Lorna Love
Effective Learning Adviser for Science and Engineering, Glasgow University.2011 - 2013: Retention Officer, College of Science and Engineering, Glasgow University. (Pre-entry, Induction, Extended Induction, Peer support, 'True' pre-requisite testing, Academic and pastoral guidance, Analysis of retention data)2008 - 2011: Study Support Co-Ordinator, Faculty of Information and Mathematical Sciences, Glasgow University. Committee member: Science and Engineering Learning and Teaching Committee, Retention Working Group.2004 - 2008: Stay at home mum (
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We instigated and semi-moderated Facebook groups for Level 1 courses: Mathematics, Computing Science, and Philosophy. These provided opportunities for virtual dialogue between classmates, senior students and support staff. Fruitful discussions resulted from students posting solutions to previous exam questions and textbook exercises. Welcome responses appeared from senior students. In the Mathematics group regular, detailed student feedback has also been provided by the Mathematics support coordinator.
Virtual feedback arising has, in many senses, been more valuable than traditional PAL feedback. Posts persist after conversations, visible to all members. Students self-select posts to involve themselves with. Peer feedback can be requested at any time, without waiting for weekly PAL session. Activity continues throughout evenings and weekends. Some shyer students have intimated that virtual participation is less intimidating than face-to-face. Non-native English speaking students appreciate having time buffers to digest and construct posts. Anecdotally, students value control over their online presence, particularly those who don't fit the perceived 'norm' of the group.
Lorna is our Student Retention office for the College.
How did the course go this year?
How do we think it could be improved?
In this talk Marilyn and Lorna will reflect on teaching Information Management (and HCI courses) to level 1 Computing Science students. We will highlight some ways we think we can overcome some of the barriers students have when it comes to engaging in the 'non-programming' courses in Level 1.
We instigated and semi-moderated Facebook groups for Level 1 courses: Mathematics, Computing Science, and Philosophy. These provided opportunities for virtual dialogue between classmates, senior students and support staff. Fruitful discussions resulted from students posting solutions to previous exam questions and textbook exercises. Welcome responses appeared from senior students. In the Mathematics group regular, detailed student feedback has also been provided by the Mathematics support coordinator.
Virtual feedback arising has, in many senses, been more valuable than traditional PAL feedback. Posts persist after conversations, visible to all members. Students self-select posts to involve themselves with. Peer feedback can be requested at any time, without waiting for weekly PAL session. Activity continues throughout evenings and weekends. Some shyer students have intimated that virtual participation is less intimidating than face-to-face. Non-native English speaking students appreciate having time buffers to digest and construct posts. Anecdotally, students value control over their online presence, particularly those who don't fit the perceived 'norm' of the group.
Lorna is our Student Retention office for the College.
How did the course go this year?
How do we think it could be improved?
In this talk Marilyn and Lorna will reflect on teaching Information Management (and HCI courses) to level 1 Computing Science students. We will highlight some ways we think we can overcome some of the barriers students have when it comes to engaging in the 'non-programming' courses in Level 1.
My paper presents quantitative and qualitative data on the groups’ effectiveness including anecdotal feedback, focus group results, statistics of participation and virtual friendships formed. It outlines the lifecycle of a typical group over an academic year – highlighting periods where moderator input is required e.g. pre-arrival weeks, Induction, holidays, examination and re-sit diets. I also highlight and attempt to rebut potential objections to Facebook utilisation colleagues may have.