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Evaluating the level 1 engineering tutors resource

Project leader(s): 
Clare Reger and Anne-Marie Gallen
Faculty: 
STEM
Status: 
Current

Following a highly interactive tutor debrief after the first presentation of the brand new engineering module T192, we asked the Associate Lecturers (ALs) to vote on what changes they would like to see in the support around teaching this innovative module. The overwhelming response was that they needed an area where they could access and share resources to help ensure students received the most appropriate tutorials possible.

After asking for volunteers and sourcing finance to support the endeavour, Cheng Lee and John Bromley started the process of investigating all the available VLE-supported options and then creating both a Level 1 engineering tutor shared resource site and detailing a procedure for its use.

The level 1 engineering tutor shared resources site: https://learn2.open.ac.uk/course/view.php?id=206224#section-1 (intranet only) is a unique approach as it allows the sharing of tuition resources, not just across a presentation and module but across all presentations and modules within level 1 engineering. The materials are posted and maintained by the contributors themselves, using a set of guidelines developed by the ALs that built the site.

The site has been live since August 2017, with tuition materials and ideas shared across T192 (32 posts, 573 visits), T193 (20 posts, 396 visits), T194 (11 posts, 296 visits) and T176 (8 posts, 90 visits). The T198 workplace learning module was also added recently. But has it been a success in terms of availability, access and usefulness to ALs? As we approach the completion of the suite of new engineering modules at level 2, it has been suggested that a similar resource could be made available. Before embarking on this, it would be useful to evaluate the strengths and weaknesses of this shared resource approach for ALs. This is what we propose to do within this project, with the original architects of the project evaluating the quantitative and qualitative evidence available around its use.

Reger, C. and Gallen, A-M. (2019) Project poster (PDF)

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