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1st Computing and Communications AL development conference

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Edited by Christopher Douce, Wednesday, 5 Dec 2018, 12:20

Associate lecturer development events generally take two different forms: they are either large multi-faculty ‘generic tutoring’ events that are run at different venues across the UK, or they are small module specific focussed events. From time to time, the university runs a larger events (I remember running a computing and IT event in the London office a few years ago), but these are the exception rather than the rule.

What follows is a summary of what has been called the 1st Computing and Communications AL development conference, which took place at the university student recruitment and support centre (SRSC) in Manchester. Just as with other blogs, this is a personal summary of the event (different colleagues may, of course, have very different experiences and memories!) I’m sharing this summary just in case it might be useful for someone, and also because it will help me remember what happened when I come to do my annual appraisal...

By way of background, the event was for tutors who teach on Computing and IT modules. One of the reasons for running the event is that the subject of computing can pose some interesting tutoring challenges and it would be helpful to share experiences between tutors who teach on the same undergraduate programme. There’s also the importance of community; in recent years the link between tutors and the university department (school) to which they are related to has become more important.

Manchester was chosen as the location for the conference, since it is also home to the Computing and IT student support team (SST). The conference took place over two days: Friday 30 November 2018 and Saturday 1 December 2018. The agenda for each of these days was roughly the same, and tutors were encouraged to sign up for the day that best suited them.

Looking forward: curriculum and school updates

The conference began with a short keynote and introductory presentation by our head of school Arosha Bandara and David Morse, director of teaching. Arosha mentioned the mission and vision of the school: that it aims to ‘empower our students, industry and society, to leverage digital technologies to address the challenges of the future’ and ‘be a world leader in open, innovative distance teaching of computing and communications, founded on excellent research and scholarship’. I noted that the undergraduate degrees were accredited by the British Computer Society, that the school ran a premier Cisco networking academy, and it is playing an important role in an organisation called the Institute of Coding (IoC website). Arosha also touched on research areas that are important within the school, such as technology enhanced learning, software engineering and human-computer interaction (amongst others).

David presented a summary of the computing curriculum and degree programmes, which ranges from introductory level computing through to postgraduate MSc degrees. In collaboration with Maths and Stats, the university will be introducing a new Data Sciences qualification, and the school of Computing and Communications will be introducing a new level 3 Machine Learning and AI module. Looking further to the future, the school is currently recruiting for Cybersecurity lecturers, which might see the emergence of new modules at levels 2 and 3. 

Spot the difference: sharing your practice 

After a brief break to meet and chat with colleagues, there was a series of short 5 minute presentations by tutors about different aspects of their OU teaching. What follows is a summary of the notes that I made during those sessions. 

Some tricks to establish early contact with students 

Charly Lowndes is a very experienced tutor and former OU student who teaches on a range of different modules. One of his tips was: “send them a 2 line email, and tell them to send you a reply to say that they have got it; when you do that, I’ll send you some useful stuff”. Charly also makes an introductory video that he has recorded and uploaded to YouTube; he said that “it’s nice for them to know what you look like”.

Another tips include: if you don’t hear from a student, send them a SMS; populate the module forum with messages; use email rules to process emails (I do this too, filtering on module code). Charly also said “I don’t get stressed if they never get back to me; I had one student who was on his honeymoon” – the point is that the student support team is able to help. Another comment was: “use a range of methods; everyone is different” and use different bits of information provided by the university to try to create a picture of your student.

A strategy for recording student contacts

The second presentation in this session, given by Helen Jefferis, complemented Charly's presentation really well. Assuming that you had made contact with your student, then what? Helen offers a suggestion: use a spreadsheet. Helen begins by downloading a list of students from her TutorHome website, and then adds a set of headings, which includes a simple notes section. I noted down the sentence: “if they reply, things are ticked off; ticks to show that they’re active”. Other approaches may include using tools such as Microsoft OneNote. Also, further information about student interactivity and engagement if available from the OU Analyse tool (which is entire topic all of its own).

