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Christopher Douce

4th School of Computing and Communications AL Professional Development Conference

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Edited by Christopher Douce, Tuesday, 22 Nov 2022, 16:29

On Saturday 19 November 2022 I attended the 4th School of Computing and Communications AL Professional Development Conference. Like recent years this event was held online, entirely through Adobe Connect. The event was attended by over 60 Associate Lecturers and was opened by opened by Jim Gillen, who introduced the theme of the event, “new directions”.

What follows is a blog summary of the sessions that I attended. I’m sharing this blog so I can remember what happened during the day, as a record of some of the continuing professional development that I’ve carried out over the year but also for anyone who might be interested in what was covered during this event. 

Welcome and introduction

The first session was presented by Robin Laney, Head of School, and John Woodthorpe, Director of Teaching.  The school supports the equivalent of 4700 full time students and around 200 degree apprentice students. The school delivers 53 modules. These relates to 5 undergraduate qualifications and 3 postgraduate qualifications.

Robin shared the school mission, which is to “empower our students and wider society through life-changing learning and excellent research in computing and communications technologies”. 

The computing curriculum is informed by research carried out by the 6 research groups (school website). The school’s research mission is “to advance digital technologies in ways that enhance the human experience”. The research vision of the school is to place people at the centre of research, to focus on context as much as technology, and to creatively (and positively) disrupt across discipline borders.

John Woodthorpe spoke about some recent changes and plans, such as introduction to the new R60 BSc (Hons) Cyber security degree, which is now up and running. Tutors responded to a request to carry out some paid continuing professional development (CPD) and the school was able to appoint more tutors. The school needs to find a way to develop CPD to enable tutors to teach on TM311 Information security and develop a rolling programme of CPD to help tutors to move onto new modules.

Another new(ish) qualification that was mentioned was R62 BSc (Honours) Computing with Electronic Engineering. The qualification has modules from the OU Engineering and Innovation school, which includes T212 Electronics: sensing, logic and actuation and T312 Electronics: signal processing, control and communications. The mathematics for this module is provided through T193 Engineering: frameworks, analysis, production and T194 Engineering: mathematics, modelling, applications

Another qualification that was important to highlight to tutors was R38 BSc (Honours) Data Science which is led by the School of Mathematics and Statistics. This qualification contains TM358 Machine learning and artificial intelligence. This technical module contains materials about neural networks, deep learning, unsupervised learning and adopts a case study approach. Students are also able to choose TM351 Data management and analysis. The mathematics for this qualification is provided through M140 Introducing Statistics, MST124 Essential mathematics 1 and M348 Applied statistical modelling (amongst others).

Concluding the presentation about qualifications, there are two new higher technical qualifications: W19 Diploma of Higher Education in Network Engineering, and W20 Diploma of Higher Education in Software Engineering. These qualifications give students experience of higher education study and provide a pathway to a degree.

The school has a five year curriculum plan. There are plans to redevelop the popular TM112 Introduction to computing and information technology 2, a plan to develop a new 30 credit level 1 module with more programming (since some students may have gained programming experience during earlier study at school), provide a route to recognise prior experiential learning, enhance skills development across all levels, plug gaps in curriculum, and make better use of research within modules. Since there is an increasing amount of focus on AI, the school is also looking to develop a second level AI module, which will potentially open up a pathway through one of the school’s named degrees.

I made note of a couple of questions. One of them was: how can tutors get involved with the work of the research groups? Tutors were encouraged have a look at the research group websites, and also look at the publications that these groups have produced through the university’s Open Research Online (ORO) website, and should feel free to contact individual academics. Also, another route to research is through the university’s STEM scholarship centre, eSTEeM. I also remember a follow up question which related to the terms and conditions of the AL contract. An important point to note is that although tutors are now, quite rightly, permanent employees of the university, their role primarily relates to teaching and student support, rather than research.

Another question related to “filling the gaps” in computing degrees, and how tutors may be able to influence the content of degree programmes and modules. The answer was: speak with module team chairs, and also have a chat with our Director of Teaching.

Parallel Session 1: New and future Curriculum Developments

The first parallel session I attended had the title “AI and Machine Learning, from TM358 to TM470, an overview and experiences tutoring” and was facilitated by Michael Bowkis and Trevor Forsythe. As highlighted earlier, TM358 is the school’s new AI module. TM470 is the undergraduate computing capstone module.

The session is said to present “the motivations behind why AI and ML are featuring in the C&C curriculum”. It began with a definition of AI, which was said to be “the capacity of a computer or other machines to exhibit or simulate intelligent behaviour” (Oxford English Dictionary). Michael shared some instances where AL and Machine Learning (ML) was featured in the news. He shared a video that introduced the concept of deep fakes, and then asked the question: can we design a way to determine what is a deep fake? We were introduced to a deep fake detection platform called FakeCatcher from Intel. There are, of course, other contexts. AI can play a role in defending against Distributed Denial of Service attacks (which is a topic which links to the cyber security curriculum). There is a link here to employability. AI is a subject that features in data science, transport, media, telecoms, banking, healthcare and so on.

Onto a question: what is it like to be a tutor on TM358?

TM358 aims to teach a range of ML techniques by adopting an engineering approach. Tutors need to become familiar with a complex and fiddly software stack (which is a hosted platform on Amazon Web Services). TM358 makes use of Python, Jupyter notebooks, and Tensorflow, which is a library of machine learning tools. The module also emphasises social impact and ethics; students are asked to consider how the AI could be used and misused. Some tips for tutors include: make sure you get the TMA dates into the calendar, learn the Jupyter notebooks system, since it is used for assignments and teaching. Tutors are not expected to run the cloud computing platform, but they are expected to understand how students have used and responded to the platform. Do feel confident in seeking help from other tutors.

There are three TMAs and an EMA, which is a mini project which can help to develop skills for TM470. The module adopts a single component assessment strategy, where the EMA accounts for 60% of the overall module result. By the end of the module a student won’t be an AI expert, a Python expert, or a Tensorflow expert, but will have some introductory knowledge which is a very helpful starting point.

AI has changed. TM358 is unrecognisable from what I studied when I was a computer science undergraduate. When I studied the subject, neural networks were mentioned in passing, and the focus was on algorithmic searching. AI is continuing to change; every day there is something new.

I asked a question to Michael, Trevor and all other tutors: have you had many TM470 projects that have used TM358? Students are only now beginning to base their projects on TM358. A challenge is when some students study TM358 and TM470 at the same time. The TM470 staff tutors try to help, and do their best to ensure that students who express an interest in basing their project on TM358 are assigned to tutors who have machine learning and AI expertise. 

Parallel Session 2: eSTEeM and Research

The next session I attended (and facilitated) had the title “Continuing professional development: Approaches and Opportunities”. The aim of this session was to get everyone talking about what is meant by CPD, and to help everyone to understand how it might be changing.

Here’s the abstract that introduces the session: “The new tutor contract not only changes our terms and conditions, it also means there is change in our relationship to the university, and the university school (or schools) that we teach for. …  Due to the new contract, continuing professional development (CPD) will become a closer collaboration between a tutor and staff tutor. This session aims to ask a series of questions about CPD with a view to sharing experiences, practice, and what opportunities might exist as we move towards more fully implementing the new tutor contract.”

