1. Seminar for international students

2. Study information system ÕIS
Merli Laurson
ÕIS specialist

3. OIS2.TLU.EE ÕIS user guides TU user account? (S-203) pdf-s in ÕIS
Vimeo: vimeo.com/tlu

5. Schedule: Week view

6. Schedule: Semester view

7. Nominal plan

8. Nominal plan

9. Messages

10. Applications

11. Academic calendar

12. Support
Merli Laurson
Terra building, T-213
ÕIS > Help

13. Studying as a visiting student in another Estonian university
Changing study programme
Requirements
Application in ÕIS
More questions?

14. Feedback system in TLU
Elina Malleus

15. Who is involved and responsible?
Questions are created in collaboration with researchers from the field of psychology, education and learning analytics.
First we focus on students and their experiences with learning in the university. Next step is understanding lecturers perspective and put these ideas together to develop better behavioural environments to support learning.
We emphasize that learning (development of understanding) is collaboration between lecturer and student and thus, we want to broaden both parts/sides self-awareness about their possibilities to learn/teach more effectively.
Therefore, the system offers students and lecturers possibility of getting feedback about their learning process, but also expects students to be involved when answering the questions and reading materials that can help to raise the awareness about their learning.

16. What do we have now and what should we try to change
Studies about teaching-learning environment in different departments.
Motivated and experienced lecturers and students (the motivation is somewhere there, we just need to find it).
We aim towards…
A better and shared understanding about essence of learning in the university (both for the faculty and for the students)
A shared vision and values (e.g. How do we give feedback that motivates to get better not to quit work or studies).
A well-based and purposeful regulation of the learning environment
Technical support that matches the needs above
Rõhuasetusega sellele, et meil on tegelikut sarnased mured

17. Prior experiences?
What are the issues/ challenges we face every day in learning situations? Where we get stuck?
How can we get help?

18. What are the factors that influence learning experiences and well-being in the university
Moving towards self-regulated learning (Pintrich,1999, 2004; Boekarts, 1997, 1999; Zimmermann ja Schunk, 2001).
Focusing on the learners’ ability to direct (plan and regulate) their learning process. Important aspects therein:
Motivational aspects (autonomous study motivation, developing personal interest (incl. finding value in the learning material and the learningprocess), learning goals and learning-related beliefs)
Study skills (deep versus shallow learning, planning and analysis of the learning process)
General well-being (co-operation with peers, school-life balance, adapting to stressful situations and life changes).
…not forgetting the importance of the quality of subject matter knowledge

19. What is the difference between autonomous and controlled motivation?
doing something because of sensing pressure from others (extrinsic motivatsion)
Extrinsic regulation – extrinsic motivation with an aim of getting a reward or avoiding punishment
Introjected regulation – doing something to gain acceptance or to avoid guilt
Autonomous motivation:
doing something based on personal will and choosing
Identified regulation – doing something because it is consciously valued and accepted as personally important
Integrated regulation – regulations are fully assimilated with the self so they are included in a person's self evaluations and beliefs
Intrinsic motivation – doing something for the fun of it, because it feels good
Decy ja Ryan, 2009
Äkki lisada siia pildid ka?

20. How can we move toward autonomous regulation of learning
How can we move toward autonomous regulation of learning? Which environments support that?
Decy ja Ryan, 2009
Supporting basic psychological needs for:
RELATEDNESS COMPETENCE AUTONOMY
It is my own choosing and I choose to carry on just like that
I feel valued and supported
Kuidas seda patsiendiga suhetes rakendada?
I can manage
S D T ( s e l f – d e t e r m i n a t i o n t h e o r y )

21. How can overall feedback system help to accomplish these goals?
Four main levels in TLU feedback system:
Student and his/her changes over time (working during studies, time-management, overall study goals, motivation, learning skills, general competencies).
Lecturer and his/her changes over time (motivation, wellbeing; satisfaction with the support from the university, need for specific trainings).
Lecturer and student in interaction (experiences of teaching-learning environment). Feedback about specific lectures and learning experience.
Questions about learning „management“ (for example: satisfaction with ÕIS system and different facilities).

22. What do we have at the present moment?
Combining course feedback with tracking the „personal development“ of the learner (developing a unified system)
Focusing on the role of the learner and the role of the teacher in the system (not a system for praise and punishment, but rather a support system)
Developing and piloting new evidence-based measures

23. Waves of questionnaires (example from BA level)
First year students and their wellbeing
Course feedback 1 + other questions
Course feedback 2 + other questions
Course feedback 3 + other questions
Course feedback 4 + other questions
Course feedback 5 + other questions
Course feedback 6 + other questions
Graduates questionnaire
First year students questionnaire

24. Different topics in questionnaires
Feedback
Course related feedback
Lecturer creating supportive environment
Feeling of autonomy, competence and relatedness
Course management
Relations with other learners, course structure and goals, supportive materials and use of different methods
Learner-centred questions
Personal interest (incl. finding value in the learning material and the learning process), learning goals and learning-related beliefs
Other topics
General competencies and wellbeing
Achievement goals, learning skills, entrepreneurship, tiredness etc.
Study process and regulations
Satisfaction with admission process, study regulations and supportive environments. Working and studies, overall curricula etc.

25. Questionnaire in ÕIS
Course-related feedback: the need to fill out the questionnaire for at least two courses
Other questionnaires are optional

26. Current view of the results
Opens some time after the questionnaire is closed
Comparison of own results and overall mean score.

27. Supportive materials Information about the background of the questions
Possibility to think about development in specific area

28. Expected vision of students „view“
Comparison of students results over time about different topics (for example mastery orientation; effort regulation, self-efficacy, working in groups etc.).
Helping questions and information:
Think of the things that you usually do during learning. Do you have any ideas how you can change your learning experice to be more interesting for you?
Here you can find information about the specifics of learning related interest. www……… If you have finished reading the chapter write here notes of the new and interesting ideas that you have thought while reading.
Student can see his/her answers all the time and plan his/her learning with the support of the system