Teaching methods on TM470

Jay Chapman gave a brief summary of what it was liked to be a TM470 project module tutor. I found Jay’s session especially interesting since I’m also a TM470 tutor. Jay began by outlining TM470. The module isn’t about teaching technical stuff, it’s about helping students how to write a technical project, and demonstrating how they can build upon the expertise and skills they already have. An important point is that TM470 students can take on different roles: they may be the project leader, the client and the stakeholder. Also, every project is different, but there are some common challenges: planning is important and students can easily fall behind, and a big challenge is the importance of academic writing and critical reflection.

I noted that Jay sends his students an email, then a SMS (if he hasn’t heard from them), and he runs tutorial sessions using video Skype. During these sessions, Jay mentioned that he uses an agenda, and then sticks to it. An important sentence that I noted down which resonates with me (as a TM470 tutor) is: “you have to show me what you did, and how you thought about it”. 

Approaches to working with under-confident students

Jean Weston shared some tips about working with students who might not have high levels of confidence. One tip was to tell them things that they don’t have to do. One suggestion was that with some modules, students don’t need to go outside the module materials. I noted down some practical tips: read the introductory and summary sections first, and it’s certainly okay to read something several times.

When it comes to exams, Jean shared some really great tips. One tip was: write down the blindingly obvious (since the examiner might well be testing whether a student knows the blindingly obvious). Another tip was: “answer the question, the whole question, and nothing but the question”. Also, successfully completing examinations requires you to balance two resources: your brain (what you know and can apply) with the time that is available, and “and answer is better than no answer”.

Other tips are worth remembering, such as: “learn to pick the low fruit, and apply that throughout your study” (or, in other words, ‘it’s okay to be strategic if you need to be’). Also: do get help if you need it, do take the time to talk to somebody if you need to, and take time to understand the vocabulary and complete the activities (since these can directly relate to the assessment questions).

PG teaching: what's the difference?

Joan Jackson gave the first short presentation on the morning of the 1 December. Joan is a tutor on a number of modules, such as M815 Project Management, T847 The MSc Professional Project and T802 Research Project.

One of the big differences that Joan emphasised was the level of skills that can be applied. From her slides, Joan reported that “undergraduate study provides the ‘grounding’ within a field or subject and academic skills” whereas “postgraduate study allows the subject to be explored further to attain a higher level of proficiency through independent study, scholarship, research and professional practice, emphasising critical thinking, synthesis, reflection and effective academic writing”.

An important question is: how do you learn to do all these things? Thankfully, the university has some resources that can be used. I’ll highlight two free OpenLearn courses that may be useful: OpenLearn course: Succeeding in postgraduate study and OpenLearn course: Are you ready for postgraduate study

A further question is: how can tutors develop postgrad skills once the module begins? I made some notes that suggested that there are opportunities: forums can be used to run activities. Students can explore the library to uncover research or discussion papers, than sets of papers can be compared and contrasted. Also, as a brief aside, there are also some resources on the OU Skills for Study pages, such as a resource about Critical Reading.

Cisco accreditation and teaching on Cisco modules

Phil Irving tutors on a number of Cisco modules, such as TM257 Cisco networking (CCNA) part 1, an undergraduate module, and T828 Network Security a postgraduate module.

Phil gave us a bit of history about the OU Cisco Academy (and Cisco as a company) before beginning to talk about the link between Cisco material and the OU approach to study. One of the benefits of the joint approach is that students have the potential to gain an industrial qualification whilst also learning important academic skills, such as academic writing. Students are also incentivised to pass the industrial qualifications. I didn’t know this, but if students pass their Cisco exam, they get back some of their test fees.

Practice tutors: a new approach for apprentices

The final short presentation of the conference was by Christine Gardner and Alexis Lansbury who spoke about the university’s involvement in degree apprenticeships and the role of a practice tutor. Since apprentices have a lot of study to do over quite a short period of time, practice tutors can offer some advice about how to manage their workload. Practice tutors are just one of many people involved with apprentices: there are also module tutors, and functional skills tutors, and the student support team. Practice tutors visit apprentices four times in a year, typically at a student’s workplace, and they will be a consistent contact across four years of study.

An important thing to remember is that degree apprenticeships differ across the UK. There are different programmes in England, Wales and Scotland. There is also something called higher apprenticeships, which can be linked and connected to postgraduate study.

What makes a good online session?