I began the session by highlighting some relevant sections from the new tutor contract terms and conditions; the section that describes Academic Currency and Professional Development, and the new Academic Currency and Professional Development Policy. Different elements make up our academic currency time, AL led time, and time that is agreed with a staff tutor. Importantly, the amount of time everyone has for CPD is different, and depends on what everyone’s FTE is. There are other bits to the AL contract and CPD picture that haven’t (yet) been worked out yet, such as the connection between the skills audit and the AL Career Development and Staff Appraisal (CDSA).

Before putting everyone into one of four different breakout rooms, I posed some questions. The collated results from each breakout room are presented below. Where appropriate, I’ve provided either weblinks or a bit of additional commentary.

What CPD have you done as an AL?

  • Mandatory training; also known as compliance training, which includes GDPR compliance, safeguarding and equality essentials.
  • Applaud; becoming an associate fellow or fellow of AdvanceHE (which used to be called the Higher Education Academy)
  • Scholarship projects and Scholarship of Teaching and Learning; ALs can participate in eSTEeM projects.
  • Cyber Security/Cisco; completion of Networking Essentials and other Cisco courses to prepare to teach on other OU modules; older Cisco certification, such as Cisco Certified Entry Networking Technician (CCENT).
  • Carbon Literacy Training; an Open Learn course facilitated by the OU in Wales. Participants are required to attend synchronous events, and consider two pleges.
  • AL development conferences; such as this school event, or events run by the professional development group.
  • STEMbyALsforALs events; tutor led events that aim to share practice and experience.
  • Module study/fee waivers; studying an OU module, either an individual module, or to work toward a qualification.
  • Used in house resources from my "day job" that are relevant to the OU modules that I tutor.
  • Practice courses; Adobe Connect and a forums practice course
  • Programming with an online lab tool called Replit; used in TM112 online lab research.
  • Ethical Hacking CPD for TM359.
  • Written papers for presentation at the European Conference on E-Learning and presented at AdvanceHE conferences.

What CPD would you like to do?

How can your staff tutor or the university help?

  • Provide induction training for new tutors; the STEM faculty now runs various events for tutors who are joining the university, but perhaps there might be an opportunity to offer a further welcome into the school
  • During the skills audit (and later), the staff tutor could offer pointers to resources, or help to provide resources.
  • The staff tutors could flag modules where there is a shortage of tutors and organise training to help tutors become aware of those modules.
  • Provide CPD in quiet times during the year, such as during holidays, e.g. between June and September.

Discussion points

There were a number of discussion points to emerge from the online session, and the notes that every focus group made during their session. One striking point was a question about the extent to which climate education could be embedded within the curriculum. There is also the importance of how to best embed accessibility and inclusion into the curriculum, 

There were also comments and discussion about the AdvanceHE certifications which are available through the OU’s Applaud scheme. Although the Senior Fellow scheme does require evidence and demonstration of leadership, this is certainly something that can be demonstrated through the AL role. Examples of this might include taking a lead during day schools, online tutorials, or leading with the management of cluster forums. If anyone is interested in creating evidence that can contribute to a higher level AdvanceHE fellowship claim, do have a discussion with your staff tutor.

A question that came out of the discussion notes was: what is SEDA? SEDA is an abbreviation for an organisation called the Staff and Educational Development Organisation. SEDA is a professional organisation that is there to support people who are involved with the professional development of education professionals, typically within higher education. Like the HEA scheme, it has different levels. As a rule, the university doesn’t provide funding for membership of professional organisations, since membership of professional bodies is a personal decision.

It is worth highlighting something called the AL development fund which I understand still exists. The Associate Lecturer Development Fund “is available to support Associate Lecturers (ALs) professional development activities in their role at The Open University (OU) as an AL where no other source of funding is available. Examples might be a non-OU course, module of study or a relevant conference. We ask that all applications show a demonstrable link to development of an AL in their role as a tutor at the OU”. The fund is limited to a relatively small amount of money, and you can only submit claims over a certain period of time. You might, for example, wish to use it to take a professional exam, or have the fund cover part of the cost of a conference. All the university will ask in return is a short report.

One theme that emerged was concerned with research and scholarship. Scholarship of teaching and learning, or scholarship about professional practice is easier to facilitate than disciplinary research which must align with school research objectives. If you’re interested in this area, do get in touch with your friendly staff tutor, who will be really happy to help.

A final bit of CPD that is worth mentioning is the opportunity not only to take OU modules using a fee waiver, but also to carry out doctoral study too. More information about what this might mean is summarised in an earlier blog post, Doctoral research: a short introduction.

Equality, Diversity and Inclusion: Introductory Plenary

After a lunchtime poster showcase Rehana Awan, Lecturer in EDI Implementation in Computing and Communications, gave a keynote presentation about equality, diversity and inclusion. 

Rehana spoke about her background and connection with the university. She began as a regional coordinator, became an AL for the access programme, and then an AL for DD102 Introducing the social sciences. She then worked as a staff tutor for Open and Access, and became co-chair of the black and minority staff network. As well as being a lecturer in the school, she is a third year doctoral researcher, looking at the awarding gap for black and brown students.

She asked herself a question, which was: “what is preventing me from moving forward in my career?” Barriers to progress might be physical (in terms of where we live), education, or skills. Having been trained as a social scientist, Rehana asks questions about how society is structured, to further understand what barriers might exist. I made a note of her words: “it is important to think of people’s background and contexts. If we have a better understanding of who people are and where they come from, we can better adapt our teaching, and how to address inequalities”.

Another question was asked: why is EDI important? EDI is now embedded within the University’s strategic plan. It is also a legal requirement under the Equality Act 2010. Also, since the university is made up of a community of scholars, everyone has a responsibility to carry out research (and professional development) to ensure that effective teaching is provided to all students. This links with the university’s student access and participation strategies and plans.

I made a note of a striking statistic. In the UK, there are 22k professors. Out of this figure there are only 41 black women. Just looking at these raw figures, there is clearly a systemic issue that needs to be understood and addressed. A further point I noted down was that we need to develop more representative teaching and research communities. Role models are important.

Rehana emphasised that EDI is everyone’s responsibility. She said that her role is to offer advice about research, awarding gaps and progression rates. In response to some of these challenges, Rehana has set up an awarding gaps implementation group, which consists of colleagues from across the school.

Parallel Session 3: Equality, Diversity & Inclusion

Following from Rehana’s keynote, I chose to attend the penultimate session of the day, Decolonising computing - what that might mean? This event was facilitated by Zoe Tompkins, Steve Walker and Ray Corrigan.

Steve Walker presented the background context: some Universities are considering how to decolonise their curricula. In C&C a Decolonising Computing eSTEeM project is exploring what this might mean for our school, led by Mustafa Ali and members of the critical information studies research group. This has raised some questions: Is the history of colonialism important to the discipline?  If so, what are the implications for how and what we teach?

Terms are important. Some key terms are colonialism, postcolonialism and coloniality. Colonialism is defined as a period of European political domination that formally ends with the national liberation and independence movements of the 1960s; postcolonialism relates to a legacy which has outlived formal colonialism and has become integrated within structures, and coloniality refers to persistent structures.

