Howe, R. and Stanton, P. (2012) Student perspectives on technology supporting the transition out from University. Lecture presented to: Employer Engagement in a Digital Age, University of Greenwich, 04 July 2012. (Unpublished)
Presented version (726kB) |
| Item Type: | Conference or Workshop Item (Lecture) |
|---|---|
| Abstract: | Transition Out (TO?) is a six month intensive investigation funded as part of the URB@N project (https://sites.google.com/site/urbanscheme/home) looking at how students want to use (or are already using) technology which will assist as they look towards completing their course and moving into employment or other future opportunities. This could be any type of technology ranging from mobile devices, social networking and cloud services. Students may not realise that the activities they are doing will assist with their transitions - they might be actively collaborating with peers (Ellison et al, 2007), using time management or planning tools, or generally enhancing their skills and experience using a range of technology. The work builds from the LLIDA (JISC, 2009) and SLiDA (JISC, 2010) investigation of supporting learners in a digital age. TO? is identifying what works well for students, but also barriers that stop them from using the technology or precautions to take (Rossi, 2011). It is also gathering their thoughts on how we might be able to better promote technology to support the transition process (i.e. what training, support resources or services would they find most helpful). TO? engaged with 211 final year students along with some of the University alumni. A short questionnaire was used along with the further opportunity for respondents to engage with a more detailed 1:1 interview. Word processing (85%) and email (88%) are the most popular technologies to support students as they leave the institution. This is closely followed by online job sites (69%) and direct applications to employers website (65%). Over half (55%) of students are aware of portfolio tools provided by the University but do not use these. Some students are completely unaware of tools which could enhance opportunities such as professional social networking sites (36%) or time management / planning tools (42%). With regards to Social Networking sites (E.g. Facebook) and the impact of these on potential employers, 10% of students had not considered changing their security settings – 17% were aware that they could change the settings but were not concerned. 66% had suffered from a lack of knowledge / confidence with the use of technology, however 22% would not seek out resources supplied by the University to help them improve their skills From the data which has been gathered so far, teams which support students (e.g. Careers and Library) will be able to refine their support, engagement and provision. Those involved in the development and running of courses will be provided with further guidance and support to consider how development of the digital literacy of the cohort will impact on their ability to gain future opportunities on leaving. Provision should be integrated into the student experience rather than being seen as a bolt-on. There are a number of key lessons for those wishing to replicate TO? • Use students as researchers to gather authentic responses • Consider students from as many subject areas as possible • Talk to students about the full range of technology available (some is used but not appreciated) |
| Uncontrolled Keywords: | Transition Out, TO?, learners experience, technology, graduates, perspectives |
| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education > LB2395.7 Internet in higher education. Web-based instruction. Educational technology |
| Creators: | Howe, Rob and Stanton, Penelope |
| Projects: | URB@N |
| Northamptonshire and East Midlands: |
Education, Training and Skills Employment, Unemployment and the Labour Force ICT |
| Faculties, Divisions and Institutes: | University Faculties, Divisions and Research Centres - OLD > University Departments > Library and Learning Services |
| Date: | 4 July 2012 |
| Date Type: | Presentation |
| Event Title: | Employer Engagement in a Digital Age |
| Event Dates: | 04 July 2012 |
| Event Location: | University of Greenwich |
| Event Type: | Conference |
| Language: | English |
| Status: | Unpublished |
| References: | Ellison, N. B., Steinfield, C., Lampe, C. (2007), The Benefits of Facebook “Friends:” Social Capital and College Students’ Use of Online Social Network Sites. Available from: http://onlinelibrary.wiley.com/doi/10.1111/j.1083-6101.2007.00367.x/full [Accessed 30th March, 2012] JISC (2009), Learning Literacies in a Digital Age [online]. Available from: http://www.jisc.ac.uk/whatwedo/projects/elearningllida.aspx [Accessed 30th March, 2012] JISC (2009), Study of how UK FE and HE institutions are supporting effective learners in a digital age [online]. Available from: http://www.jisc.ac.uk/whatwedo/programmes/elearning/slida.aspx [Accessed 30th March, 2012] Rossi, N. (2011), Social Networking: Professional standards and boundaries must be maintained when you are online. Available from: http://www.nmc-uk.org/Documents/NMC-Review/NMCReview_issue4.pdf Page 8. [Accessed 30th March, 2012]. |
| URI: | http://nectar.northampton.ac.uk/id/eprint/6095 |
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