1. Student
Observable
Behaviours
(SOBs)
Siân Neilson and Jamie Halstead

2. © Middlesex University
Outline
 Summer Reflections / Context
 SOBs
- What are they?
- Our experiences
http://www.pdpics.com/photo/2037-sadness-crying-emoticon/
 Next steps
 Questions / feedback

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Summer Reflections…
Embedded Support ?
 Embedded Library and Academic Writing
support across the Business School since
2013
So…..‘Why are my 3rd year students still
struggling?’
“ A greater proportion of my students are
reading less, referencing less and writing
with less clarity” (Brabazon, 2007)

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My Daughter’s Bedroom

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Summer Reflections…
 Timing / motivation for attendance /
participation
 Duplication of sessions across modules and
programmes
 Classes of diverse student experiences and
abilities
 Monitoring / Follow up / Impact

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New for this year
 More use of interactive games / quizzes
(Socrative, iSpring etc)
 Involvement in the marking of presentations
and assignments
 Providing feedback on draft assignments
 Dissertation conference
 SOBs

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What are SOBs?
• An online tool created for our
BSc Computer Science programme
• Tracking the progress of student cohorts and
individuals
• Online student learning portfolios
• Allows students to dictate the pace at which
learning outcomes are demonstrated

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What are SOBs?

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SOBs: Observations

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SOBs: Cohort Progress

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SOBs: SOB Reports

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SOBs: Student View

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SOBs: Student Reports

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Trial Module – MGT4900
Challenges
 Poor feedback, poor attendance, year long
module – engagement from academic staff
Strengths
 Able students likely to respond well to more self
directed sessions
 Dissertation module requiring range of skills
 Tracking should improve communication
between teams

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Date Title of Session
No of students
expected
No. of Students
actual inc 0
12/11/2014 MGT4900 30 3
20/02/2015 MGT4900Essential Skills 15 2
20/03/2015 MGT4900 Lit Searching 15 12
27/03/2015 MGT4900 Lit Searching 15 3
22/10/2013 MGT4910/4950Essential skills 30 10
23/10/2013 MGT4900essential Skills 60 27
30/10/2013 MGT4900essential Skills 30 17
19/11/2013 MGT4910/4950Literature Searching 30 4
20/11/2013 MGT4910/4950Literature Searching 30 4
25/02/2014 MGT4900Essential Skills 10 3
25/03/2014 Literature Searching MGT4900 15 3
MGT4900 Attendance

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Initial Impact
 Increase in attendance for MGT4900
sessions
 Students booking appointments to discuss
SOBs
Date
Title of Session (with
Module code if applicable) Year 1,2,3,4*
No of
students
expected
No. of
Students
actual inc
0
20/10/2015 MGT 4900 Essential Skills 4 30 38
20/10/2015 MGT 4900 Essential Skills 4 40 58
01/12/2015 MGT4900 Lit Searching 4 30 22
01/12/2015 MGT4900 Lit Searching 4 30 14

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Positives
 High number of ‘threshold’ SOBs achieved
 Anecdotal / subjective feelings of greater
engagement
 Demonstrable higher attendance
 Framework for students’ progression
 Student Champions!

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Lessons Learnt
 Incomplete picture
 Some confusing technology
 Managing the class / making observations
 Over ambitious list of ‘skills’

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SOB plans for the future
 Simplify and reduce the number of SOBs –
Meaningful and easy to observe
 Use SOBs consistently across all teaching
and across the student lifecycle
 Export SOBs data to our central
management information system (Tableau)
 Part of a wider effort to truly embed
information literacy (Edie’s bedroom)

20. © Middlesex University SOC2500: Managing references