Decolonising computing education is important across the whole sector, since the QAA subject benchmark suggests that it is necessary to acknowledge and address “how divisions of hierarchies of colonial value are replicated and reinforced within the computing subject”. Since students will be creating social structures of the future, it is important that they have an awareness of some of these concepts.

One argument used is “computers don’t have colour”, but computing can be considered as a social practice, since computing is made by people. Social values can be embedded within software, and these values can be replicated by and within society. There is an interaction (which can be called sociotechnical) between the people and the machines (and software) that is created and used.

Two perspectives were highlighted: historic and contemporary.  The historic perspective highlights that technology is implicated in the development of colonialism. The contemporary perspective is that current practices and artefacts continue to perpetuate colonial impact.

It was said that computing is often viewed as a subject without a history, but this is something I disagree with. It is true, however, that the history of computing is not readily taught in computer science or information technology qualifications. 

An interesting case study that reflects a historic perspective was highlighted, the history of the telegraph in India. In terms of the contemporary perspective, asking the question “where do computers come from?” leads us to further case studies. To create the iPhone, rare metals and minerals are needed to be mined, and these can come from countries that are still enduring a continuing legacy of colonialism. There are links to questions about what happens to electronic waste, and the increasing visibility of green computing and the importance of climate justice.

Another question to ask is: who is involved with establishing technical or computing standards? Also, who (or which organisations) provides and supports infrastructure?

Zoe spoke about a survey that was used to gather answers to the question: what do you think it means to decolonise the computing curriculum? Zoe shared a range of different responses from participants. Challenges to progressing this work may include misunderstanding what the goal is, potential lack of interest, lack of resources, and how to ensure representation.

Closing Plenary

Jim Gillen facilitated a short closing plenary, where some questions were shared, such as how do we continue to engage with some of the topics raised, such as equality, inclusion and decolonisation? Another important question was asked about how the subject of sustainability could be further embedded with the curriculum. 

I have no easy answers to these questions, but making representation is an important thing to do, whenever and wherever we can. Following on from the COP27 conference, I have heard that the university is running a university wide event about sustainability. Having completed some CPD about carbon literacy, one of my commitments is to find likeminded colleagues in this school, and the School of Engineering and Innovation, who share interests in green computing.

Reflections

AL professional development events are always fun events, and this was no exception. I did miss being at a face-to-face venue, so we could share tips and stories over a sandwich. This said, the benefit of an online even is that I get to speak with colleagues that I wouldn’t have otherwise spoken to before. A challenge with these online events is, of course, the digital environment that we use; we’re all at different places and within different physical environments which might present their own barriers.

There were, of course, quite a few sessions that I couldn’t go to. I couldn’t, for example, attend the session about the student support team, or Rehana’s second presentation.

From the session that I facilitated, it struck me that there was a lot of CPD going on! Due to the new tutor contract staff tutors are likely to be taking on even more of a listening role in the future in order to do our best to facilitate the opportunities that everyone needs.

Acknowledgements

Many thanks to Jim Gillen and to Sharon Dawes who led the planning of the event, our colleagues in ALSPD, and all the members of the AL development planning group that helped to organise this session, which included Michael Bowkis, Ray Corrigan, Christine Gardner, Nigel Gibson, Alexis Lansbury and David McDade. On the Friday evening before the event, Ray delivered a lecture, which I’ve heard was very well received. Further acknowledgement are extended to Sharon, who kindly proof read an early version of this summary.

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Christopher Douce

AL development online conference: March 2021

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Edited by Christopher Douce, Monday, 12 Apr 2021, 13:10

In more usual times, I would probably be attending a face-to-face AL development conference. Since everyone in the university is working at home, the university ran an online cross-faculty AL development conference on Thursday 4 March 2021. 

What follows is a set of edited notes I made during the event. It’s intended as a rough record of the event, so I can remember what happened. Wherever possible, I tried to directly quote some of the speaker, but I won’t promise I’ve got all their words spot on. This said, I do hope I have honestly reflected points that were shared during the sessions.

Keynote: Marcia Wilson

The event kicked off with an opening keynote from Professor Marcia Wilson, Dean of Equality, Diversity and Inclusion. Here are some notes that were sent around in advance of Marcia’s presentation (which have been edited down for brevity): “Prior to the OU, Marcia worked at the University of East London for 12 years where she established the UK’s first Office for Institutional Equity (OIE) … . Her work includes equality projects with Universities UK to tackle racism in higher education institutes. … Marcia has spent 30 years teaching and conducting research in higher education and is a multiple award winner for her leadership and equalities work.”

Unfortunately, I wasn’t able to make it to this very first session due to work commitments, but I must refer to an earlier presentation that was given by Marcia at an event called Dismantling Racial Inequalities in Higher Education which I found to be really through provoking. 

AL Contract Change Programme Update

Bruce Heil and Carey Stephens, from UCU and the AL contract programme management team, presented updates about the contract implementation. This was a popular session, attracting 108 delegates.

UCU summary

Bruce highlighted a period of accelerated negotiations that were on going at the time of the conference. He emphasised that there was an aim to build a stable tuition workforce, to enable better future planning and emphasised that a step-by-step approach was taken “to make sure we get the changes right”. 

Bruce emphasised that this will be a permanent contract, rather than a piece work contract, and one would encompass module tuition appointments, annual leave, and tuition related activities, such as TMA monitoring, EMA marking, and time that relates to academic currency (which means: keeping up to date with your subject). Benefits for ALs include security and certainty. Benefits for the faculties includes “simpler processes for allocating work now to maintain AL FTE” and longer term planning and development. The benefits for university include opportunities to enhance student experience. 

Regarding the implementation, the plan is to migrate to new contract in October 21, and phase in the ways of working over a period of 2 years. I noted down that there would be 4 phases of change: prep to migration, development of processes and procedures (up until 22J), and in 23D the deployment of a workload management system.

A key difference between the old and the new contract is that tutors will no longer need to apply for contracts. Instead, there will be a discussion between a tutor and their line manager (staff tutor or student experience manager), and this will give security and certainty. Spare or unused capacity can be allocated to extra students or modular work, and tutors will be working to a defined FTE figure that relates to an annualised salary which will be paid over 12 months rather than just for the period of the contract. There is also a longer term idea, which is that tutors will have one line manager.

Other updates include that the FTE for practice tuition has been agreed, and the provisional FTE (which is currently calculated from October 20) will be updated with any further appointments that have been made.

Management summary

Cary stated that the new contract will bring ALs in line with other staff, and the FTE score represents the workload rather than the tasks. Tutors can expect an agreed FTE value to be maintained.

From this session, I noted down some questions and answers, such as: how can I increase my FTE before the official start of the new contract? The answer was: you will need to apply to modules as you did before.  Also, how can I decrease my FTE before the start? There will be a query and appeals process which can be used before the start of the contract.

An important question was: what is meant by historic tuition related activities? These are additional duty contracts, which are all gathered together, and averaged out over a 3 year period between August 17 through to July 20.

