In this blogpost, Jenny Hillman (Senior Manager – ALSPD) reflects on learning from a staff and student development session on music and dementia. This event was delivered in partnership between ALSPD at the Open University and the Scottish charity ‘Playlist for Life.’ You can read about the charity here: https://www.playlistforlife.org.uk/

This week, I attended a development session organised by colleagues in ALSPD and facilitated by Mary McDougall from the Scottish Charity of the Year ‘Playlist for Life.’ As a team, we originally imagined that we would open-up this event to staff and students working in and/or studying health and caring-related subjects. However, we quickly realised that dementia is something which either has, or will, affect most of us.

The research shows that 1 in 3 of us will be diagnosed with dementia in our lifetime (Alzheimer’s Society, 2024). Dementia mostly affects those over the age of 65 but there are also 42,000 young people in the UK living with the condition (Playlist for Life, 2024). The stark reality is that dementia is endemic. Over one million people in the UK will have a dementia diagnosis by 2025 (Dementia UK, 2024). Many more of us will know someone or provide care for a family member or friend with dementia.

Recognising this, and exploring how it has already affected or could potentially affect our personal and professional lives, we decided to extend a wider invitation to learn about dementia to all OU staff and students. 

Playlist for Life   

We learned about the science in the relationship between music and dementia from Mary McDougall from the charity, Playlist for Life. Mary talked movingly and expertly about the aim of the charity which is to support those living with dementia to have access to a playlist of personal meaningful music, and for everyone who loves or cares for them to know how to use it. She addressed questions around technology, the ethics of managing its use, and offered a balanced and measured view of the varying levels of impact music can have upon the different types and stages of dementia. We heard stories curated by Playlist for Life and told by those who had experience of using music as part of their own care, or their family member’s care, and the power that it has on their health. 

Reflections 

As I was reflecting on the session and trying in vain to find the words to capture how deeply the session resonated with so many of us there, I struggled. I didn’t want to reduce the learning that I experienced, and sensed in others, to something reminiscent of a pithy ‘inspirational quote’ you might see about music emblazoned on a tea towel, mug or A4 framed print. 

“Music expresses feeling and thought, without language; it was below and before speech, and it is above and beyond all words” ― Robert G. Ingersoll

“My heart, which is so full to overflowing, has often been solaced and refreshed by music when sick and weary” ― Martin Luther

Many of us who work as Educational Developers, in Learning and Development teams, or as staff involved in teaching and learning, recognise the power of storytelling for learning. Fundamentally, what I think the session offered to me that was most impactful was the chance to hear stories and start to think about my own, and those of my loved ones. 

For further information about this event, please contact the AL Support and Professional Development Team at alspd-team@open.ac.uk. 

References

Alzheimer’s Society

Home – Dementia UK

Marilyn Long is a guest contributor to the blog with her poem on struggling and surviving with autism. Marilyn is a third-year PhD student investigating equitable inclusion for autistic students in online higher education and working with students and staff at the OU. Her focus is on the autistic student experience of studying in an HE context that is directed toward the expectations and support needs of a majority neurotypical student base. She began researching the higher education challenges for autistic students following her own diagnosis in 2018. Marilyn is passionate about her role as an autistic researcher, and as an OU Accessibility Champion Advocate.

Nine Spoons

Nine spoons for my pocket to start off my day
one to meet, 2 to greet, 3 to keep my mask eyes meek.
An extra few for sudden change, keep threats at bay, fears allay.
Too many people too much sound smells and textures. Senses bound.

Three spoons down.

Starting out, just six spoons now.
Clutch them tight, for fight or flight,
misread cues that bring me down, misinterpret smile or frown,
truth or lie, or empty feeling. Much the same when all misleading.
Try speaking truth, fair and just, power’s yours, unquestioned trust.
You need no spoons, not now not then. Try understanding. Not now? But when?

What shall I do with my six spoons?
Quit while ahead – leave the room?
Avoiding shutdown, meltdown, burnout,
gaining nothing but more self-doubt.

This living together is a two-way stretch.
Not with adjustments so I fit in your space
to act so you’re comfortable though I’m out of place.
Not my fake take on the ways to appease
miming and mouthing so you feel at ease.
Spoon cache exhausted. I’ve nothing left.

Just one spoon now to forge a fresh quiver:
bright sky, tree shade, mountain and river;
bird call, bee thrum, sparkling sand, setting sun;
steely cloud, starless night, ice moon, moth flight;
crackling leaf, fire glow, icy twig, trackless snow;
water ripple, tunnel of trees,
birch leaves shimmer, soft evening breeze.

Nature’s own palette, kaleidoscope true,
infuses each mystical shade tint and hue,
nine spoons for my quiver cast midnight till morn,
nine spoons in my quiver at break of new dawn.

