I’ve now been tutoring on TM470, the Open University’s Computing and IT project module, for three years.
I heard it once said that it takes around three years to get to grips with the tutoring of a module; I agree with this view.
After this amount of time, you’ve marked a good number of TMAs, EMAs and have a solid appreciation of what is on the module website. You also (hopefully) should have a thorough understanding of what is in the head of the module team, enabling you to respond to student queries with a degree of confidence.
Also, three years is enough time to get a feel for what makes up a good project report, a distinction level project report, and a project report that might not pass. Having that experience has also enabled me to question what I do as a tutor, and
to help me offer the best feedback I can.
What follows is a set reflections that relate to what I think is important when tutoring on the project module. I’m sharing since it might be of interest to fellow tutors, TM470 tutors, but also the module team too (since they, of course, guide how we
These are, of course, my own opinions, and I do expect that different tutors will (of course), have different views - and, of course, have slightly different practices.
I feel that I started very well in my first presentation but didn’t do so well with this on my second presentation. This said, I think I’m happy with the approach that I have used
with the most recent presentation.
I begin by sending each student an email to say hello. If I see that any of my students have any additional requirements, I add a sentence to each introductory email to ask them to let me know whether there’s anything I need to be aware of to ensure that I help
them with their studies. This tends to open up a dialogue.
In my introduction, I also mention that it might be useful to have a quick chat on the phone. I try to do this with every student in my group, but not everyone wants to have a chat; and that’s okay. I feel it’s important to be supportive whilst not being
A final point is that I also tell students to subscribe to their TM470 tutor group forum. The reason for this is that I use the forum to send updates and reminders about various things, and subscribing enables them to get notifications about those notifications.
Keeping in touch
One of the things I do regularly is send all students regular emails. Not every tutor runs tutorial, but I do; I send them dates of the tutorials as soon as they have been scheduled. I also send them a note to remind them of the TMA cut off dates, and send
them reminders to let me know that I would like to receive regular updates.
When I send reminders about a willingness to receive updates, I also make the point that everything that is sent to me can also be used and presented within the project report as evidence of progress. I hope this offers a further encouragement!
At hinted at earlier, some TM470 tutors run tutorials, whereas other don’t. There isn’t a requirement for TM470 tutors to run tutorials; some tutors only run one to one sessions with their students.
I find tutorials useful for a couple
At the start of the module, I fix a date for two introductory sessions: one that takes place in the evening, and one that takes place in the day time. I send all these dates to students in a group email and post the same information about them on our
tutor group forum.
I split my tutorials in to two parts: the first part that is recorded, and the part section that is not. Dividing the tutorials in this way enables the first section to be viewed by the students who were not able to attend either of the tutorials.
The second section becomes an informal chat between the students who come along.
In the introductory tutorial, I talk about the assessment strategy and the first TMA and do some screen sharing to introduce students to the module materials.
I tend to run two EMA preparation tutorials which has a similar structure, but with more focus on what a good EMA might look like. I also do some screen sharing: I take the students to the referencing guidelines site, and might even take them to some Skills
for Study sections materials that are about academic writing.
Every student has four hours of personal one to one time. I don’t keep a very close tally of how much of that time is used; some of it could be roughly allocated to tutorials, whereas other bits of time could be allocated to one to one sessions.
I mention one-to-one sessions in different ways: in the TMA feedback, during tutorials, and in the keeping in touch emails. If students don’t want to take me up on the offer of a one to one chat, that is okay, but I do make it clear that this is an option
that is available.
Rather than having telephone chat, I’ve tended to use the Adobe Connect tutor group room. One of the great advantages of this is that we can do some screen sharing. Screen sharing is really useful. I’ve used it as a way to get an understanding of how
a student’s draft submission is coming along, or to guide students to resources that have been prepared by the module team. I sometimes give the student screen sharing permissions so they can take control of those sessions.
There are, of course, two main components of the TMA feedback: the summary page, and the on-script comments.
On the summary page, I tend to focus on offering three clear points of advice that student should work on to improve their performance on the next TMA. When I’m writing these points, I try to explain why these points are important, and how they connect
to the aims and objectives of the project module.