Key workload areas (in terms of making the contract work) includes a new capability procedure, a skills audit process, and prioritising conversations with ALs whose modules are coming towards the end of their presentation. There is also the need for guidance to help faculties to maintain a tutor’s FTE and developing workload allocation processes to manage workload fluctuations

A good question was: will I have the same flexibility to decide what work I will take on? “There may be occasions where you have capacity and are reasonably requested to take on a piece of work that you can do but would not normally consider.” There will be a conversation where you may be asked to take on a piece of work.

Also, rather than taking a personal leave of absence, tutors will be able to submit an “agile working request”. Another important point is that if student numbers fall, tutors may be asked to carry out additional duties to make up their time that is expressed within the FTE score.

I made a note of the important question: how will these TRAs be managed? The answer I’ve noted down was: “we’re at the ‘how do we do this’ phase?”

Q&A session

Q: I have over 0.3 of historical duties. I haven’t seen any statement of what are covered and what are not. Can we have one? A: you would have to go through your payslips over the last 3 years.

Q: I want to reduce my FTE. Is there a minimum FTE? What will be the notice period of a contract? A: There is no minimum. A reduction should be a sensible one. Term of notice is not known. 

Q: Will we be recompensed for IT use? A: Currently under negotiation.

Q: I’ve only had the one appraisal over 15 years. Will the time be made for this? A: We envisage an annual workload and CDSA meeting; an annual conversation; this will be a right and an expectation.

Q: Would it be possible to remain FTE and move onto a different module before October? A: speak with your line manager.

Q: Will assistant staff tutor roles and activities be counted? A: No; it isn’t in the contract.

Q: I want to get my workload spaced out better. Is this possible? A: Make sure your line manager is aware of your needs; have a chat with your staff tutor.

Q: I have a LLM that I have never met; it would be nice to meet them face to face. A: Ideally, yes.

A staff tutor’s reflection

I chose to go to this session for two reasons: the first was to add my understanding of what is going on, and secondly, to try to understand what the official UCU and management line on the contract was. The session confirmed some key fears that I have long held: that some very important aspects of the detail hasn’t yet been worked out. I have, for example, no idea how the historical tuition related activities will be managed, and nor do I know how to get an overview of which tutors are doing what, or how to get a quick summary of a tutor’s FTE score.

Faculty of Science, Technology, Engineering and Mathematics (STEM)

The session provided an opportunity for STEM ALs to meet each other. It was said to be: “informal, giving ALs the chance to converse, raise questions, and discuss the priorities within the STEM Faculty”. Approximately 40 tutors were able to attend, which was great to see. 

Michael Bowkis from the School of Computing and Communications and Fiona Aiken from the School of Earth and Environmental Sciences gave a summary of updates to the curriculum.

For the School of Computing and Communications, Michael summarised the key qualifications that were run from the school. These are: Q62 BSc (Honours) Computing and IT, Q67 BSc Computing and IT & second subject, R62 BSc (Hons) Computing with electronic engineering (which starts this year, and has four compulsory modules: T193. T194. T212 and T312), R38 BSc (Hons) Data Science (which is technically managed by Maths and Statistics), and R60 BSc (Hons) Cyber security.

The BSc (Hons) Cyber security (R60) started in 2020, and is a specialist qualification that is aligned with industry certification (CompTIA  Security+, CeH (Certified Ethical Hacking) and is accredited by the British Computer Society (BCS). It comprises of 3 new modules: TM256 Computer Security and Digital Forensics, which starts in February 2022, which addresses aspects of systems security and introductory concepts of digital forensics. There is also, TM311 Information security, which is linked to InfoSec standards for cyber security analysts. TM311 starts in October 2021. There is also TM359, System penetration testing, which is concerned with building secure systems, testing, ethical hacking methodology including certification as ethical hackers. This final module begins in February 2023.

On the postgraduate front, there is a new qualification: F87 MSc Cyber security. GCHQ certification and BCS accreditation will be applied for. An important module will be: M817 Cyber Security Fundamentals, which will complement M811 Information Security, and M812 Digital Forensics. Also, advanced networking qualifications are being withdrawn, but networking will remain as a pathway option in the main MSc programme.

Finally, the school offers four undergraduate degree apprenticeship qualifications, and one postgraduate. These are: R24 BSc (Honours) Digital and Technology Solutions (England), R32 BSc (Honours) IT: Software Development (Scotland), R33 BSc (Honours) IT: Cyber Security (Scotland), and R40 BSc (Honours) Applied Software Engineering (Wales). The postgraduate programme has the title of: F83 MSc Cyber Security (Scotland).

What hasn’t been mentioned is also new machine learning and artificial intelligence module, TM358. The School of Computing and Communications is a busy place!

Refreshing your practice: working across disciplines to enhance the student experience

We were given a choice of what session we would like to attend, and I opted for this session, which was facilitated by Heather Richardson and Clare Taylor. I was attracted by the abstract. Here’s a section: “In this practical workshop you’ll explore how experimenting with the teaching approaches of a different discipline can help you look at your own subject in a new light. Drawing on the findings of the FASS scholarship project ‘Creative Interactions’, which brought together the disciplines of Art History and Creative Writing, you’ll first take part in some hands-on activity, and then move on to consider potential ‘interactions’ between your own and other disciplines.”

I was drawn to this session, partly because I’ve been studying an arts module, A111, and have also recently completed a creative writing assignment. I was curious about what these activities might be, and how the activities might relate to my own discipline of Computing. The abstract also went on to say: “In the first part of the workshop you will analyse and respond to a piece of visual art from the Open University’s art collection, firstly conducting an Art-Historical visual analysis of the artwork, and then being guided through producing your own Creative Writing response to the piece.” The session was related to a Faculty of Art and Social Sciences project called ‘Creative Interactions’. 

There was a reference to the university art collection, which is mostly hung in corridors and shared spaces. During this session, we were show a number of works, and introduced to some terms that could be used to create (or write) a formal analysis of a piece. Key terms that we were introduced to included: scale, space and composition, viewpoint, subject matter, material/medium, line, colour and light, display and function.

There was then a shift towards creative writing. With an artwork used as a prompt, we were asked: “imagine you’re in the space that is depicted in a picture; what do you feel through your senses, and what is your emotional state?” We were asked to comment on three questions and respond through text chat: how did you respond to the image? Which approach was more helpful? What did you gain by trying two approaches?

What I got out of this session was how our online teaching tool, Adobe connect could be used, to create an interesting, and thoughtful tutorial experience. In our breakout rooms we were asked to discuss the question: what other disciplines could your own discipline interact with? In the breakout room that I attended, we discussed the connections between our own disciplines, and others.

To summarise, this was a popular session, with over 50 delegates attending. It made me reflect on how I use the online teaching tools, and consider how I might be able to draw on other subjects to (potentially) make my online tutorials more interesting and engaging.

Reflections

 I always get something from AL development conferences. It was useful to hear the official line about the new AL contract, and I did really enjoy the final session, which certainly got me thinking. I can’t help but feel that whilst online conferences useful and helpful, nothing quite beats being able to share tips and experiences over a cup of coffee at a face-to-face AL development conference. I look forward to a time when these can happen again. 

