Learning and Teaching Principles in the OU: The Need for Safeguards!

Copy of an email to all OU UCU members, 22 January 2018

This email is to ensure that all OU UCU members are fully aware of proposed changes to learning and teaching being discussed at Senate on 24th January 2018.

Senate will be discussing a set of Learning and Teaching Principles that will drive an implementation plan.

Members may remember that this was the approach taken with Group Tuition (GTP). A set of principles was agreed first and then an implementation plan put in place which led to the disastrous start to 2016J. When Senate agreed the GTP Principles, many practical points were made that Senate members expected would be taken into account at implementation. They were not.

That is why UCU want to ensure that any new Teaching Principles agreed  by Senate  are safeguarded to ensure that the implementation plan is supported across the university and will lead to a better student experience.
Unfortunately the implementation plan currently on the table does not give that reassurance.

On the surface, the Principles proposed are very broad-based:

Providing students with personalised open learning, and enabling them to study with appropriate flexibility that recognises their needs and circumstances;

Recognising the needs of our students in wanting to study different sized pieces of learning in a variety of formats: non-formal learning, variable programmes of study and full qualifications;

Offering students responsive and appropriate tailored support from a range of staff and their peers, at all stages of their learning journey, including before and after formal study;

Creating welcoming academic communities where students can engage with their peers and the staff who support them through their learning;

Creating a rich pedagogically-driven digital learning experience, supporting students to learn using innovative technologies, and developing our staff to use and share appropriate and innovative teaching and assessment methods and tools;

Supporting scholarship and research to promote a better student experience, outcomes and engagement, and which contributes to our world-leading research excellence in learning and teaching.

The full Principles document can be found here:
http://intranet6.open.ac.uk/governance/main/university-committees/formal-committees/senate?path=2018/Meeting-01-(S-2018-01)-24-January-2018#documents

The latest version of the Teaching Framework which is underpinned by the Teaching Principles can be found here.
http://intranet6.open.ac.uk/governance/main/university-committees/formal-committees/education-committee?path=2017/Meeting-04-(EC-2017-04)-13-December-2017#documents

The Framework proposes a range of fundamental changes to the way we support our students. To illustrate this let’s focus on one aspect of the delivery of Tuition. The Teaching Framework Document states:
 “Students will get tutorials which align to their learning needs. Students will have a tutorial at the start to introduce them to the module, and at the end to prepare for EMA or exam. There will be peer support tutorials where students can gather to discuss issues they are having. Have online tutorials to enable later asynchronous viewing. Level 1 tutorials will be offered to help students learn to study at the OU and get to know their peers.”

So, it is proposed dramatically to reduce the numbers of tutorials available to students. The gap will be filled by ‘peer tutorials’ as well by pre-recorded lectures:

“Instead of having tutorials on difficult concepts given by tutors, the module team may record, as part of the module materials and where there is need, tutorials in the form of screen casts/lectures explaining things, as part of the module materials. This can be watched by students at any time; special forums around these lectures will be used for students to support each other, and moderated by a member of the module team (including ALs) to ensure that students’ problems are addressed.”

The tutorial time saved from this and removing face-to-face tutorials will enable group sizes to be increased. The document identifies the savings:
“£3m if we get rid of f2f; ~£2m if we limit f2f to L1
Greater opportunity for savings by reducing AL workload through reducing tutorials they deliver, so can increase tutor student ratio, which will deliver big savings.”

This severe reduction in tutorial support is made clear in another paragraph, which states:
“In implementation, it will be important to identify hours of tuition for each tutor under this; (will need help from AL services/staff tutor involvement here but looks like around 2 hours tutorial tuition per tutor group, which may run between 1 and 4 times per year). As a result of fewer tutorial hours (but with same assessment feedback), tutors should be able to tutor more students for the same contracted hours.”

So, while the Principles can appear benign in theory, the implementation document proposes radical change. This is to save money, but there is no analysis of the impact of this change on retention and progression.
If Senate approves the Teaching Principles, UCU’s view is that Senate must put safeguards in place to ensure implementation is realistic and evidence-based, and will improve both student experience, retention and progression. Bringing the implementation plan to Senate for approval would be a helpful safeguard.

We propose that any changes to teaching should have the following points at their heart:

1. The OU has earned a reputation for excellence in student support and educational standards.  This is delivered through small student groups, with each student in the group sharing a named tutor or tutors responsible for all of the core teaching activities throughout their study on a module.  This continuity is essential for building the trust necessary for effective peer and tutor support, for understanding and adapting to the student’s educational development, and for monitoring the student’s progress across a module.  Whilst the teaching model is continuously developing and must be flexible and sustainable, this core model must be guaranteed for all students.
2. There may be additional levels of support above the core teaching activities described in Point 1. This additional support should be available to all students who need it, and it should be sufficiently flexible to adapt to a student’s changing circumstances and needs, which may vary during a module presentation.  The impact on staff who provide the additional support must be carefully managed.
3. The success of the teaching model is dependent on the precursor activities which support students in selecting the right course of study, and in preparing themselves for study before module start.  Investment in marketing and in information, advice and guidance is essential.