One of the things I try to always do as a tutor is to connect different bit of a module together. I try to tie the digital materials to the analogue materials, and the tutorials to the assessments, and so on. I also try to connect students together too.
This short blog post summarises some of the different ways that I connect things together. There was a time when I tried to prepare a graphical model to emphasise the connections that can exist between the different components of a module. As time has gone on, I’ve realised that there are more and more elements that can be tied together by a tutor.
The module that you tutor will have a unique combination of components that can be tied together in different ways. Different tutors may well, of course, emphasise different combinations of components based on their own knowledge and understanding of a subject.
What follows is a summary of what I try to do.
Welcome letter
At the start of every presentation, I write to all my students. In my introductory email, which contains a link to an introductory letter, I direct students to my tutor group forum. To make things as simple as possible, I include a link to the forum, which they can click on.
In my tutor group forum, I have an introduction thread, where I encourage students to introduce themselves. I also tell them to subscribe to the forum, saying that I use the forum to post updates about TMA marking progress and to share resources that I use in my tutorials. I also share dates about introductory tutorials, encouraging students to put their dates into their diaries. Finally, I will direct students to the module website and the module calendar.
From the very start of the module, I am linking things together, directing students to different tools, places and resources.
Learning outcomes
Learning outcomes drive a lot of the ‘connecting’ that I do. In some ways, could be considered to be ‘academic glue’. I see learning outcomes less of a straight jacket that tells me what I should be talking about, but more as useful pointers.
Module materials sometimes begin with learning outcomes. Assessments are designed to evaluate learning outcomes. Subsequently, tutorials should help students to understand them and what they mean. A part of my role as a tutor to do my best to understand what students understand, and to offer guidance that helps students to move to a place where they can demonstrate an understanding of a learning outcome.
Study calendar
I’ve heard it described that the study calendar, which is available through the module website, is the backbone of a module. It outlines the study pace and rhythm. It is also an important ‘go to’ place to find out when the assessments take place; it gives the date of the TMAs, and the date when the examinable component is due. It also says when a block or a unit begins and ends. I highlight the study calendar during tutorials and introductory letters. I also sometimes post references to it in my forum posts.
Module blocks
Some modules have printed blocks, whereas other modules have everything online. Modules that teach fast moving subjects, such as computing, sometimes present all their module materials online. A module contains a number of units. I direct students to module blocks and units at different points during the course of a module presentation; at the start of a module, and when preparing for an end of module exam.
Online study materials
There are some module materials that can’t be presented through books. A literature module I have studied contained videos of performances, interviews with academics, and audio clips of pieces of music, all of which are presented through the module website. These study materials are linked to the module blocks and the module calendar. As a tutor, I also mention these materials during tutorials. I also share guidance about how online materials can be referenced.
Tutorials
Tutorials are a great way to connect different elements of our tutoring practice together. During tutorials, I might share handouts, do some screensharing to highlight bits from module websites, highlighting various module resources and tools. I connect tutorials to assessments, and encourage students to ask question through the module forums, highlighting that I will use forums to share resources.
Using the screen sharing facilities, I might even take students on a short guided tour of the OU library, demonstrating some custom searches. I might also show students some of the software tools or utilities that they might need to use during the course of their studies.
Forums
Although forums are sometimes underused, since students often talk with each other through various channels outside the university systems, they do represent an important way to share resources and connect things together.
Before some tutorials, I sometimes make a post, sometimes asking a question about what topics students would like to be covered. To make it easier for students to access the tutorial, I also share a link to the online room that is used. If a tutorial relates to an assessment or module materials, I may also share a link to these too.
After every tutorial, I post a link to a recording, if one has been made, also sharing a copy of a PowerPoint formed the basis of a session. If I shared resources during a tutorial, such as Word documents, or PDF files, I also share these too.
Sometimes interesting topics can be raised during tutorials. Forums are great spaces to continue those discussion, and to share resources that deepen understanding of module concepts.
Module materials often contain activities. Sometimes module materials specifically ask students to make forum posts. Other times, students’ complete activities in their own time. Forums are great ways to share activity work.
Towards the end of a module presentation, a forum has the potential to become a useful resource in its own right.
Study sites and materials
The OU has a wealth of really helpful supplementary materials. Tutors can play a really important role in highlighting these resources to students.