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Christopher Douce

Milton Keynes AL development conference: April 2019

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Edited by Christopher Douce, Monday, 29 Apr 2019, 11:53

I usually go to the AL development conferences that take place in London and the South East of England. I’ve never been to on that has been held in Milton Keynes before, since they have always been held at locations that have been roughly connected to the former regions. It makes complete sense to have one at the university campus since it gives tutors the opportunity to visit the place where everything happens and it is reasonably easy to get to.

What follows is a quick summary of an AL development conference that took place on Thursday 4 April 2019. The conference had a series of opening presentations, followed by three parallel session. 

Unlike some of the other conferences, this conference had a particular focus that related to the university’s Mental Health Charter. Particular themes of the day included: promoting good mental health in the OU, the role of the student voice, student mental health, and mental health strategy and policy.

Opening session: careers services

I arrived just in time to attend the end of the opening session, which was presented by Claire Blanchard from the Enhanced Employability and Career Progression (EECP) group which has teams in Manchester, Nottingham and Milton Keynes. 

Students can also access something called the Career and Employability Services (CES). Claire commented that students might study for different reasons: a career starter, a career developer, or a career changer. Increasingly students study for career change and development. The EECP group has something called an employer engagement team, carry out research and scholarship regarding careers, and offer guidance about embedding employability into the curriculum. 

Echoing a recent employability conference I attended, I noted that “all employees of the university has a responsibility to help with student employability and career progression”. To offer practical help and guidance for students, the university also runs an online careers fair, where specialists offer guidance through webcasts and webchats.

More information is available through the university’s careers pages.

How can we best support our students with their mental health needs?

The first workshop I attended was by Deborah Peat, Head of Strategy and Quality Development. I understand that Deborah was responsible for mental health strategy and poliy.

The World Health Organisation (WHO) defines mental health as: “a state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community”. A point was made that we all have mental health.

In the university, 24k students have declared a disability. Out of that figure 10k have declared a mental health difficulty. An interesting statistic is that 1 in 4 of people are affected by a mental health difficulty in a year.

Importantly, mental health is also considered as a priority for the UK Government Office for Students, which has led to the creation of the University Mental Health Charter (studentminds.org.uk) A point that was noted that the proposal are more suited to face to face university than distance learning institutions like the OU.

So, what kinds of resources can students gain access to? 

There is a service called Nightline which is available through the student’s association (OUSA), which is supported by trained volunteers. There is also a pilot service called the BigWhiteWall which is a service used by 30 other HE institutions. BigWhiteWall is defined as “a safe online community of people, for anyone who is anxious, down or not coping, who support and help each other by sharing, guided by trained professionals”.

BigWhiteWall has four areas: talk chat, bricks, guided support and ‘useful stuff’. The talk chat section is a bit like forums. The guided support section offers short courses for things like coping with anxiety or stress. It isn’t, however, a service for students who are in immediate distress.

Towards the end of the session we were shown two different scenarios, and asked to discuss how, as tutors, we would respond to each of them. Actions included taking time to talk to students who were expressing concerns, but also taking time to tell our line managers about any significant issue that may have arisen. An important point is that tutors can also draw on the university employee assistance programme. 

As an aside, students (and associate lecturers) can also access the university booklet Studying and staying mentally healthy  (PDF). It’s quite a short booklet, but it’s certainly worth a read. 

Critical incidents: work and well-being, sharing best practice

I’ve run this session on critical incidents a number of times before, and every time it has been slightly different. 

A critical incident is described as a memorable or challenging situation that occurred during our teaching practice. The session began with a number of definitions from a number of different authors:

“The critical incident technique consists of a set of procedures for collecting direct observations of human behaviour in such a way as to facilitate their potential usefulness in solving practical problems and developing broad psychological principles.” Flanagan, cited by Spencer-Oatey, H. (2013) Critical incidents. A compilation of quotations for the intercultural field. GlobalPAD Core Concepts.

“For an incident to be defined as critical, the requirement is that it can be described in detail and that it deviates significantly, either positively or negatively, from what is normal or expected”. Edvardsson, cited by Spencer-Oatey, 2013.

“A critical incident is an interpretation of a significant episode in a particular context rather than a routine occurrence.” Bruster, B. G. & Peterson, B. R. (2012) Using critical incidents in teaching to promote reflective practice, Reflective Practice, 14:2, 170-182.

I began by asking everyone who came along to the session to think about their own tutoring practice to identify a critical incident. When they had done this, I asked them to discuss them all within a group, and then choose one to share with the whole of the workshop session.

I really enjoyed the discussions that emerged. We shared experiences and strategies that we used to respond to some of the difficult situations that we had been collectively faced with. 

Reimagining our teacher identifies in the virtual learning environment

The final session I attended was facilitated by Sara Clayson, Staff Tutor from the School of Education, Childhood, Youth and Sport. 

Sara asked us all a question: “what does it feel like to move from face to face to online teaching?”

The answer was: it can be emotional since we’re moving from interacting with other humans to interacting via computers. We were asked further questions: why did you choose to become an associate lecturer? Did the perceptions (of the university, or of teaching) influence your decision to become an AL? What was it like when you started teaching?  

Reflection is, of course, an integral part of teaching. This means that there’s a question of how we reconstruct our identity when more of our teaching. In some respects, the university is providing tutors with training about how to teach online without explicitly acknowledging how this affects our identity as teachers.

We were given a short activity to complete. We were asked: how would you explain your teaching approach to a student?

Here’s what I wrote: “My role is to guide. Everything you need has been provided in the module materials, or on the university websites. You do your own learning, and what I do is facilitate your access to that learning. So, ask questions, send me updates, and treat me as a sounding board. I want to hear from you about what you’ve been studying, what you’ve found interesting, and what you’ve found challenging. Use assignments to show me what you have learnt, and if there are any gaps, I’ll do my best to tell you what they are”.

We were asked to think about how to answer further questions: what kind of tutor do you want to be in the VLE (virtual learning environment)? Also, how can you be the tutor you want to be in the VLE? And finally: what barriers do you need to overcome and what possibilities are there?

Sara left is with some resources, highlighting research by Anna Comas-Quinn, specifically a paper that has the title: Learning to teach online or learning to become an online teacher: an exploration of teachers' experiences in a blended learning course  (Open Research Online) and the website HybridPedagogy.

Reflections

There was a lot happening during this conference. There was a session about inclusive practice and understanding disability profiles, working online with students with hearing impairments, information a repository where tutors can share resources, how to best work with the student support team (SST), and how to provide excellent correspondence tuition. It was a shame that there were only three parallel sessions!

From my perspective, the reminder about mental health resources was really helpful. I also really enjoyed Sara’s session about teacher identity. This isn’t something that I think about very much. I feel that identity and professional practice are linked to other related ideas of respect and autonomy. 

The opportunity to discuss what our teaching identity means, and to be presented with a set of reflective questions that could help us untangle the idea further was really thought provoking.

In the middle of all this was the important question of: how can I get better? This, I feel, is what good professional development is all about.

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Christopher Douce

AL Development conference: Brighton, Saturday 10 November 2018

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Ever since I began as a part time tutor in 2006 I have been attending AL development events. A new ‘season’ of them (for me, at least) began in November 2018 when I attended an AL development conference that was held at the Hilton Metropole in Brighton.