Marilyn Long

We offer a heartfelt thanks to Marilyn for sharing her poetry with us in ALSPD and allowing the poem to feature on this blog.  

We are delighted to publish a guest blog post today written by Natalie Baker President of the OU Students Association.

Neurodivergent Students and Manual of Me

Here at the OU Student’s Association, we are committed to ensuring that the student experience at the OU is an equitable one and as such we are running a campaign about how Neurodivergent students can be supported during their studies. This is something that is incredibly important to us as there are a number of misunderstandings that can impact a Neurodivergent students’ studies.

One of the biggest issues that Neurodivergent students can face is the validity of Self-Diagnosis many students will have no choice but to self-diagnose for several reasons particularly as access to diagnostic services within the NHS is currently very limited. As of March 2024, over 170,000 people were waiting for an Autism assessment (National Autism Association, 2024). This lack of formal diagnosis can be a barrier for many who need adjustments particularly when it comes to claiming DSA which can mean that many students face extra barriers when it comes to studying.

Neurodiversity by its very nature is something that is unique to the individual and it is often said that when you have met one Neurodivergent person you have only met one Neurodivergent person. There is no one size fits all solution to providing support as what may work for one Neurodivergent student will not work for another. Therefore, it is incredibly important that we are aware of the needs of individual students, however facilitating this across a large cohort can be challenging and students can often end up have the same conversation several times.

One of the ways in which this could be avoided is using a tool that has been created by Mel Green the E209 Module Co-Chair in the school of Early Childhood and Youth Studies (ECYS) in the Faculty of Wellbeing, Education and Language Studies (WELS). This is called the Manual of Me and it is a live document in which students can detail their support needs and any other information that they feel it is important for their tutor to know about including things such as study goals, communication preferences, barriers to learning etc.

This document is designed to allow students to provide information in a manageable way so typically it should be 1 A4 page so should not require lots of reading time making it easy to refer to if needed. This is useful for students to identify their own needs, but it can also be a tool for collaboration particularly if as a tutor you notice something that the student may have missed that could help them moving forward. The great thing about this is that it is something that can be used by a range of students not just those who identify as Neurodivergent. It can be difficult for many students to advocate their needs particularly for those experiencing mental health difficulties, disabilities or have English as a second language.

We are hoping to share more information about the Manual and other work we are doing to help the OU support Neurodivergent students in the coming months.

Thoughts on the Manual of Me ?

If you have any thoughts or comments about this initiative, and how it might positively  support  Neurodivergent students  please do post a comment below.

This week we discuss the OU’s Black and Minority Ethnic Staff Network’s inaugural Black History Month conference: ‘Reclaiming Narratives’, taking place on Tuesday 29th October 2024 in the Hub Theatre (more details below!) In keeping with the theme of ‘narratives’, we’ll also introduce you to the newly appointed Black and Minority Ethnic Staff network chairs. Colleagues have also contributed to a curation of recommended print and media highlighting influential works that explore diverse, history, culture and contributions from Black individuals in the UK and elsewhere.   

About the BME Staff Network 

OU staff networks are essential in fostering connections and support among colleagues. They create inclusive and welcoming environments, elevate the voices of underrepresented groups, and provide valuable insights that inform our strategies and impact our learning and teaching environment.  

The Black and Minority Ethnic staff network was established to offer networking opportunities for all Black and Minority Ethnic staff, promoting peer support, confidence building, and, importantly, greater inclusivity. It serves as a collective voice against discrimination and enhances social and cultural awareness of the diverse contributions this community brings to the OU. Through their unwavering commitment to raising awareness of racial equality and cultural diversity, network facilitators provide a valuable contribution to a supportive and encouraging environment for both staff and students.  

The outgoing staff network organisers can celebrate many years of successes through their work growing an active network and contributing to many impactful projects e.g. OpenLearn’s Race and Ethnicity Hub and an internal Peer Mentoring Scheme. We thank them for their efforts in facilitating a positive learning environment for students and staff. 

Awareness of Black history is especially important for staff involved with learning and teaching as it helps to enhance cultural competence, enabling our tutors to better understand and relate to the diverse backgrounds of their students.  This in turn contributes to a more inclusive, informed, and supportive educational environment. We encourage all who can to attend and support the event from our tutor community. 

Black History month Conference organised by the OU’s Black and Minority Ethnic Staff Network  

We would like to invite you to attend the university’s first Black History Month conference ‘Reclaiming Narratives’ organised by the Black and Minority Ethnic Staff Network, on Tuesday 29th October 2024 1030-1500 in the Hub Theatre, The Open University, Milton Keynes.     

We are delighted that all lightening talks will be delivered by Black colleagues representing each of the four faculties and Access and Open, or Professional Services (1 lightening talk per area).     