The first of two longer presentations was given by Shena Deuchars. Shena’s presentation was all about the use of breakout rooms in Adobe Connect. A personal confession is that I’ve only ever used breakout rooms twice. The first time was using Blackboard Elluminate (or, OU Live, as the university called it), which seemed to go very well. The second time was using Adobe Connect, and didn’t go well at all (I remember a few voices in my headset saying the words: “what’s going on?!”) and feeling quite embarrassed!

Shena gave us some tips about creating some layouts that we could use to manage breakout rooms. A sequence of actions were suggested: (1) create a new layout, (2) add content to pods, and (3) create rooms. Then to get things going, (4) tutors need to click on the ‘start breakout’ button. Finally, there is the step at the end to end the breakout rooms and to bring everyone back to the plenary space.

Some of the tips were very helpful, such as: try to get people who are willing to use microphones in the same room as each other (you can do this by asking everyone to give you a green tick). Also, in anticipation of a session, a thought is to email everyone to tell everyone that they will get more about of the session if they are prepared to speak (and have a headset).

I found Shena’s session useful, and it was great that she managed to encourage everyone to login to the shared room that she had prepared so everyone could get a feel for how things work. 

During her session I thought about my own recent experience as a current OU student who was recently put into a breakout room. Initially, I wasn’t happy, especially when all of my fellow students volunteered me to summarise all of our discussions during the plenary session. This said, it was really helpful to hear how other students were getting along with their reading. One fellow student made me realise that I hadn’t read some aspects of the module materials as thoroughly as I ought to have done.

One thought I will add about breakout rooms is they take time. I’ve heard it said that a breakout room activity can or should take at least 20 minutes. This means that if you’re doing a number of things in a tutorial, it’s important to pay close attention to timing. In the case of the tutorial that I attended, I found the breakout rooms so useful, and I became so engaged, I was surprised that the tutorial was over so quickly. In retrospect, a thorough debrief or summary after my time in the breakout room would have been useful to help me return to the physical world!

Teaching of problem solving and algorithmic thinking

I’m not going to summarise Friday Jones’s presentation on algorithmic thinking directly, partly because I don’t think I can do it justice. Friday’s talk was one that encouraged us tutors to think about what it means to teach algorithmic thinking and also how we should (or could) respond to students. From my perspective, it contained a number of themes, such as whether we should teach top-down or bottom up, and how students might understand the notion of abstraction.

Some interesting phrases I noted down was: “I teach by epiphany…”, “I taught them that they could solve the problem” and “I don’t want to make tea anymore; I want to question why we do this”; ‘this’ means “they need to ‘get’ why we do what we’re doing”.

Friday’s talk reminded me of another talk that I went to that I saw at the Psychology of Programming Interest group back in September 2018. Friday said that she learnt to program ‘bottom-up’, as did Felienne. Some thought provoking words from her presentation were: “sensimotor level is syntax”, and “motivation leads to skills”. And skills, of course, can be linked to the ability to develop (and implement) abstractions.

Working with the Computing and IT student support team

This second half of the conference was opened by John Woodthorpe, our school student support team lead. In addition to a series of short presentations, tutors were able to have a tour of the SST to learn more about what happens within the Manchester office.

The first presentation was about the Careers and Employability Service (OU website). Next up was a presentation by the colleagues from the Student Recruitment and Fees team. This was then followed by another talk by the SRSC continual improvement and change acceptance team, who look at how to enhance existing student support processes. During the first day of the conference, Claire Blanchard concluded by speaking about the role of the SST from the associate lecturer perspective. Claire also emphasised the role that ALs can play in the school by applying to sit on the computing board of studies.

One thing I got from this session was an understanding of something called the Information Advice and Guidance model (which is referred to by the abbreviation IAG). Although I had heard of this before, I hadn’t really grasped its significance. 

In some senses, IAG can be understood as three progressive stages. Whenever a student calls up the SST, they may first speak with a front line advisor, who may be able to provide some general information. If the query is more complex, such as the need for study advice, the student will then be passed onto a senior advisor (the ‘A’, or ‘advice’ part of the model), who will be able to answer more specific queries. Finally, if the query is one that is both detailed and complex, the student might then begin to receive ongoing detailed guidance from an educational advisor.

Simply put: there are a lot of calls about information, and not so many calls that are about guidance (and some guidance calls can take a lot of time to resolve). 