What follows is a quick blog summary of the event so I can remember what happened. I’m sharing this just in case it’s of interest to anyone else. All the views expressed here are, of course, my own;  present my own ‘take’ on the things that I 'took away' from the conference.

Keynote: The Open Diaries

Unlike other conferences I had been to, this conference was opened by some colleagues who worked in the marketing department.

The university has recently produced 5 x 5 minute short documentaries about studying at the university as a part of a campaign called The Open Diaries (OU website). This is of wider interest to tutors, since the videos do try to present the tutor perspective. The keynote session also featured a short talk by Finlay Games who is an OU student ambassador, who is an undergraduate student who is coming towards the end of his studies.

The next part of the keynote was important, but also quite informal. It was a joint presentation by Lesly Kane who is from the UCU union and David Knight, director of academic services. Lesley and David have been involved with negotiating what is called a new tutor contract. They outlined the character of the new contract, but were unable to offer lots of the fine detail, since the negotiations are still continuing. A union vote to tutors about the new contract is due to take place soon.

The key takeaway point from the contract discussion was that the new tutor contract will (hopefully) offer tutors the possibility of greater job security; they will be employed for their skills and expertise, rather than employed to teach on a particular module.

Session 1: Dialogic feedback

The full title of this first session, facilitated by Alison Gilmour and Paul McGill was: “The end of feedback as we know it? Exploring recent developments in the literature and practical strategies we can use to develop dialogic feedback practice in a distance learning context”.

The session began with some quick fire questions, such as: What challenges do you face in feedback practice? What is good feedback? How do students want to receive feedback? And, what does dialogic feedback mean to you?

The aim of the session was to get us thinking about the dialogic feedback, not just in terms of correspondence feedback, but also with respects to tutorials and what can take place within them. The term ‘dialogic’ was described as interactive; it is a discussion, and was contrasted with uni-directional and the phrase ‘without expectation of student engagement’.

One point that I noted down was that it can be useful to consider feedback as a dialog, where both students and tutors arrive at a shared notion of understanding what the feedback is, and how it can be useful. I also noted down comments that related to good practice: the development of trust, the emphasis on social aspects of learning, and clarity around purpose of assignments.

We were given an activity. We were asked to brainstorm strategies, activities or approaches that we could use to develop our dialogic feedback practice and why we thought this would work with our students. We were asked to put our ideas on a matrix; the words ‘greater benefits for students’ and ‘more efficient for staff’ were written on the axes.

During the discussion part of the session, I noted down a few interesting ideas and suggestions. One idea was to ask students the question: ‘what are you working towards?’ to understand more about their aims and aspirations. Another comment was about the use of the telephone. Before the widespread acceptance of use of emails, tutors used to ‘ring round’ their students to remind them about their assessments. In my experience, students are always happy to speak to their tutor.

My own suggestion comes from a discussion I had with a tutor who told me about a ‘dialogic teaching approach’ to teaching, where two tutors would have a debate between themselves about a module issue during an online tutorial. Although this approach isn’t about directly understanding where the student’s understanding, it does relate to exposing discussions and debates that are a part of module materials. After trying this technique out in practice, students invariably to begin to join in with the discussions. 

Session 2: Critical Incidents

The second session, entitled “Understanding teaching through critical incidents” was facilitated by myself. Tutors were enticed to attend the session through the following abstract: A critical incident is a memorable or challenging situation that occurred during our teaching practice. In essence, it is a useful tool that can help us to think of our own teaching and help us to reflect on how we might approach similar situations in different ways. Drawing on the ideas from Burgum and Bridge, this session presents the principle of the critical incident, shares a framework that enables tutors to further consider critical incidents and allows different tutors to discuss the different strategies they adopted to solve challenging tutoring situations.

After a round of introductions, I asked tutors to complete a form which helped them to think about their own critical incident, and then to share their incidents between themselves. Tutor were then asked to discuss their chosen incident with everyone in the session. The key questions that students were asked to complete were: “My ‘critical incident’ occurred when…, the incident happened because…, strategies that were/might have been helpful include…, and if a similar incident occurred again I would…”

A personal confession is that this activity has been directly inspired by an activity that I participated in whilst studying for a PGCE in Higher Education at Birkbeck. It was a memorable activity since it led to the exposure of so many interesting situations, circumstances and solutions.

Session 3: Digital Capabilities

The final chapter had the title: “Enhance your digital capabilities, enhance your practice” and was presented by Jo Parker. 

I was really interested in attending this session since I had informally asked the question of if we could have a session about this subject after becoming aware of a JISC project about developing and understanding personal digital capabilities (Jisc website).

The Jisc project proposes and defines a definition of what digital capability is, and also provides a framework that consists of a number of components: digital identity and well-being, digital learning and development, information and media literacies. Well-being is presented as an over-arching wrapper that is important to all these areas. Also, the notion of ICT proficiency sits at the centre of the framework.

I made a note that the aim of the project was to ensure that staff and students have digital skills for digital learning and working. The project has also created a diagnostic tool (which I understand is called a digital capabilities and discovery tool), and provides some resources and training courses.

During the session Jo led us to an activity where we were invited to map our own digital practice. We were asked to draw a triangle that had the sides: consumption, conversation and creation. We were asked to make a note of the different tools that we used, and were asked to annotate the triangle with emoticon stickers to signify how we felt. We were also asked a few questions: What do you want to change? What do you want to do more of? What do you want to do less of? And, what do you wish to do differently?

Towards the end of Jo’s session we were shown a slide that contained a set of links about digital capabilities. The slide had links to resources about the effective use of ICT, such how to best make use of Office 365 and some links about digital creation and communication. The two resources that stood out for me were: Digital wellbeing: staying safe online (OpenLearn), and the link to the OU PALS site (an abbreviation for the Peer Associate Lecturer Support).

Reflections

I always get something out of every AL development conference. For this event, there were a couple of things. Firstly, I really appreciated the opportunity to catch up with a group of Computing and IT associate lecturers over lunch. We had a lot to talk about; there were discussions about the new tutor contracts and discussions about how to effectively carry out tutorial recordings within tuition group clusters. It was interesting to learn that the South East of England TM112 cluster are considering having what could be described as ‘cluster group recordings’. This way, the interactive tutorial can be live interactive sessions which are not recorded. This way, students might be more inclined to speak and contribute to the different sessions.

The thing I got from the dialogic session was the simple reflection that discussions can lead students and tutors towards a joint understanding of feedback. I understand this in terms of the student needs (to move forward with their learning), and what explanations the tutor can offer. Also, through dialogue, tutors can actively learn about what explanations are helpful, thus helping to improve their teaching practice.

The critical incidents session that I ran had a very different feel to the other two times I had facilitated it. The reason for this lies with the fact that the session is very student led: different tutors arrive at the session with different incidents. What may be important for one tutor might not be important for another, and this is one of the really nice aspects of running a session that is quite open.

I was expecting something slightly different from the Digital Capabilities session, but being someone who studied computing as an undergraduate and postgraduate, I’m mindful that I might not be the intended audience. Although the Jisc project and tools that we were told about may well be useful, I was expecting to be presented with some case studies, or for the session to have a more direct practical focus.

