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Just before the start of the TM470 project module, I asked myself a question: should I run a tutorial? Tutorials are not compulsory but I do know that some tutors run them. I had another question: what do other tutors do? These questions motivated me to ask my TM470 line manager another question: ‘could I run an AL development session to ask tutors what tutors do? This might be something that could help other tutors’. My line manager, Keith, agreed.

This document (or blog post) is a quick summary of the key discussion points that were drawn from that AL development session. Most of these points are from two activities. Tutors were put into four different break out rooms and asked to answer a set of questions. After the discussions, we all came back to the main room and discussed our findings.

The headings below represent the questions that were asked. The comments underneath are, essentially, a quick summary of the points that were discussed.

What would be the aim [of a tutorial] and when should you run one?

Run a tutorial early in the module to give students some guidance about the way the project should be approached (coding and creating versus recording).

Mixed feedback/feedforward and used student participation.

Tutorials seem to work better if they are studying similar subject: whole cohort sessions on specific topics? The challenge is that ALs have limited time.

To discuss key skills like research and literature: this can lead to fewer repeated emails about generic questions.

To save time repeating the same information to other students?

What would you do in a tutorial?

Setting out the approach for the module.

Getting students to generate 3 or 4 PowerPoint slides, and then discuss in tutor group (getting students to do the work). Tell us what they’re doing, and an issue that they have. Be positive.

Try to get them thinking less about the technical stuff: more about project management and reflection.

Try to get them to appreciate the need to address learning outcomes.

Talk about literature reviews.

Discuss deadlines and what is required.

A drop in session to allow students to discuss things. A learning outcome should be: students should be able to present their projects to other people.

In some situations, depending on what is taught, a video from the module team might be useful.

Discussions contribute to learning outcomes.

What are the challenges and what would help you?

Getting students to attend.

A tutorial can become a monologue (lecture)

Students without audio: most will say something in the chat window.

Recordings: will students turn up? Or will students be disadvantaged?

Privacy concerns about disclosing information about student projects in tutorials.

Having enough time to run the tutorials when tutors are busy answering emails.

How do you maximise attendance at a tutorial?

Use the forum, and the group email: allude to the benefits of the tutorials, saying that they will end up doing better projects.

Take every opportunity to encourage attendance: in every chat, email or piece of feedback (TMA!) refer to the next tutorial.

‘Put the fear of God into them’; tell them they must attend – it is there for their own benefit! This is a very difficult course! Don’t miss it.

Using a Doodle poll to set an agreed time.

What are the most difficult things for a student?

Working consistently, i.e. not trying to do a TMA over the weekend.

Managing time and deadlines.

Not understanding the requirements/components of a project.

Not having the patience to fully explore the background to the problem.

It is a module without a substantial calendar: students have to plan in their own time.

Reflection.

How to plan and structure.

Finding resources.

Getting started at the right place, and knowing when to stop.

Knowing their own limitations: they need a project that demonstrates their skills and knowledge.

What common mistakes do students make?

Trying to do too much, or under estimating time required.

Not reading what is required for the TMA: read the instructions! Look out for what the module materials are asking for.

Wanting to try new toys just to add experience rather than trying to engage deeper with the subject.

A literature review that is not deep enough.

When there are projects that relate to work situations, there can be too much focus on satisfying the client’s requirements rather than the module’s requirements.

Do the students have a backup plan if things go wrong if they have a ‘client’?

Students focus on assignments and not just projects.

If you could offer one bit of advice to a student, what would it be?

It’s not about writing code.

Stick with a simple system: don’t be too ambitious.

Don’t panic!

Use the full window of time and execute each stage completely.

Keep in contact with your tutor, no matter what is happening!

If you could offer one bit of advice to a new tutor, what would it be?

Tell students to keep evidence of what they’re doing e.g. a log of activities, which is very useful for report writing.

Application of common sense when it comes to keeping students on track.

Keep talking to your students; keep contacting them if they don’t contact you.

Keep discussing with other tutors: use the forums; there is lots of experience.

Final thoughts

From my perspective, I was really surprised with how many interesting, different and useful points came out from these discussions. This session has (personally) given me some really good ideas of things to speak about in a TM470 tutorial.

One thing that I should say is that there were two schools of thoughts about whether tutorials are needed or not. I think I remember reading (or hearing) one opinion that perhaps they are useful in terms of getting students started, but then the hours that the students have could be spent on a more personal or one to one basis.