Activity: Working through student support scenarios

For the penultimate part of the conference, Alexis Lansbury, Computing and IT staff tutor, divided the room up into tables, and gave us a series of student support case studies. Each table had a combination of associate lecturers, staff tutors, and advisors. 

For each case study, we were asked to “discuss how you would respond, what actions you would take, what you are aiming to do to help the student, and whether you would involve other people (ALs, Student Support, Employability Specialists, Staff Tutors) in both the decisions you take, and, the help that you offer”. The case studies covered all levels of study (first year through to final year equivalents), and issues ranging from requests for very long extensions through to catastrophic technical problems. This activity emphasised the importance of taking time to gather information and the need to thoroughly understand different perspectives.

AL development in the school: priorities, needs and opportunities

During the final session, I asked everyone the question: “what would associate lecturer development activities or events would help you to do your job?” Some points that I noted on a whiteboard were: 

  • How to best maintain the student-tutor link
  • Understanding, mitigating and influencing the impact of the group tuition policy (GTP) and learning event management (LEM) system
  • How to best work together in cluster groups
  • How to tailor a session to suit a module and also take account of local geography
  • More discussion and less presentation during AL development events
  • More information and further discussion about the new tutor contract
  • Information about the ‘bigger picture’ (either in terms of the university or the discipline)
  • Discussions and information about how programming is addressed across and between study levels
  • Degree apprenticeships and the potential impact on the tutor role and tutor practice

Reflections

Over two days, over 90 colleagues attended the conference: associate lecturers, staff tutors, central academics, and members of the student support team. A colleague said to me: “it’s a sign of a good conference if you come away learning something new”. I certainly agree! One of the things that I’ve gained from the event is a more detailed understanding of what the SST advisors do, and how important and essential their work is, and what IAG means. I felt that it was a thought provoking and useful event, and I hope that everyone else found it useful too. Fingers crossed we’ll be able to run another one soon.

Acknowledgements

This conference was very much a team effort (with multiple teams)! The main organising and planning group included: Frances Chetwynd, Christine Gardner, Alexis Lansbury, John Woodthorpe and Ann Walshe. Many thanks to Saul Young (and colleagues) and Jana Dobiasova (from ALSPD). Thanks are extended to all presenters, and to Shena Deuchars and Friday Jones who ran the longer sessions, and to Arosha Bandara and David Morse from the school. Thanks are also extended to Stephen Rice, Claire Blanchard, Vic Nicholas, Dawn Johnson and everyone in the student support team who were able to spare their time to come and speak to us; we really appreciate your time!

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First MCT Student Support Team Conference

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I drafted this blog post some time ago, but it got temporarily shelved due to the reality of day to day work.  I never forgot about it, though!  I still feel it’s important to share, since it relates to an important (and on-going) change within the university: the development and implementation of the Faculty of Mathematics Computing and Technology (MCT) Student Support Team (SST).

Introductory bit

Nineteenth of July 2014 was the date of the first ever Faculty of Mathematics Computing and Technology (MCT) Student Support Team (SST) conference that was held at The Open University campus in Milton Keynes.  Although this blog is written primarily for my colleagues, fellow tutors and students might find this summary useful since everyone has been subject to different amounts of change within the university.

The SST comprises of learning support staff (who are based in Birmingham and Nottingham), associate lecturers and central academics.  The idea behind an SST is to create a grouping of people who have more detailed knowledge of how to support students who are studying a particular subject, so we can improve the way that students are supported.  The ideas behind SSTs predate the increased focus on programmes of study due to the availability of student loans for part time students.

Although the SST staff for MCT are based in two regions, all the other Open University regions remain fundamentally important to the operation of the university: they remain centres from where tutorials and day schools are run, outreach events are facilitated, and students can have additional support sessions with tutors (and students can drop in to look at module materials).  They are also essential places from where continued AL development and training occurs.  Without these centres, tutors would not have sufficient training to allow them to offer excellent teaching and learning experiences to their students.

This blog starts with a summary of the plenary or introduction session, and is then followed by a session about retention.  There is then a brief description of session that was specific to the department of Computing and Communications.  This is then followed by an AL development session about disabled student services (this might be of interest to some students who study H810).  The day ends with a session about ‘tutor staff development’.