All in all, an interesting AL development conference! The next one I’m due to attend is the London event in April 2019. 

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Christopher Douce

Windsor AL development conference, June 2018

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On Friday 1 June and Saturday 2 June 2018 I attended an AL development conference that took place in a hotel in Slough, not too far from Heathrow Airport. What follows is a quick blog summary of my take of the event.

There were two keynote speakers: Gail Emms, and Susie Smith. I first heard Susie’s talk at the Bristol AL development event and Gail’s talk during the Cambridge event that took place towards the end of last year. 

Susie shared something about what she gained from studying at the OU. These included: time management, independence, discipline, multi-tasking abilities, dedication, problem solving, motivation, determination, friends and pride. She also spoke of study as a way to demonstrate employability; students need to balance a lot of different things to succeed.

STEM Session

The first event of the day was open for all tutors who were members of the STEM faculty. I made a note that the session was introduced by my colleague Sue Truby, who then handed over to Holly Hedgeland, who introduced the Open STEM degree and the new Open Masters. It was then my turn to facilitate a discussion about student and retention and progression.

During this discussion activity, two questions were asked: what can we (as tutors) do, and what can the university do? In some respects, these two questions connect to what can sometimes seem to be an unhelpful division between central academics and associate lecturers. My point is, of course, we all work together to help our students.

This said, in answer to the question: ‘what can the OU do to help?’ I noted down the following points: the importance of effective marketing and recruitment and the setting of clear expectations about what is involved with OU study, ensuring that students are not studying too much at once, importance of the tutor-student relationship and emphasising face to face teaching, facilities to send text messages to students, short courses, providing each tutor with their own online Adobe Connect room, emphasising to students the importance of interacting and speaking during online tutorials, and the importance of trusting tutors and making sure they are happy.

In response to the question: ‘what can associate lecturers do to help?’ I noted down the following: talk to other tutors and offer guidance about study skills to students.

The discussions emphasised to me how important it is to balance my different roles and identities: I’m a tutor, a staff tutor, and half of my role is as a lecturer too. Another perspective to the two question is that we all have a role to play, and all our roles are important. Another question is: what can we collectively do to work together.

Understanding our teaching through critical incidents

The next conference session was a session about ‘critical incidents’. I first ran this session at the London AL development session earlier in the year. I left the first session feeling a little deflated since I felt that the session didn’t quite work but I didn’t really know why. This said, colleagues did seem to feel free to engage in discussions, but I felt it was a little flat without knowing quite why. I faced a dilemma: I could either change something, or I could do pretty much exactly what I did before to figure out more directly what I might be improved or changed.

The idea of a critical incident is a simple one: it is an incident or moment during teaching that might have been particularly thought provoking or challenging. It might be an incident that made you stop and think, or it might have changed the way you thought about something. 

Twenty tutors came along to this second version of the event. I set everyone the same task that I carried out in my PGCE: use a form to identify a critical incident. After six or so minutes, the discussions were widened out. First, amongst the table, and then back to the entire group. The idea, of course, was to try to uncover our own critical incidents. 

This session was very different to the first: there were so many discussions taking place amongst the various tables that it was difficult to direct everyone’s attention towards a plenary session. This, of course, reflected one of the main objectives of the session, which was to get everyone talking so everyone could learn from each other.

School of Computing and Communications session

The C&C school session was led by Sue Truby. It was split into two sections. The first was facilitated by Sue who talked all the Computing and Computing associate lecturers through the current school curriculum using a series of programme posters. Sue emphasised that the key qualification in the school had the magic code of Q62 Computing and IT (OU website).

I facilitated the second part of the session which was a short workshop about the staff development and training needs for computing associate lecturers. During the session I made notes of the different points that related to the question: ‘what does a computing associate lecturer need?’

  • Adobe Connect and teaching of programming sessions
  • Industry speakers to provide more subject specific training: London Java community, cloud computing talks and AWS, maybe people from the industrial advisory group
  • Computing continuing professional development: presentations about new technology
  • Discussions about curriculum: to identify gaps and to get input from tutors, to share information about the lifecycle of a module and to understand what the board of studies group is
  • Perhaps there could be more talks from module chairs and maybe from the researchers from the school (so tutors can more readily connect their teaching to the research that is taking place within the school)
  • A question: what can we do that is innovative? 

Unconscious Bias

The final session of the day was facilitated by Angela (Gella) Richards. I’ve met Gella a number of times at the former London regional centre which used to be in Camden.

Gella opened with a question: ‘what does unconscious mean to you?’ Some tutors reported that ‘unconscious’ relates to the speed and patterns of action and responding without thinking, or applying a learnt behaviour. Gella said that sometimes ‘blame’ is a term that is sometimes mentioned. What she meant was that unconscious actions can also mean that we may seek to avoid blame.

Gella asked us another question: ‘what do the PC users in the room think of Mac users?’ This question elicited a number of interesting responses. My own responses would be: individual, wealthy and artistic. I felt the question was simple yet interesting and compelling.

As Gella was talking I noted down the comment: “If we act on our unconscious bias without knowing, it will affect our students” and “there’s a lot of different ways it could appear; not just in marks and feedback”.  Gella told us that she used to be a neuroscientist, and introduced us to a subject called cultural neuroscience. I made a note of two references: Blink by Malcolm Gladwell, and Thinking fast and Slow by Daniel Kahneman. 

We were given another question: can or why unconscious bias be useful? Again, it comes back to speed: it helps to make decisions quickly. She also gave us another reference; a paper by the Equality Challenge Unit called Unconscious Bias and Higher Education (ECU, pdf). She also mentioned something called Project Implicit from Harvard University.

An important question to ask is how can one overcome our unconscious biases? We were offered some suggestions: by stopping those automatic thoughts, by reading case studies, and by not ignoring differences. A final comment I noted down was: be curious, and this means curious about our own responses.

I enjoyed Gella’s session. It wasn’t what I expected; I was expecting something a lot more formal, direct and serious (although the whole subject was indeed very serious). It was well structured and clearly presented session. She also left us with a series of thought provoking anecdotes which illustrated the importance of thinking things through.

Reflections

I heard from a colleague who works in the ALSPD team that this was the biggest AL development session they had run. I don’t know where I got this figure from, but someone must have mentioned there were 130 tutors attending the conference.  I found the STEM and schools sessions thought provoking and the notes that I made useful. I also found Gella’s final session on unconscious bias thought provoking and challenging. I really like the take home message, which I took to be: be curious, about others, and yourself. A further personal reflection was that I was pleased that the critical incidents session ran as I had hoped it would and I now hope to take it to an AL development conference that will take place in Brighton.

Acknowledgements

This AL development conference was run by the ALSPD team. Acknowledgements are also extended to Janet Haresnape and colleagues who helped to put together and organise the STEM session.

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Christopher Douce

Warwick AL Development Conference 2018

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Warwick university campus (which I discovered was, actually, in Coventry). It was a busy weekend: I helped to co-facilitate two sessions (the STEM faculty session and a session that had been organised by the school of computing); I also ran a session that was entitled: delivering excellent correspondence tuition quickly – is it possible and how do we do it?

