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RAPPORT WWW.RECORDINGACHIEVEMENT.AC.UK Issue 2 (2015) dyslexic student studying a botanical course. The Deputy Director of Student Success was approached to discuss the possibility of carrying out a pilot project at the University based on this initial study. Details were then provided for the Learner Development team and, in particular, a member of the team who specialises in dyslexia. Student Support Officers advertised the pilot project on student Moodle areas in May 2013. In July 2013, eight students from a number of schools - Physiotherapy, Architecture, Art & Design, Photography & Architecture and Food Technology – were recruited to the pilot study. The majority of the students were in their final year of study and one of the students was a postgraduate research student at the University. Four of the students were confident in using digital technology, whereas a couple of them struggled to envisage how the use of technology could aid their learning. Four of the students had specific special educational needs including dyspraxia, ADHD and dyslexia. and managing their own notes. The students with specific learning needs stated they currently used up to six different applications to organise their learning resources. The group had not previously used Evernote as an application to organise, collate and share resources. A member of the LI team highlighted the main features of Evernote. Participants were set up with individual accounts and provided with basic training on how to set up and use the technology. This training was carried out at a workshop where students used their own devices to set up their Evernote accounts and were able to provide peer support. This training covered how to collate, organise, and add personal notes (in audio and written formats) and how to share content from their Evernote accounts with other participants and tutors. The Learning Development Advisor made initial contact with the students using official University channels. It was explained to those students who elected to join the pilot study that it would form a part of a continuing case study to determine the success or failure of implementing Evernote across the University. A member of the Learning Innovations (LI) team provided ongoing technical support, training and advice to participants on the effective use of Evernote over a six-month period. An Evernote notebook (similar to that in Figure 1) was shared with all the participants by the LI team member. This contained resources and ideas for refining and developing their skills and expertise. Participants were then encouraged to use Evernote independently as part of their studies. To achieve this, each student created a number of Notebooks based on their subject area as part of the initial meeting. Academic staff were not involved in the pilot in terms of support and guidance using Evernote. The LI team member was available, via email or phone, to support students with any issues or problems they encountered and participants were encouraged to support and help one another. Embedding the technology At the second face-to-face meeting, students discussed the main issues they faced in terms of using technologies, organising learning resources Over a period of five months, the group met face to face every 6-8 weeks to discuss progress and share their experiences of using the technology. Due to the study schedule, it was not always 28