Introduction plenary

Our former Associate dean for regions and nations introduced the conference and welcomed us all to the SST.  We were shown a bunch of graphs that gave us a bit of context.  I remember that one of the graphs was about the number of students who are studying at a study intensity that is equivalent to full time students (which is a way to allow the OU to be compared to other institution).  In terms of full time equivalent (FTE) students, the number of students in MCT is broadly similar to the number of students in the Faculty of Art and the Faculty of Social Sciences.

An important point is that undergraduate computing and IT modules currently represent the biggest group in the faculty with 60% students registering for a BSc in Computing and IT.  By way of perspective, there are 13K FTE students in the whole of MCT, whereas Birkbeck (as a whole institution) has a total of 17K students.  We were given even more mind blowing stats: there are 1,200 associate lecturers in MCT, who teach a total of 2,900 contracts.

Retention and progression (of students between different modules) is considered to be an important strategy.  One figure that I made a note of was that there was a target of 75% of all students moving to the next module (unfortunately, I didn’t note whether this was related to level one modules only).

Our associate dean also spoke about other university priorities, such as helping to design student interventions (to make study easier), the student induction process (to help students become more familiar with the process of studying) and the development of the OU virtual learning environment (to make smart use of data).  On the subject of interventions, one great intervention that I heard was the SST proactively calling students discuss their study intentions if they have registered for an excessive number of modules.

One of the most important elements of OU study is the relationship between a student and their tutor.  The situation used to be that a student was left to their own devices at the end of a module.  The SST can now talk to a student between modules.

We heard about future plans.  Apparently there is some work afoot to improve the induction process.  For quite a while, I’ve heard about a new induction website, but I really do think there’s an opportunity to do more to help students become familiar with how to ‘survive’ when being a distance learning student. 

Future university activities include an attempt to diversity income, and continuing alignment of associate lecturer services to student services.  Also, quite recently, there has been internal debate regarding a new group tuition policy (which I hope to share some information about to ALs as soon as the details have been defined).

MCT Level 1 retention review

The next part of the day was by a colleague who spoke about a retention review project.  A really interesting fact I learnt was that module presentations that start in October have slightly higher retention figures than modules that begin in February.  I have no idea why!

I’ll do my best to summarise some of the key points that were made.  A really important concern was how well students are prepared for study.  If a student comes to the university without have any prior qualifications, this means that they less likely to complete.  There might be a range of different factors that influence this, such as available study time, workload, and other points, such as a lack of confidence (writing from experience as a former OU student, it takes time to ‘figure out’ how to consume the learning resources that we get from the university.

The one really important point that that has made the difference is: our tutors.  Proactive contact with an associate lecturer can really help to improve retention.

I’ve made a note of some recommendations: it’s important to have consistent module advice, we need to have effective subject specific advice, and have a solid induction programme to incorporate the development of on-line study skills.  The characteristics of a module and its design can make a different too: module teams to consider workload, to carefully consider assessment, and study events should be designed in to the module structure.

According to my notes, the review also offered some really practical suggestions, such as the SSTs could explicitly contact students without previous qualifications (but there’s also a tension between balancing the need to answer the phone in response to incoming student queries, and the willingness to initiate positive interventions: everything has a cost, and everything takes time).

I also made a note of the importance of student support:  AL development is to prioritise soft skills training for ALs (and perhaps points such as using the phone).

Over the last year, the university has made available something called a ‘student support tool’, which brings the associate lecturer closer to the systems that the university uses.  Whilst such tools are great, there is a question which needs to be asked, which is: how can any tool be used effectively.  Again, it’s back to the importance of helping to train and develop our brilliant associate lecturers to make sure that they are as well-equipped as they can ever be to support their students.

Computing and IT session

The next session in the day was by John Woodthorpe, academic lead for Computing and IT.  John opened the question by asking us a question:  ‘Put up your hands if you’re a member of the SST!’  His point was simple: we’re all members! We all have an important role to play.

John asked a rhetorical question about what the members of the SST in Birmingham and Nottingham are doing.  He answered this by providing a long list of activities.  The helped to book and organise exams at different venues, offered study and course choice advice, wrote disability profiles, and were always developing relationships with different members of the faculty.

During the session I made note of the phrase: ‘pre-emption, proactivity, prevention’, which seems like a good way to encapsulate different important aspects of study support.