The closing date for registrations is 17 October 2024. Please complete the registration form to secure your place. Please note spaces are limited to 40 in-person delegates (priority will be given to Network members and Black, Asian and Minority Ethnic staff) and will work on a first come, first served basis. The conference will be streamed via Teams.  

Please direct any conference related queries to BME-Matters@open.ac.uk  who look forward to welcoming you to Reclaiming Narratives, BHM Conference 2024.  

Introducing the new BME Network Chairs  

In ALSPD, we are thrilled to circulate introductions to the new BME Network Chairs:  

Roberta Davies: I joined the OU in 2016, starting in STEM, and since then I have worked in People Services and now in the EDI team.  I have been part of the Black and Minority Ethnic Network and its steering group since 2017.  I’m from Brazil and my professional background there was in HR and Payroll, but since moving to the UK (17 years ago!) my career has shifted to Learning & Development and EDI fields.  I’m passionate about helping people and making a difference to people’s experiences and it’s a privilege to be able to do so through the work that I do.  I enjoy meeting new people and find the network to be a fantastic space to do that and learn about different experiences and cultures. The opportunity to befriend colleagues in the network has enriched and broadened my perspective, and I’m excited about continuing to support the network members and colleagues across the university through this role.   

Mary Shek:  I joined the OU in 2018 as an Associate Lecturer, after varied careers in the NHS, Local Government, Charities and social enterprises. I have gained two Masters with the OU and currently doing a doctorate in Heath and Social Care. I have been in committee of the Black and Minority Ethnic Staff network for 3 years. I am on the Race Equality Self Assessment and Athena Swan Steering Group and working groups. My passion is Social Justice and Equity, championing the voices of less heard. I enjoy learning and I hope to support others to learn. Through the network, I hope to learn from others and continue to build a community where we support each other as well as championing equity at the OU. 

Ola Fadoju:  I have been at The OU since 2010 and have been a member of the BME network since 2019. Before joining the OU, I worked in Further and Adult education. I have also worked in the social work sector as a youth worker in West London. I am interested in the sociological aspects of sport, youth and education specifically in improving inequalities we continue to witness in these areas. I am currently the Co-Chair of the ECYS EDI working group and was a WELS AL rep in the Associate Lecturer Assembly (ALA). Ola is a Staff Tutor in the school ECYS and an AL in Sport and Fitness.  

Recommendations for Black History Month (and all year round learning!) 

Roberta Davies: I’d suggest the BBC’s  ‘Small Axe’ drama Small Axe – BBC iPlayer  and also the book Black and British: A Forgotten History by David Olusoga 

Mary Shek: My recommended book is Rollock Nicola (2022) The Racial Code Tales of Resistance and Survival. Penguin Books. The Racial Code (penguin.co.uk) 

Clemmie Quinn: Many Struggles: New Histories of African and Caribbean People in Britain – Edited by Hakim Adi. Available through the OU Library 

Suki Haider: I would recommend books by Emma Dabiri – Don’t Touch My Hair and What White People Can Do Next, Natives by Akala and Empireland by Sathnam Sanghera are short and accessible. 

Jenny Hillman: I recommend Epistemologies of the South by Boaventura de Sousa Santos – not an easy read but really deepened my understanding of decolonisation.  

This is obviously not (!) an exhaustive list. Please do add a comment below and let us know any recommendations you have for reading, listening, or watching.  

Clemmie Quinn – ALSPD 

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

Back to School?

It’s the most wonderful time of the year…again. Whilst the baubles and gonks haven’t quite made it on to the shelves (yet), it’s backpacks and pencil cases galore signalling the advent of the new school year. In Higher Education (HE), brick universities start to see the buzz of arriving and returning students, and distance-learning providers like the Open University (UK) gear up for the busy autumn presentations of modules.

In all likelihood, though, the realities of our experiences as educators in HE probably makes the idea of being “Back” something of a misnomer. Whilst we’d expect (and hope that) most of us have enjoyed a break during the summer, the hazy romanticism of a long “vacation” period detached from teaching and learning belies the continuity that many staff provide for students at a distance – with correspondence tuition, telephone, and virtual support, for example. In fact, the idea of a traditional academic year in HE is more generally out of date as we know that most institutions operate with multiple start dates across a calendar year (Harris and Fallows, 2002).

Our timing for the first post in this Tuition Talk blog is perhaps, then, better thought of as capturing the spirit of being “Back to School”: the excitement and possibility, the eagerness to learn and grow – and, let’s face it, the new stationery.

Why should we Talk Tuition?  