There are, of course, many different ways to support students, and this session has helped to share some really great ideas between tutors.

A final question is: what next? I felt this session has been personally really useful. Does anyone have any ideas about what else might be useful? One thought is a ‘tutor drop in’; an opportunity to discuss interesting projects and situations. Another passing thought is the potential benefit of talking about marking or correspondence tuition. I think I’ll stop at this point, and hand this discussion back to all those TM470 tutors who are significantly more experienced than I am.

I first joined The Open University as a part time tutor back in 2006 where I tutored a module called M364 Fundamentals of Interaction Design. Knowing that this module was coming to an end I decided to apply to tutor on another module: TM470 The Computing and IT project, and I was successful!

I was invited to attend a ‘new tutor day’ which took place in the West Midlands regional centre in Birmingham (which is, sadly, closing in the new year) to learn about the ins and outs of tutoring this module. This was also an opportunity to meet my TM470 mentor, fellow TM470 tutors, and some of my colleagues who support the delivery of computing and IT modules from the Manchester and Birmingham offices. This blog post has been drawn from a set of notes I’ve made during the day, which took place on 2 July 2016.

Project choice

I’ve noted down the question: ‘what makes a good project theme?’ It’s a simple question and one that is very important: students must have a clear idea about what the problem is that they want to solve within their project. It should also have sensible limits, i.e. students shouldn’t aspire to creating the next big app for the iPhone.

Successful projects are those that draw upon practical skills that have been learnt (or studied) in previous level 3 modules. A project could also build on something that has been done before. Students should (ideally) be knowledgeable about the domain or environment in which a project relates to (so they don’t have to spend lots of time doing research into an area that isn’t familiar to them). Also, importantly, a project should be connected with something that a student is interested in doing (so they maintain their motivation).

Another bit of advice is: students should stick with using software that they know; don’t be tempted to play with new things, since it’s easy to get tied up in knots.

Sometimes students might be tempted to draw upon projects that relate to their work place. An important point is: work and TM470 have different goals; it is probably best to keep work and study separate for the simple reason that changes at work might jeopardise the project. This rule, however, doesn’t have to apply in all cases: students need to understand what is required from TM470.

Another really important point is: a project doesn’t have to have a successful outcome to submit a final project report. Students can still pass if things go horribly wrong: it is the description of the project, the learning, and the reflections that all count towards the final scores. If these are done really well, students will get a really good pass.

Another note I’ve made is all about research: ‘not really understanding what is meant by research that is academic, or what is meant by an academic literature review (and analysis)’. Some projects may be research projects, in the sense that they are an in-depth and critical study of a particular area. If students choose research projects, the need to be clear in terms of what is required of them. 

Independent learning

TM470 is different to other modules, since what really matters is being able to demonstrate independent learning; tutors will not be subject experts in all the areas in which projects are chosen from. A note I’ve made is: ‘if software breaks, it is part of your job on a project to fix it’. The role of a tutor is to push a student into this mind set.

Practicalities

I made a note that we discussed the importance of the introductory letter, and that we might connect this to the use of our module discussion forum.

A really important resource is the OU Library which allows student direct access to a wealth of prestigious journals. Another thought is to direct students to library tutorials (understanding eJournals) about how they can get started.

The project module doesn’t have any official tutorials, since it is difficult to run group events where every student is working on a different project (and will have different learning needs and problems). This said, some tutors do use OU Live to run some unofficial introductory tutors. 

Towards the end of the day, we discussed practicalities about end of module assessment marking, and assignment marking. Key questions that were asked were: ‘how do you do it?’ and ‘what processes do you use?’ The module has a very clear set of marking guidelines that are also known to the students. Ultimately, everything comes back to the question of whether students have met the learning outcomes.

Reflections from first presentation

Now that I have more of an idea how the module works and how it is structured, I think I will run an introductory OU Live tutorial at the start of the next presentation. This will allow me to learn more about the student’s ideas and understand more about their potential problems. I will also use this to emphasise the importance of time management.

In comparison to other modules that I have tutored on, I found the marking to be pretty straightforward once I knew how it worked. It took me a bit of time to find the forms, and then to internalise the marking criteria (but this is always the case when starting to work on a new module). One of the things that I really enjoyed was looking at the diversity of the projects, and how the students tackled them.