Edited by Christopher Douce, Friday, 25 May 2018, 10:03
On 7 April, I attended the module briefing for a new module: TM111 Introduction to Computing and Information Technology 1. I arrived a little late but got there just in time to catch Richard Walker’s talk about the importance of accessibility, missing Elaine Thomas’s introduction.
Accessibility
From the notes I picked up after the event, Richard’s talk mentioned quite a few things. TM111 has an accessibility statement, and the module provides a range of alternative formats. There are some issues that tutors need to be aware of. One challenge that some students might have is when they come to use a package called Audacity (Audacity Team website) which is an audio recording and manipulation tool. In some cases, students might need help to use the software, and students who may have speaking difficulties can use computer generated speech.
The programming environment, OU Build, can present some challenges for students who have visual impairments. Students with low vision will need sighted assistance to drive the software. Hearing impaired students might find some of the activities a challenge, but the module team have provided alternative versions.
Block 1: The digital world
Elaine Thomas who is the TM111 module chair introduced the first block. I haven’t got too many notes from this part of the day, so I’ll summarise some of the slides. An important slide has the title: what will students be doing in block 1? The answer is: reading the module guide, reading block 1 materials, finding this way around the module website, using Open Studio, using Audacity and using Google sites.
Block 2: Creating Solutions
This bit of TM112 was introduced by Sarah Mattingly and Richard Walker. The vision behind this block is to help students to figure out if they enjoy programming. A part of this is to help them to understand that it is a creative process, and also understand key programming concepts and problem solving strategies (which can also be transferrable between different domains and subjects). I made the note that an important aim of block 2 was to help students to appreciate algorithms. A personal view is that programming is fun! However, like anything worthwhile, it takes time and practice to master.
The key bits from the briefing PowerPoint included an introduction to OU Build (which is a bit like Scratch), an introduction to parts 2-5 (which are all about problem solving), and part 6 which is all about algorithms.
Block 2 is also interesting since it contains a number of forum activities. Tutors were provided a set of guidance notes. A key sentence reads: ‘your role is to encourage and support engagement with this activity … please suggest to students that they comment and ask questions of other students as well as post their own ideas’.
A final note is that the block doesn’t include a comparison with other languages, introduces unnecessary terms, or place significant emphasis on more nuanced (but important) issues such as efficiency or ‘good’ style.
Marking exercise
Christine Gardner introduced us all to a very interesting marking exercise. We were given a TM111 TMA question, given a short excerpt from the tutor notes, and an excerpt from a student’s submission. Our job was to look at everything and figure out what score we would give the student’s answer, what comments we would write on the student’s script, and what we would write on the student’s PT3 summary (with respect to that particular question).
It interesting that different tutors gave slightly different marks for slightly different reasons, but there wasn’t anything to worry about; these were all within the bounds of acceptability. What really mattered, of course, was the learning that had taken place.
I made a note of a couple of suggestions that might help with the marking: it was important to acknowledge what our student had done well. It was also useful to point our student to the relevant module sections which explain the concepts that were being assessed in the TMA question. With respect to TM111, I think someone referred to something called the ‘laminated’ sheet.
Block 3: Connecting people, places and things
The final block was introduced by Karen Kear. This block introduces students to a wider set of issues that relate to computing and information technology. There are six parts: network technologies, the internet, wireless communications, the internet of things, online communications and the networked society.
From a personal perspective, the last two sections looked to be especially interesting: the part about online communications and the section about the networked society. The network society part features some really interesting topics: the connection between the government, the state and society, identity and biometrics, and networked health. The final section in block 3 has the title: placeless power and powerless places. This section includes interviews that explore the connection between technology use and individual power. I also made a note of something called ‘social presence theory’, which also is connected to power relationships and technology.
Acknowledgements
I have to confess that I have very little to do with TM111. I did help to support the delivery of the first presentation, by interviewing and supporting tutors, but I have now handed over that responsibility to a colleague (I am now more involved in TM112, this module that immediately follows TM111). I would like to mention the names of all the authors of the module materials: Elaine Thomas (chair), Chris Bissell, David Chapman, Ingi Helgason, Alan Jones, Karen Kear, Soraya Kouadrai, Sarah Mattingly, Nicky Moss, Mike Richards, Rita Tingle and Richard Walker. I’m sure I’ve missed some names! (Not to mention all the production and editorial staff).
And finally…
As a slight aside, when I was doing a bit of research for this blog, I found another blog, which was called: a sackofcrazy (a nice title!) The blog has the subtitle: adventures in Open University Computing and IT. If you’ve accidentally found my blog and you’re an OU student, I do recommend that you have a look at Mark’s blog. A few days later, another blog was mentioned in a newsletter. This has the title: Open University, and insider’s perspective.
