Last time, our inaugural blog post promised you a survey of two infamous institutions.  A comparison between the educational approaches of Hogwarts School of Witchcraft and Wizardry and the Open University (OU) UK’s supported distance learning model presents a fascinating study in contrasts and similarities, particularly in their commitment to student success and wellbeing.  We consider this in more depth below.   

Hocus Pocus at Hogwarts? 

Although not entirely a ‘brick’ university (the bricks on each of the 142 staircases change direction at their own will) at Hogwarts, students are taught mostly in-person.  The unique setting allowing for hands-on learning experiences which is especially important for practical magic.  One must wonder how efficient and effective these experiences are?  The intimidating castle hosts learning activities, supervised by the learning and teaching staff at Hogwarts, which can be considered positively neglectful. In addition, students at Hogwarts are often depicted as absent from their course tutorials to investigate supernatural puzzles within and outside of Hogwarts’ magical walls. Although the teaching and learning model seems to be based upon mentorship and guidance these values are not always effectively deployed by the academic staff in the best interests of students.      

Principal of Hogwarts, Professor McGonagall, colluding with the Ministry of Magic allowed student Hermione Granger to undertake a heavy course load (with inevitable timetable clashes) using the magical device called a ‘time turner’ allowing her to attend classes simultaneously.  Not many of her tutors realised, her best friends Harry and Ron didn’t, and could we really deem this action to be in the best interests of the student? Some might consider the Ministry of Magic too keen to exploit Hermione’s exceptional academic talent, at the expense of her own wellbeing.  One’s attention should also be drawn to observations of the tutoring practices of Professors Snape, Umbridge and Quirrel.  Undoubtedly the subject knowledge for faculty staff is sound but we can see the mechanisms to provide consistent support to students may be lacking. 

 The Sorcery of Student Support 

We couldn’t say the same for the support our OU staff provide for our students.  At the OU our supported open learning and teaching model is scaffolded by a structure of continuing professional development and practitioner insight. Our roles in ALSPD ‘support our tutors to support our students’. The OU’s learning and teaching model exemplifies modern educational practices, emphasising accessibility, flexibility, and the use of data analytics to enhance student support. We utilise modern technology for interactive learning, including virtual labs, forums, and video lectures.   

Monitoring of student progress is always important.  This is equally true when rates of study fall outside of the norms, or when barriers occur that can inhibit a student continuing on their learning journey.  Supporting students in various contexts is a key feature of the continual professional development that ALSPD provides for our Tutors.  Engaging students within tutorials is vital to ensuring they are supported to pursue their interests and achieve their goals.   

In addition, the OU provides award– winning mentoring support for our tutors to gain accreditation through fellowship with AdvanceHE .  This allows our learning and teaching staff to gain accreditation and formal recognition of their teaching standards.  The UK Professional Standards framework (2023) is then, embedded throughout the institution contributing to assurance of exceptional educational practices.  Information about our bespoke programme ‘Applaud scheme’, coordinated by ALSPD and IET can be found on this internal link for staff Advance HE Fellowships (sharepoint.com)   

Technical Wizardry and Magical Mastery   

Careful consideration of the data we have about each student is vital to ensure their learning success.  At the OU, we are experts in the use of learning analytics and tools have been developed for tutors to identify students whose study progression may be at risk.  By understanding our students’ patterns of behaviour and performance, timely interventions can be used to help them get the most out of their courses of study.  Hogwarts might have the power of divinization to predict the future, or the use of a sorting hat to place students into defined ‘houses’ (with associated values and behaviours) to predict the probability of a student success, here at the OU we utilise the ‘magic’ of machine learning.  Internal staff can see our Early Alerts Indicators Website for more information.    

The OU employs a structured approach to learning that accommodates students’ diverse needs without compromising their well-being. At the OU, our EDI focused-events [internal link] and teaching toolkits [internal link] support developmental approaches to inclusive tuition for a diverse student body, who are able to access Higher Education via our open admissions policy and NOT because they received an admissions letter from an owl. Arguably, Hogwarts has a more interesting offer but some of the learning experiences leave a lot to be desired (Masters Certificate of the Dark Arts anyone?) In supported open learning, we challenge and stretch our students but don’t subject them to a deathly game of human chess.  Perhaps the faculty at Hogwarts could employ some peer development activity to help assure learning activities are engaging  – and safe?  Our OU Tutors all have access to colleagues with a magical mastery of teaching and learning expertise through our Peer Assisted Lecturer Support (PALS) scheme [Internal Link].      

Conclusion – Two Enchanting Educational Models 

Both institutions, share a common goal: to foster an environment where students can thrive academically. The key difference lies in their methods – Hogwarts through a more adventurous curriculum, and the OU through a supportive, data-informed supported distance learning framework. This juxtaposition highlights where the magic of learning can manifest in various forms, whether it be within the enchanting halls of Hogwarts or through the digital platforms of the OU. Ultimately, the success of these educational models is measured by the achievements and well-being of their students, unveiling the importance of adapting teaching and tutorial methods to suit the needs of learners. 

Clemmie Quinn – Senior Coordinator/Educational Developer, ALSPD