When I’m working on later TMAs, I always tend to do a quick read back of the previous TMA summaries. On occasion, I’ve copied and pasted text from the previous TMA and have put it on the current TMA, saying: “I gave the following feedback; it is important
I also tend to conclude a TMA with a suggestion about having a follow up call or chat.
For the on-script comments, I encourage students to use the Word in built heading tools (if they are not using them already). I make the point that it enables the student to use the navigation tool (which helps the student to view the structure of their
EMA). Also, increasingly I tend to offer some practical advice about the formatting of sections (showing how students can move between portrait and landscape page layouts). To help students get to grips with these elements of Word, I have also offered
link to various YouTube videos to help them understand the points that I’m making.
Tutor group forum
Students don’t tend to you my tutor group forum much, but I tend to use it as a simple notice board.
Here’s a summary of how I use it:
Staff tutors can (or may) dip into tutor group forums from time to time to see what is going on. A well populated tutor group will give a staff tutor the impression that all is well with the group.
Additional resources given to students
During this most recent presentation I prepared two really short resources in the form of Word documents that might help students:
A very short sample introduction to an imaginary project and project report. This sample presents a structure that is very similar to the guidance that is offered by the module team.
A sample table of contents, which includes an introductory section, a section that outlines the project, a literature review section, an account of project work section, a reflection section, a summary or concluding section and a series of imaginary
The aim of these two resources is to emphasise the point that the project report, and it’s overall degree of readability is really important.
Advice to students
I’ve sometimes offered the following tips at various points during the module. I might mention these suggestions during tutorials, or in one-to-one sessions:
Make sure that you use the features that are provided in Word well; they can help you to find you way though, navigate, and work with larger documents.
Try to write the literature review as a narrative rather than a list of papers or resources that you consider to be useful for the project.
Think of the examiner as a friend who doesn’t know very much about the project (and subject) that you’re writing about. Subsequently, you might have to spell things out for them. Don’t worry about doing this, since this will all help to demonstrate
your understanding of some important concepts.
Consider the reflection section, the bit in the EMA where you have to write about how things have gone, as a gift. It’s a gift because it’s all about you, and there are no wrong answers, and the examiner really wants to hear about you and what
you’ve learnt. Also, don’t be afraid to be opinionated! Tell us what went well, what didn’t, why you thought that, and what you might have done again differently.
Provide copies of two different Gantt charts; one that was created at the start of the project, and the Gantt chart that was being used as the student got to the end of the project. These two Gantt charts gives a student a neat way to generate
some interesting reflections, simply by considering the differences between what the plan was at the start, and what happened during the project.
Use the appendices as a way to share extra information about what project work you’ve done on the project.
Keep to the word count (10k words) but don’t worry too much if you go over by a little. If you’re going over by a lot, consider putting some bits into a series of appendices, but always make sure that you reference these in the body of your report.
Finally, find someone to proof read your report. It’s okay to do this, since you’re the one who is doing the writing, not whoever is doing the proof reading. Typing mistakes can and do happen. A friendly proof reader will be able to pick up on
some of them.
EMA marking is hard work, and we don’t have too much time to do it in. When I start marking, whenever I open an EMA report, I turn tracking on, and highlight sections that I’ve read that really stand out to me as being good, important or significant.
When I’ve read everything, I might go back and re-read sections before going to the learning outcomes that are presented in a grading spreadsheet. I then make notes, which are later copied and pasted into the OU’s grading tool.
My own approach is to do some marking first thing in a weekday morning (when I’m fresh), hopefully working through a couple of reports, with a view to doing more over the weekend.
If there is a moderation exercise, the highlighting annotations I’ve added really help me to remember what a project was all about, and why I assigned certain marks against a particular learning outcome.
TM470 has a slightly different tenor to the other modules I’ve tutored. Although there is a lot of learning to be done during the project, it is more about doing and writing (and then learning from that doing and writing).
Students sometimes ask whether they can see an example of a project, but this is something that the module team doesn’t provide. I can understand why students would like to see a sample (to understand more about what the module team expects), but I can
also why the module team doesn’t provide one (they worry that the tutors would then receive a hundred or so projects that look remarkably like the sample projects).
One of the challenges (in my opinion) of being a TM470 tutor is to help students understand what the module team expects, but from the perspective of their own projects and their previous studies.