TM111 module briefing: April 2018
On 7 April, I attended the module briefing for a new module: TM111 Introduction to Computing and Information Technology 1. I arrived a little late but got there just in time to catch Richard Walker’s talk about the importance of accessibility, missing Elaine Thomas’s introduction.
Accessibility
From the notes I picked up after the event, Richard’s talk mentioned quite a few things. TM111 has an accessibility statement, and the module provides a range of alternative formats. There are some issues that tutors need to be aware of. One challenge that some students might have is when they come to use a package called Audacity (Audacity Team website) which is an audio recording and manipulation tool. In some cases, students might need help to use the software, and students who may have speaking difficulties can use computer generated speech.
The programming environment, OU Build, can present some challenges for students who have visual impairments. Students with low vision will need sighted assistance to drive the software. Hearing impaired students might find some of the activities a challenge, but the module team have provided alternative versions.
Block 1: The digital world
Elaine Thomas who is the TM111 module chair introduced the first block. I haven’t got too many notes from this part of the day, so I’ll summarise some of the slides. An important slide has the title: what will students be doing in block 1? The answer is: reading the module guide, reading block 1 materials, finding this way around the module website, using Open Studio, using Audacity and using Google sites.
Block 2: Creating Solutions
This bit of TM112 was introduced by Sarah Mattingly and Richard Walker. The vision behind this block is to help students to figure out if they enjoy programming. A part of this is to help them to understand that it is a creative process, and also understand key programming concepts and problem solving strategies (which can also be transferrable between different domains and subjects). I made the note that an important aim of block 2 was to help students to appreciate algorithms. A personal view is that programming is fun! However, like anything worthwhile, it takes time and practice to master.
The key bits from the briefing PowerPoint included an introduction to OU Build (which is a bit like Scratch), an introduction to parts 2-5 (which are all about problem solving), and part 6 which is all about algorithms.
Block 2 is also interesting since it contains a number of forum activities. Tutors were provided a set of guidance notes. A key sentence reads: ‘your role is to encourage and support engagement with this activity … please suggest to students that they comment and ask questions of other students as well as post their own ideas’.
A final note is that the block doesn’t include a comparison with other languages, introduces unnecessary terms, or place significant emphasis on more nuanced (but important) issues such as efficiency or ‘good’ style.
Marking exercise
Christine Gardner introduced us all to a very interesting marking exercise. We were given a TM111 TMA question, given a short excerpt from the tutor notes, and an excerpt from a student’s submission. Our job was to look at everything and figure out what score we would give the student’s answer, what comments we would write on the student’s script, and what we would write on the student’s PT3 summary (with respect to that particular question).
It interesting that different tutors gave slightly different marks for slightly different reasons, but there wasn’t anything to worry about; these were all within the bounds of acceptability. What really mattered, of course, was the learning that had taken place.
I made a note of a couple of suggestions that might help with the marking: it was important to acknowledge what our student had done well. It was also useful to point our student to the relevant module sections which explain the concepts that were being assessed in the TMA question. With respect to TM111, I think someone referred to something called the ‘laminated’ sheet.
Block 3: Connecting people, places and things
The final block was introduced by Karen Kear. This block introduces students to a wider set of issues that relate to computing and information technology. There are six parts: network technologies, the internet, wireless communications, the internet of things, online communications and the networked society.
From a personal perspective, the last two sections looked to be especially interesting: the part about online communications and the section about the networked society. The network society part features some really interesting topics: the connection between the government, the state and society, identity and biometrics, and networked health. The final section in block 3 has the title: placeless power and powerless places. This section includes interviews that explore the connection between technology use and individual power. I also made a note of something called ‘social presence theory’, which also is connected to power relationships and technology.
Acknowledgements
I have to confess that I have very little to do with TM111. I did help to support the delivery of the first presentation, by interviewing and supporting tutors, but I have now handed over that responsibility to a colleague (I am now more involved in TM112, this module that immediately follows TM111). I would like to mention the names of all the authors of the module materials: Elaine Thomas (chair), Chris Bissell, David Chapman, Ingi Helgason, Alan Jones, Karen Kear, Soraya Kouadrai, Sarah Mattingly, Nicky Moss, Mike Richards, Rita Tingle and Richard Walker. I’m sure I’ve missed some names! (Not to mention all the production and editorial staff).
And finally…
As a slight aside, when I was doing a bit of research for this blog, I found another blog, which was called: a sackofcrazy (a nice title!) The blog has the subtitle: adventures in Open University Computing and IT. If you’ve accidentally found my blog and you’re an OU student, I do recommend that you have a look at Mark’s blog. A few days later, another blog was mentioned in a newsletter. This has the title: Open University, and insider’s perspective.