I’m very aware that I don’t have all the answers to how to do excellent correspondence quickly; modules, tutors and students are all different.  In true workshop fashion, there was a flip chart and each table was given a set of post it notes. What follows is a summary of notes that were generated by tutors who attended the event.

Tips from the whole group

The comments below have been gathered from group discussions. They are a mix of tips from tutors about how to do things quickly, and how to offer excellent feedback.

  • Make sure that feedback is personalised
  • Focus on 2 or 3 areas that need improvement (as otherwise our students might be overwhelmed)
  • Link the ETMA (PT3) comments to the on script comments
  • Use comments to build a relationship: be positive and be clear
  • Be positive, formal, factual, clear, unambiguous and approachable.
  • Provide comments that are appropriate to the level; consider comments that stretch students
  • When marking, know when it is a good idea to stop and take a break
  • Consider using speech recognition software as a way to provide feedback
  • If you have a mentor (as a new tutor), do make good use of that mentor
  • As a tutor, know and understand the course calendar
  • Consider editing or adding to the tutor notes as a way to collect your own practice
  • Consider marking TMAs in batches
  • Use the tutor forums that the module team has provided

Comments gathered from individual tables

The following comments were from post it notes that were gathered from workshop tables. I’ve tried to group them into clusters and have excluded post it notes that are really similar to each other to avoid repetition:

  • Important: building a relationship (through feedback), timeliness (be prompt with everything)
  • What should be included: what done well, what needs improvement, student’s name, continuity from previous feedback
  • Rapport with students; take an interest and encourage
  • Tone: personal, supportive, warm, friendly by clear, supportive but firm
  • Include: opportunities to improve, access to support, suggestions about what to extend and improve.
  • Comments: forward looking on the ETMA summary, backward looking on the script
  • What matters in your subject? Science: more prescriptive, arts: more flexible
  • Provide: accuracy and precision, application of [module] concepts, approach to study
  • Feedback and comments varies according to students, but includes: accuracy, relevance and learning skills.

Reflections

I’ve run this session a few times now, and I always really enjoy them. A discovery is that every session is slightly different; this could be down to the mix of tutors from different faculties, the type of the room that we used, or the number of tutors coming along to the event. This session was the biggest and most popular yet. 

Correspondence tuition remains to be an important topic within AL development sessions because it is such an important part of the tutor’s work. I received one bit of feedback that was interesting, and this reflected an earlier comment that I received after delivering the first version of this session (which, I think, took place in Leeds): that there should be more focus on ‘speed’ rather than ‘excellence’. It is a fair criticism, and I’m thinking (on one level) that I might be trying to do too much, but I’m aware that, as tutors, we should never cut corners; there is no question that our feedback should be as good as it could be.

From memory, we did share some really useful speed up tips, such as: use more than one screen, don’t agonise over individual marks, edit your version of your own tutor notes. I feel it very much depends on figuring out what works for each individual tutor. As I mentioned above: modules, tutors and students are all different.

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Christopher Douce

Delivering excellent correspondence tuition quickly: Cambridge 2017

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Edited by Christopher Douce, Monday, 15 Jan 2018, 13:50

On Saturday 9 December, I facilitated a session at the Cambridge AL development conference that had the title: Delivering Excellent Correspondence Tuition Quickly: Is It Possible and How Do We Do It?

Here is a shortened version of the abstract that described the event:

Correspondence tuition takes a lot of time. Delivering excellent correspondence tuition is both an art and a challenge, but how can we try to deliver excellent correspondence quickly? This session is all about sharing experiences and uncovering correspondence tuition techniques to make things easier for ourselves. If you are a new tutor and would like to learn some useful tips and techniques, then do come along! If you are an experienced tutor and would like to share your experience with others, you will be especially welcome too! You will hopefully come away with an armoury of techniques that you can apply with your next TMA. An outcome of the session will be a useful resource that will be shared to everyone after the AL conference.

In some respects, this session trying to do two very important and seemingly opposing things: how to do excellent teaching as quickly as possible. I chose ‘speed’ as a focus since as a tutor I know how much time goes into preparing good correspondence tuition.

This blog post is intended to share a set of points that were created during the session; it is intended to the ‘that useful resource’ that might be useful for tutors.

Excellent correspondence tuition

  • TMA feedback should be, of course, useful!
  • Correspondence tuition should help students to move forward and to guide students towards improvements in their performance (and understanding)
  • Feedback should also guide students towards the next step of their studies.
  • Importantly, feedback should acknowledge what has been done well.
  • Correspondence tuition should include examples, potentially provide a concrete goal which students could aim for, it should be motivating and treat the student as a person. 
  • Comments on a TMA should provide explanations for the mark that has been given and also link back to learning outcomes that have been defined within a module; comments should have a purpose.
  • The tone that is used should be personal, conversational, engage with what a student has written and submitted, and offer encouragement.
  • It should help students to learn by broadening out or extending the context by applying existing knowledge.
  • For some modules, encourage students to use diagrams (which can be a way to efficiently share an understanding of key module concepts); some modules encourage the use of tables.
  • Enhance understanding of module materials by encouraging students to think about how module concepts relate to their own lives and their work.
  • Present feedforward (student guidance) in small increments; consider limiting advice to three things that can be improved or worked on.
  • When faced with a challenging TMA, suggest one thing that a student should continue to do for the next TMA.
  • Refer to forthcoming TMAs in the current TMA to show how assessments can be connected.
  • Refer student to skills for study website and other pages that might be helpful on their student home page.

Marking strategies

  • Take time to read through the tutor notes.
  • From a practical perspective, make sure that you have access to lots of tea.
  • Read through past TMAs as a guide.
  • Consider looking through all TMAs briefly to get an idea of the submissions.
  • Mark a good TMA first to build up confidence and understanding.
  • Return to students in batches and set student expectations in terms of when marks will be returned.

Biggest tips

Towards the end of the session, I asked everyone to share their biggest tips to a new tutor. This is (roughly) what everyone said:

  • Prepare a comment template which you can heavily customise for the needs of individual students.
  • Don’t agonise over individual marks, i.e. ‘should this get 3 marks or 4 marks?’; choose a mark (using your gut instinct, as informed by your knowledge of the module materials) and move on (since there are lots of marks to allocate!
  • Be friendly and approachable! 
  • Don’t get into the trap of spending 3 hours to mark every TMA; there lies madness.
  • Use a timer to see how long you’re spending on each script. 
  • Focus on three things that can be improved or developed.
  • Highlight important parts of scripts using green/yellow highlights.
  • Make sure that you spellcheck the PT3 summary.
  • Ask your mentor for advice.
  • Draw on a bank of handouts; sections can be copied into a script to provide feedback, or additional documents can be returned through the ETMA system.
  • Consider using a spreadsheet to keep track of student marks and your interaction with students.
  • Provide an action plan for students and offer a summary.
  • Print out a copy of the tutor notes so you have it to hand (and add your own comments to it!)
  • Provide references to the Good Study Guide book.
  • Ensure that correspondence tuition is always personalised to the needs of individual students. 

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