebook before coming to Southampton, with 10.9% accessing exclusively through Facebook The majority of non-users quoted unawareness of GRfL’s existence as the main reason for not having accessed it GRfL helped students get an idea of what to expect, and provided them with answers they had difficulty finding in other places

eMentors Only four of the respondents reported contact with eMentors pre-arrival Three of these gave further information on their eMentoring experience, and described their mentors as ‘helpful’, ‘effective’, ‘kind’ and as giving good advice. Most other students did not see the point of such contact (17 students), or were not aware that this choice was open to them (11 students)

Feedback and suggested improvements 1. Blackboard Overall positive about choice of content Videos particularly well received ‘Home’ page too information rich ‘Social’ page was popular, but more information sought Degree option pages were very popular, but also needed more information Facebook Students did not think the affordances of social networking and timely updates were exploited well enough. Not very informative, lacking in purpose and seen as a signpost to Blackboard Students who did engage found it ‘nice to meet other students before arriving in Southampton’

Feedback and suggested improvements 2. Earlier access More in-depth course outlines/module information/reading lists More details about Modern Languages More contact with existing students Address expectations for independent study/how to close the gap from A levels to HE Helpful hints for language study

The ‘mix after arrival’ The School of Humanities Induction website Modern Languages Undergraduate Handbook Induction week: tours and talks Introduction to Study Skills for Language Learning Integrated Language Skills course for first years Humanities Skills module GerSoc: Buddy scheme

The ‘mix after arrival’ Humanities Skills module Week 2, Time management, efficient reading and making the most out of lectures (45 mins); Week 3, Research practice, referencing, academic integrity and essay writing (45 minutes); Week 4, Working in groups and giving presentations (a double slot, 1.5 hrs); Week 5, Exam technique and revision methods (45 mins) Accompanying these workshops will be a series of 10-min video lectures (available via Blackboard) on the same topics.

14 The way forward Improve access to GRfL blackboard Exploit further the opportunities for dialogue (e.g. eMentors, Facebook, GerSoc’s buddy scheme) Use GRfL blackboard at taster, open days etc. to increase visibility of languages at Southampton For further information contact