1. Project co-ordinator (D Marsh) visit to H Jones, 4th June 2009, Manchester Metropolitan University

Helen: sample materials audit

A meeting with Helen Jones, Maria Wowk, Paula Ierston and Julia Owen. Both Paula and Julia are members of the Sociology department (one of the largest in the UK).

H Jones propose that part of the buyout is for Paula and Julia, who have developed and lead on a Learning and Employability unit. This has been delivered so far as a 20 credit module. This module:

• Introduces students to PDP
• Academic skills development
• Transition from school to uni
• Skills acquired from studying social science
• Ist Year cohort of approx 200 students

MMU split across 2 teaching terms (10 – 11 weeks each) and 1 exam term

Initial feedback from students suggested they didn’t understand the concept of employability within the curriculum, some resistance from staff and students – some questioning of pedagogical use. It has been running now for 5 years as an established part of 1st year study, Julia is the module leader.

We suggest this would make a great resource as part of our loosely themed introductory materials – and perhaps would be especially useful to sharing if other departments were uncertain about committing time to developing similar materials.

So in agreement with MMU, would prefer part of the funds to be directed to supporting Julia and Paula. Overheads at MMU tend to be absorbed by faculty budgets rather than individual schools.

Assessment and feedback is linked into the L&E module via Pebblepad – this has been piloted this year. Initial feedback from students noted too many small exercises and assessment, so some re-working. A point to consider when making open – what links to assessment will be provided / how configured?

Interestingly more interest in using PebblePad by majority of students than majority of staff.

Details of L&E module

The L&E delivery method is combination of lectures, face-to-face, groupwork and WebCT. Noted that students are quite tactical about their level of engagement with the materials and assessments. Still retain lectures within L&E i.e. lecture on developing note taking / listening skills. Julia noted generally that it’s hard to find good supportive material for teaching cognitive / critical thinking skills in the social sciences. * anecdotal testimony about finding good resources.

Paula and Julia demonstrated the L&E module:

Each week within the L&E online module contains a number of separate resources and activities i.e week 1 – introduction to the subject, links to reflective exercises in PebblePad. The portfolio has many different levels of sharing assets, and other useful tools such as a CV generator. At MMU collectively there are mixed approaches to using PDP, more emphasis on using and introducing in the 1st year. Not generally assessed towards degree score.

Formative assessments are left open, summative assessments have a deadline date.

Week 3 – beginning academic skills content, related to the criteria in subject benchmarks, students begin to self-audit their academic skills (with tutor feedback on their reflections).

Julia and Paula would like to enhance the module – i.e. week 5, would like more key readings for students (selected by other academic staff – 1st year core tutors) as basis for skills work (close / critical reading etc).

Week 6 – using Turnitin, guidance – our approach to use it as a learning tool, i.e. upload essay into the database, from a unit studied concurrently, and use the feedback constructively as part of self-reflection.

Suggest we consider L&E as a 40 credit contribution to OER project.

Other materials from MMU

H Jones will contribute:

• Crime and Violence module content – 10 credits
• International e-communication exchange module content – 10 credits

These are currently in separate WebCT areas, most of the materials are organised into weekly work areas. In IEE, 3 topic areas i.e. topic 1 on gang related crime – resource collection, discussion areas.

Helen uses some linking to external videos, need a preferred method of dealing with this – however links generally to openly accessible material, so would not expect significant problems with linking if H’s resources hosted elsewhere. H notes problem of getting external students registered onto MMU WebCT for participation in IEE and Gender, Crime and Justice module – use of pbwiki for collaborative group work easier to use than VLE.