Tuition at the Open University is unique and diverse. In ALSPD (Associate Lecturer Support and Professional Development), we try to root our developmental resources, modules and events in helping tutors to develop their practice in the provision of “supported open learning.” This is the pedagogic model which underpins both Practice Tuition and Module Tuition at the OU. This blog is intended as a space where we, in ALSPD, can facilitate a community of practice for all staff interested in tuition in the context of supported open learning. We hope it will be a valuable addition to other forums we offer (OU staff can find out more about our events here: What’s on? AL Professional Development Events Calendar (sharepoint.com)

What is Supported Open Learning?

Nearly 3 decades ago, Professors Simon Bell and Andy Lane described supported open learning as part of a move away from a focus on “teaching” and towards “learning”. As they put it:

“in selecting a movement of emphasis from teaching to learning we move from a linear process assuming relatively passive students with assumed lack of awareness/understanding being given information that results in assumed knowledge to a dynamic cyclic process of assumed potential constantly being realised. In the latter case the student is required to be active in the process of understanding themselves, keen to seek ideas, willing to set the agenda for learning and determining the learning process alongside the co-learners” (Bell and Lane, 1998, p. 635).

In pioneering supported open learning, the OU has been celebrated as one of the greatest innovators in UK HE (Ison, 2000). After more than 50 years since the OU was awarded its Royal Charter, tuition continues to be centred on personalized support and correspondence tuition in response to self-directed learning, but supported open learning has also embraced significant pedagogical changes along the way – such as the use of learning analytics to inform differentiated support (Marr, 2018).  The OU has been instrumental in our understanding of such changes, see for example the most recent work by Farrell et al (2024).

Tuition takes place variously in synchronous online group tutorials, in 1:1 individual support sessions, in the workplace or via virtual “Tripartite” meetings with apprentice learners or students and their employers, and through correspondence and telephone call. Tuition is often a blend of Learning Development (once known as “study skills”), Personal Academic Tutoring (or the “tutor counsellor” in a previous incarnation), academic development, and assessment feedback.

There is now a rich body of SoTL (Scholarship of Teaching and Learning) from the OU’s scholarship centres and outside the institution on the value of supported open learning tuition for widening access to university education, and thus helping the institution achieve its social mission. As the model continues to evolve to meet the needs of students learning with new(er) technologies such as generative AI and address systemic issues through decolonisation, for example, our hope is that this blog becomes a space for healthy critical engagement with the SoTL.

“There will be no foolish wand-waving or silly incantations in this class” (Professor Severus Snape)- or will there?

At the time of writing this first blog post for Tuition Talk and designing our calendar of professional development activities, we are filled with optimism about the year ahead. And we’re not the only ones to feel magic in the air. Last week, the media reported vocal disappointment from Harry Potter fans at London King’s Cross railway station when there was no announcement for the ‘Back to Hogwarts’ train on Platform 9 ¾.

At the “University of the Air”, we might have Walton Hall, not Hogwarts, and Adobe Connect rather than Class 104-Defence against the Dark Arts. Yet we do see a good deal of technical wizardry in the technology-enhanced learning tutors provide for OU students, and a regular sprinkling of magic from our ALSPD-PALS (Peer Associate Lecturer Support team) supporting online tuition skills. Next time, on Tuition Talk, we’ll be exploring the magic in the transformations that OU tuition helps to bring about in our students.

Clemmie Quinn & Jenny Hillman (ALSPD)

This blog comes to you from the ALSPD (Associate Lecturer Support and Professional Development) team at the Open University (UK). We are a team of Educational Developers, Managers and Administrators and together we lead core training and development for Associate Lecturers and Practice Tutors across the faculties. Contact us at: ALSPD-team@open.ac.uk

References 

Bell, S., Lane, A. From Teaching to Learning: Technological Potential and Sustainable, Supported Open Learning. Systemic Practice and Action Research 11, 629–650 (1998). https://doi.org/10.1023/A:1022136204137

Farrell, Tracie; Alani, Harith and Mikroyannidis, Alexander (2024). Mediating learning with learning analytics technology: guidelines for practice. Teaching in Higher Education, 29(6) pp. 1500–1520.

Harris, R. W., & Fallows, S. J. (2002). Enlarging Educational Opportunity: Summer-semester provision in UK higher education. Quality in Higher Education, 8(3), 225–237. https://doi.org/10.1080/1353832022000031665

Ison, Raymond (2000). Supported open learning and the emergence of learning communities. The case of the Open University UK. In: Miller, Ron ed. Creating Learning Communities. Models, Resources, and New Ways of Thinking about Teaching and Learning,. Foundations of Holistic Education Series (1). Brandon VT: Foundation for Educational Renewal, Inc., pp. 90–96.

Marr, L. (2018). ‘The transformation of distance learning at Open University: the need for a new pedagogy for online learning?’ in Higher Education in the Digital Age, Eds. Annika Zorn, Jeff Haywood and Jean-Michel Glachant. https://doi.org/10.4337/9781788970167