One gap that has been identified is the need to develop a more comprehensive and structured approach to resubmission support, i.e. what happens if a student doesn’t pass an exam.  At the moment, students could call the SST and request a special session, but not all students know that they may be entitled to this support.  The SST is trying to tighten up resubmission support, aiming to offer more support for students beyond the boundaries of individual modules.

Disabled Student Services

After the faculty session, we were offered a number of different session choices.  I chose a session which was all about disabled student services.  I was interested to hear how the new SST would help MCT students who have disabilities.

We were introduced to different models of disability: the medical model and the social model.  A really interesting point was that people who have disabilities can have a ‘fluid sense of identity’.  What I think this means is that some disabilities may be transitory (such as a physical injury, such as a broken leg), and others may be episodic (such as ME).

We were also introduced to the Equality act 2010, which identifies a number of protected groups.  We were also told about different types of discrimination.  These are direct and indirect discrimination (which I had heard of), but there is also discrimination by association, i.e. discrimination might arise against someone if they have significant caring responsibilities.

We had a discussion about on-line tutorial materials, reasonable adjustments, and the provision of advice and guidance (of which, module accessibility guides play an important role).  We also spoke about the importance of contacting students directly to enquire about the extent of any adjustments that might be necessary, and also the role of examination boards.

Another area that was covered was the Disabled students allowance (DSA).  The DSA covers three areas: ergonomic furniture, personal support (such as non-medical helpers), and travel.  The DSA no longer funds standard electronic devices such as computers since they are now deemed to be an essential part of academic life, but funding for upgrades are permissible.  One really important point is that DSA is only available for students who are studying 30 points and a registered for a qualification (in Scotland this is 60 points).

Non-medical helpers can be really helpful for some students; they can make the difference between a module being accessible and a module being inaccessible.  A non-medical helper always works on behalf of the student: there is a contact between the student and the helper; tutors (or the university) are not able to speak directly to a helper – this relationship is fully controlled by the student.

AL Staff Development: The art of the possible

This final session of the day was all about how we should collectively think about associate lecturer development now that we’re in the new world of the student support team.  This session was facilitated by fellow staff tutor and tutor, Frances Chetwynd.

Associate lecturer broadly takes on two types: generic development (which is about how to perform teaching and learning, to make use of technology, and to be aware of university initiatives and developments), and module specific (sharing good practice about teaching certain subjects).  Now that we’re moving into broad teams, there are opportunities in terms of large subject (or, even programme) specific events.

Like all good tutorials, Frances’s session was very interactive.  We were given sets of post it notes to propose new ideas.  Pink post-it notes were about face-to-face AL development ideas, orange post it notes were about on-line (or other) types of development sessions.  When we had written down our ideas, we stuck them on different sheets of paper that had broad different category headings.

Frances also gave us ten stickers (which were in the form of ‘gold stars’), allowing us to collectively vote for the ideas that we liked best. 

The ones that I’ve noted down are: a session about ‘coding at different levels’ (which could be like some kind of internal symposium), Teaching Sense on TU100 (apparently there is a 10% tutor churn on TU100), making sure that we Record module briefings, and sessions about qualification overviews (or, future plans for modules).  There were loads more ideas, but I haven’t noted them all down.

Reflections

It was a busy day!  One thing that was really good about the conference was that it put the work of the SST and the MCT faculty in context (I had not heard of some of the numbers that our associate dean mentioned) and also helped to emphasise how much change has been going on within the university in the last few years.  It almost allowed us to ‘take stock’ of where we were. 

The session on AL staff development really got me thinking.  I came up with a number of ideas about different types of events that might potentially help tutors from across the UK who tutor on specific modules.  One thing that keeps coming to mind is that there is also more potential in terms of how the student support team members can feed directly into module teams.  I can’t help but feel that these new structures can help different bits of the university to work closer together, and that can only be a good thing.

All this said, it’s still very early days for the student support team and I guess I’m one of many who are still finding their feel in terms of what we do, how we work, and how we communicate with each other.  It also strikes me that although the university has been reorganised along slightly different lines, the notion of a geographic region or ‘place’ remains very important.  The development sessions that are run within our regional centres for our associate lecturers are invaluable.  Developments in information and communication technology has made the SST possible, which means now it’s up to us to figure out how to best take advantages of the opportunities it offers us.

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