Table : Project activities, milestones and KPIs PLANNED ACTIVITIES AND MILESTONES PROJECT ACTIVITIES AND MILESTONES COMPLETED IDENTIFIED KEY INDICATORS KEY INDICATORS OUTCOME Trial Pearson and MyWritingLab online learning supports for students Feb 2015 – 2015: 4000 seats in total (2000 for (MRL) and 2000 for MyWritingLab (MRL) were purchased. Both products were customised prior to student access (see highlights and issues section for details). The students to be granted access to these products were identified (see highlights and issues section for details), and were granted access to both products on 30th April 2015. A further 535 students enrolled in a large first year unit were identified as needing writing support and Successfully deliver an online reading and writing support programme for 2000 students from backgrounds that assists in supporting their participation, retention and success at university. The online reading and writing programmes were customised prior to student access to enhance useability for the identified student group. A total of 1820 seats were assigned to the student group across both of the programmes (MWL and MRL). A further 535 students from a large first year unit were assigned seats in the MyWritingLab program. This gave a total of 2,355 seats assigned to 1,445 students by May 2015. Students were informed of the benefits of the programmes and how to access them via email, website
were assigned seats in the MyWritingLab program. May 2015 – January 2016: The student group was encouraged to use the programs throughout the year, including during university breaks when their workload was reduced. February – March 2016: Usage of the products was evaluated, and feedback was sought. Unused seats in the MWL and MRL products were made available to additional UC students, as the seats expire in March 2016. postings and in information sessions during 2015. In February 2016, feedback was sought from student users, and access to both programmes was opened to all UC students due to the number of unused seats with an expiry date of March 2016 Highlights and Issues Highlights Customisation of both products was performed prior to student access being granted. The default setting for both products required users to complete an extensive diagnostic test prior to being able to access the support functions of the program. Prior experience found very low numbers of users completed extensive diagnostic tests for voluntary support programs, and so the diagnostic tests were removed. The contents of both programs were also revised to make all modules
Educational or marketing campaigns N/A Community organisations engaged N/A Schools engaged N/A Describe any issues that occurred during the year and any mitigation strategies you implemented. The key issue related to low student usage of the offered supports. Reminder emails were sent out at key times of the year, including prior to the winter term non-teaching period as it was thought that students may be more likely to participate in voluntary online programmes at that time due to a reduced workload. In February 2016, access to the programmes was granted to all UC students as unused seats were due to expire in March 2016. Usage of these programmes by the additional student cohort was low. 2. OTHER PROJECT MATERIAL (Conditions of Grant, clause 2.2 (b)-(e) of Part A) [List the titles of any published reports, pamphlets or other documentation produced in the course of the Project and attach them to this Final Report.] None. 3. ACQUITTAL REPORT (Conditions of Grant, clause 6.4(e), clause 6.7-8 of Part A) Have you fully expended the Grant Funds provided under the Conditions of Grant? Yes X No [If the answer is No, you must state: the amount of the underspend, and the reason for the underspend.] [Complete the Acquittal Report template and attach it to this Final Report.]