JISC

The project has now completed. The final report is available from the bottom of the page.

The project will focus on the introduction of mobile services and social software to support learners on this large access programme, which provides a vital progression route between the two institutions. We aim to provide an effective and personalised approach to learning, learning support and assessment that will be of benefit to students making the transition to BSc science programmes; build capacity within the partnership to implement mobile based solutions across the curriculum and to act as a catalyst for informed change across the sector.

Aims and objectives

The project aims to develop and evaluate models of good practice in the implementation of new and emerging technologies for personalised e-learning in relation to three key areas within science education:

• Learning support coordination and management of the student journey onto, through and beyond the SDF programme. 
• Learning interaction of students with learning content and construction of knowledge through collaboration and communication.
• Assessment includes testing of knowledge and skills, monitoring of student learning and the eliciting of feedback from students on their experiences on the programme.

Project methodology

The project will focus on the development and implementation of services to support students on the Science Degree Foundation programme, which is run at Kingston College to provide progression onto BSc science degree courses at Kingston University. Students on the programme will be provided with an opportunity to either purchase mobile handsets through an arrangement setup by the college with a mobile phone supplier, or to use their own devices. They will then be able to exploit the benefits of interactive SMS services, audio podcasts and mobile web services to navigate their way through the course, access learning content, provide feedback to tutors and collaborate with their peers.

The project will involve five broad phases:

• Phase 1 Project planning and specification The project start-up phase will involve establishment of the project team and construction of a detailed project plan, defining technical specifications and server configuration.
• Phase 2 Content development and testing Development of pilot content (e.g. induction materials) small-scale user trials with existing SDF students and testing SMS functions.
• Phase 3 Implementation Phased roll-out of mobile services, participative functions and collaborative activities, focusing on the 2007-8 academic year for the SDF course.
• Phase 4 Evaluation Review and analysis of student, mentor and tutor experiences at key points throughout the project.
• Phase 5 Dissemination Outputs of the project will be presented through a combination of presentations, workshops, a full written report, summary report and the project website.

Anticipated impact

In general terms, the project will provide an analysis of the costs and benefits of introducing mobile technology, particularly for collaborative working, into science-based access programmes. We anticipate that this will have a considerable impact on learners, tutors and the institutions involved and inform curriculum planning, approaches to teaching and assessment, methods of communicating with and amongst learners and on the progression arrangements between further and higher education providers.

There are nine specific outputs that we are seeking to derive from the project:

1. Induction  Effective support for student embarking on the SDF programme. Reduced early drop-out rate.
2. Course information  Students rapidly aware of key information and announcements. Greater sense of belonging on the programme.
3. Progression  Improved understanding of demands and opportunities of degree study. Improved liaison between institutions. Increased progression rates
4. Participation  More active learning. Greater autonomy in learning. Better preparation for HE.
5. Content  Increased understanding of knowledge and improved practical performance.
6. Collaboration  Promotion of team-working and problem-solving skills.
7. Testing  Rapid feedback on understanding. Improved information to tutors on student progress.
8. Monitoring  Students gain systematic and accessible information on their progress and performance. Improved attendance.
9. Feedback  Tutors gain clear and immediate impression of the impact of teaching on learning. More responsive course delivery methods.

Lead institution

• Kingston College

Project partner

• Kingston University