A study site is a set of pages and resources that are designed to offer help and support for students who are studying modules which form a wider programme of study. Sometimes these study sites provide pointers to complementary resources and activities. This might even include a range of optional online tutorial sessions that could help with study skills and writing. These resources can be especially useful for students studying at a high study intensity – in other words, studying full time with the university.
The Study Skills pages are also really useful, providing access to a range of helpful booklets on subjects such as preparing assignments, revising for exams, and studying with dyslexia.
A particularly useful resource is the page about good academic practice, which offers a link a some Open Learn resources and a set of pages about References and Plagiarism.
Assessments
In some way, all these different components all relate to the assessments.
I tie together assessments and tutorials, and tutorials with learning outcomes, and learning outcomes with module materials. During tutorials, I sometimes share pointers to the sections of the module materials (such as block and online content) are particularly relevant for assignments (without, of course, giving any answers away).
Some modules ask students to share evidence of engagement with forums in their marked assessments. Also, students might be asked to provide evidence of interaction with software tools or products, but more of this in a moment.
One of best things that tutors can do is to link assessments to wider aims and objectives, to help students appreciate their purpose, and what they gain by completing them. It might be to demonstrate knowledge, or to develop skills. In turn, these skills may be useful within a wider programme or study, or have industrial relevance. In other words, gently answer the question: “why am I doing what I am doing?”
Student support teams
Remind students about their student support team (SST). As a tutor, you’re there to facilitate a student’s learning of the module materials, to answer any questions they may have, to run tutorials, and to mark their assignments and to provide helpful feedback. If you are approached about any non-academic issues, the thing to do is to refer students to the student support team, where they can gain further help and support. Do refer them if you feel that they require substantial study skills help that is above and beyond what you feel you’ll be able to provide.
The SST uses something called an Information, Advice and Guidance model (IAG). When students call, they are often seeking information. If it turns out that a query is more complicated, students are then passed onto advisors.
Although tutors can sometimes share really helpful information about what a student’s next module might be, it is always worth encouraging students to have a conversation with the student support team, who will be able to offer official university information, advice, and guidance. Module choice is a non-academic issue, although it relates to the study of academic modules. If you’re ever in doubt, always refer students to the SST.
Software tools
Some modules require students to use different bits of software, some compulsory, some optional. These might be bits of software you access through a module website to share images or text with fellow students, or bits of software to download and use to create or edit digital resources.
If your module makes use of bits of software, you can connect them up with bits of the module in different ways: you can mention bits of software in your forum posts, you can introduce them using screen sharing in your tutorials, and emphasise their relevance (and importance) within your correspondence tuition feedback.
During my own tutor practice, I sometimes make some forum posts to make students aware of bits of software that might be helpful to them.
Library
The OU library a fabulous resource. Through the library, you can find resources, articles, and books for every academic subject. The library provides access to really useful collections of journals and eBooks. A bit of a student’s module fee is used to support the library.
Every module uses the library in a different way. Some modules may direct a student to a lot of library resources, and databases that can be accessed through the library.
When working with your students, do remember to refer your students to the library, especially if they have to do some independent study as a part of level 3 or dissertation (or project) modules. It is worth remembering three key bits, which are especially useful: firstly, the library has curated selected resources for your study. Do encourage your students to spend browsing these pages. Secondly, the library often runs a series of events. The library also offers a really comprehensive help and support section, which can be really useful for students who are looking for articles to support their academic writing.
Finally, it's worth mentioning SCONUL to your students, which is an access scheme that enables learners to the use the libraries of other universities. If students lack a quiet place to study, SCONUL is a really useful service.
Correspondence teaching
TMA feedback is one of the most important opportunities tutors have to connect different elements of a module together. There are, of course, two ways to provide feedback: on the student’s eTMA summary form, and on a student’s script.
When leaving comments on a script, I sometimes provide direct links to module materials, or provide page references to module blocks. Where appropriate, I may also share pointers to module activities that relate to the skills and ideas that were needed to be demonstrated through the assessment. I also may also share pointers to study skills resources, but also explain why I have done this.
In my eTMA summaries, I often mention the dates of an tutorials that are coming up, along with any important forum posts that may have been made to our module material concepts. I use the eTMA summary to provide pointers to what has happened, and what may happen, whilst also explaining why these pointers are important.
