Presentation of SPICEonine project

1. SPICEonline
By Usman Arshad

2. Context
– Lack of research -international students using/adapting to
online learning
– Repel from passive international student induction
– More engaging and active methods
– Students should simultaneously practice and develop the
required skills which are vital for success in UK Higher
Education.

3. Purpose
– Make the international students’ transition to the
UK smoother, providing them with an idea of what
to expect, increasing self confidence and
empowering them.
– SPICEonline
– Student Pre-arrival Induction to Continue Education

4. Aims of SPICEonline

9. Learning Tools
• Interactive Quizzes
• Discussions
• Blogs
• Student Voice

10. Learning Tools: Interactive Quizzes
• Raising awareness
• Effective feedback triggering students to
further explore weaker areas
• Alternative for shy students at early stage

13. Learning Tools: Discussions
• Show curiosity and query
• Quality knowledge - views from various
backgrounds/cultures

14. Learning Tools: Blogs

15. Learning Tools: Student Voice
• Podcasts
• Experiences of current
experienced students
• Listening skills exercised
– Flavour of speech pace/dialect
- differ with each experienced
student’s voice.

16. Challenges
– Getting students familiar with online learning tools
• Activities created to not only focus on UK HE but also
get familiar with the learning tool – e.g. Discussion
topic ‘arrivals lounge’
– Unable to evaluate authentic potential international
students currently based in home countries
• Edinburgh based current international students were
used

17. Evaluation
– Mixed methods approach
• 4 current Postgrad International students
– 2 Indian, 1 Polish, 1 Columbian
• 4 academic professionals/experts
– Dr Jacqueline Brodie , (Napier-Entrepreneurship Lecturer)
– Colin Gray (Napier: Academic Development Adviser)
– Dr Christina Mainka (Napier-Visiting lecturer in Technology
Enhanced Teaching and Learning)
– Karen Campbell (Napier-Lecturer)
– Views and experiences of the design, engagement, and relevance of
content and activities

18. 100%
Most engaging type of activity.
75%
50%
3 3
25%
1 1
0%
Blog Discussion Quiz Student Voice
Percentage 13% 38% 13% 38%
Numeric (N=8) 1 3 1 3
Quiz
• “must be some activities for students who are
not that eager to take part in any discussions.
It’s a kind of 'safe' learning”
• “a good way of activating shy learners”

19. 100%
Relevance of Student Voice’ podcasts.
75%
50%
4
3
25%
1
0 0
0%
Not relevant Little relevant Unsure Relevant Very relevant
Percentage 0% 0% 38% 13% 50%
Numeric (N=8) 0 0 3 1 4
Student Voice
• “…listening to the experiences of past students
would create a sense of trust, rather than reading
text based information on a website”

20. 100%
Potential for social interaction with discussion activities.
75%
50%
4
3
25%
1
0 0
0%
No potential Somewhat potential Unsure Fair bit of potential Lots of potential
Percentage 0% 13% 0% 50% 38%
Numeric (N=8) 0 1 0 4 3
Social Interaction
• “SPICEonline enables a direct communication…Students have a
chance to ask questions and give support to their peers”.
• “asked my friends who either were studying or graduated from
Napier about their opinions about that university. Basing on
their views and experiences I decided to start a course”

21. 100%
Most effective tool for improving student’s
English reading and writing skills?
75%
5
50%
25%
2
1
0%
Blog Discussions Quizzes
Percentage 25% 63% 13%
Numeric (N=8) 2 5 1
Discussions
• “…you need to be able to understand what’s been written and be
able to post a coherent answer. Hence, it’s practising two skills in
one activity- like killing two birds with one stone”.

22. 100%
How challenging would students find the language
used in SPICEonline?
75%
50%
4
3
25%
1
0%
Easy Medium Difficult
Percentage 38% 50% 13%
Numeric (N=8) 3 4 1

23. Evaluation
How well would international students be prepared for Higher Education in UK once they have
gone through the SPICEonline induction?
“…more self study work in the UK and I think that’s big surprise…even just knowing that’s going to
happen rather than just having it just as a shock maybe taking a week to get your head around it
is a big help”
“they would have an initial grounding…problem you’ve got with a lecturer is you have to
communicate to students what they are required to throughout the whole 12 weeks…that can be
a lot to listen to…can get heavy handed at the very beginning…this is a much more relaxed
introduction…almost like meeting someone who’s been to Napier and talking to them…also got
the opportunity to go through a few activities”
“will be aware of the issues they need to pay attention to…better prepared than through
traditional methods of induction. I consider reading through a website as the traditional
methods, SPICEonline makes students more active. I’d remember more from the Student Voice
than from reading a longish text full of raw facts on a website”
“it would give them enough food for thought on how they need to prepare themselves for coming
to the university and in combination with the SPICE project could arm them with all the academic
skills they require! Maintaining the focus of sociable interaction but including skills at the same
time is a perfect mix… it is a great way to get students to interact with each other without
realising that they are gaining skills in technology and academia”

24. Future enhancements
Collaborative Wiki glossary
• List of commonly used academic terminology
– analyse, critical thinking, critique, and define etc
• End product – self constructed academic glossary
• Take ownership of this learning content
• Focus not on end product, but also the extremely effective process throughout
– During process many skills exercised/touched upon:
• Group work skills
• Basic research skills
• Language skills
• Communication skills
• Organisation skills

25. Future enhancements
Student Voice
– experienced students invited as guests to
online learning space
• participate in discussions, further
elaborating on experiences
• answer questions asked by new students

26. Future enhancements
Taster of education environments
– Provide sample readings
• Discuss opinions on style of readings etc
– Video/Podcasts of recorded lessons

27. Thank you
• Other work:
– Project - Usability in Interactive Digital Media
course module (Online/Blended approach)
– Learning/Teaching Activity Design
• Using Wikis effectively for group reports
• Enhancing the the Twitter education experience with
‘lists’