Group emails
Throughout a module presentation, I regularly send group email messages to my tutor group. These emails are useful opportunities to direct students to different resources, and also to highlight important deadlines. I don’t tend to put too much in my emails, instead preferring to put more information in an accompanying forum post, which I have shared a hyperlink to. The motivation for doing this is try to guide students to the discussion forums. In my emails I encourage students to subscribe to the forum if they haven’t already done so.
I typically send group emails towards the start of a module, reminding everyone of my introductory tutorials. When I do this, I would share a link that allows student to join the relevant tutorial room, saving them from having to follow a chain of links through the module website. Linking things together is about making things clear and easy for students.
I also send group emails a few days before each tutorial, to offer them a reminder of what is coming up. When reminding everyone about the exam revision tutorials, I might say: “as I have mentioned on your TMA feedback”, to remind them that what I have written may well share some useful guidance.
At the end of module presentation, I use the group email feature to send a short ‘sign off’ email, where I encourage students to consider their next study options. When tutoring on a level 2 module, I would mention (in passing) a combination of different level 2 and level 3 modules, and encourage students to contact the student registration service if they are considering doing their next module.
External news stories and events
Connecting your module to current events and stories can be a powerful way to emphasise its importance and relevance. During tutorials I might highlight a story by asking a question, by asking: “has anyone seen that news feature about…” For students who might not come along to a tutorial, I might post a link to a news article on my tutor group forum. In turn, I might share a relevant link or a news story with fellow tutors by making a post to the module tutor’s forum.
Personal experience
Andragogy is the term used to refer to the practice of teaching adults. One of the great things about teaching adults is that they arrive at your tutorial with a wealth of personal experience. Many students may well already have careers in the topic that is the focus of your module. A good andragogic practice is to draw on the experiences of those who are studying the module, which you may find out about during introductory tutorials and events. When you know a little more about your students, you can then relate their experience with module themes and topics. You may also be able to draw on existing experience of study, to facilitate sharing between students.
Exams and EMA
Many elements of a module can be linked with its examinable component, which could be an end of module exam, or end of module assessment (EMA), or an end of module TMA (emTMA). As a tutor, you may be asked to facilitate tutorials about the final exam or final assessment.
In a tutorial that prepares students for an examinable component, it is useful to offer links and pointers to its structure, individual questions, and back again to the module the module materials. From there, you could link questions to module and unit learning outcomes. You might also link questions to previous TMAs, as well as any earlier points of feedback you may have shared.
It is also worthwhile offering links to other resources: module glossaries, resources about academic conduct, and guides about how to plan for exams.
Careers service
The careers service is sometimes easily forgotten about; it’s a great service. I mention the careers service in the comments of a final TMA that I return. I also mention it during some of my final tutorials and in my ‘sign off’ group emails.
Not only does the careers service provide some really helpful resources, students can also request to have a one-to-one career consultation with a career professional, which can be really useful in terms of identifying next steps. Working in combination with industry, the careers service also advertises jobs and graduate schemes that may be of interest to students who are coming to the end of their studies. It sometimes is used to share information about different types of internships.
It is worth telling your students that they are able to continue to access the OU career’s service a couple of years after graduating, just in the same way that they are also able to access module websites a couple of years after studying a module. Even though a student might not be a current OU student, they are still eligible to give the career service a ring.
Reflections
Connecting different things together is a really important thing to do in online and distance teaching. A module is so much more than just the course materials and the assignments.
I initially thought this list would be a lot smaller than it is. When I started writing it, I thought there would be a maximum of around six entries. Reflecting on my practice as tutor, and reflecting on what I have experienced as an OU student has helped me appreciate that there are so many different pieces that can be proactively connected with each other. Tutors are perfectly placed to do a lot of connecting, to signpost different elements, tools, and resources.
Another reflection is that every module is different. One module that I tutored place a huge amount of emphasis on the use of discussion forums. Another module that I tutor doesn’t really use forums in a prescribed way. Just because a tool isn’t used doesn’t necessarily mean that you shouldn’t use a tool. Digital pedagogy is still something that is very new. We can only uncover best practices, and practices that relate to the modules that we tutor, by trying things out.
