George Curry and Dr John Butcher

1. To what extent does structure and voice in Access level curriculum improve the learning experience of widening participation students? George Curry and Dr John Butcher

2. Introduction and context

3. Introduction and context Open to all No entry requirements Part-time study Distance learning Adult learners

4. Introduction and context Our Access provision

5. Introduction and context Our Access provision First presented in 2013 Each module is 30 weeks long Each module is 30 credits at HE Level 0 Additional optional stage in our qualifications About 5000 students a year Higher proportion of Disabled students than OU (25%/12%) Higher proportion of students with low PEQs than OU (60%/29%) Two thirds of students study for free 1:1 relationship with tutor

6. Introduction and context Literature Review The focus on structure and engagement was informed by published research on blended learning approaches: Rabourn et al (2018); Yun & Park (2018) The focus on authorial voice was informed by scholarship undertaken on the OU Access Programme exploring the language of assessment: Hills et al (2018); Butcher et al (2017) The focus on curriculum development at entry level was informed by reflection on the OU’s Openings programme (the precursor to Access): Marr et al (2013) Conceptually, issues around structure and voice are relevant for the enhancement of all HE entry level programmes

7. Introduction and context The Mid-life Review University practice to review modules at this stage Learn from our experience of presenting modules for 5 years Correct ‘unintended consequences’ Improve online study Enable more student choice Improve progression onto Level 1 We are evaluating the changes with students (604 responses) and tutors

8. Introduction and context Our watch words

9. Looking at the structure in detail

10. Looking at the structure in detail All hail the snail

11. Looking at the structure in detail All hail the snail

12. Looking at the structure in detail All hail the snail

13. Looking at the structure in detail Start as you mean to go on

14. Looking at the structure in detail Start as you mean to go on

15. Looking at the structure in detail Start as you mean to go on

16. Looking at the structure in detail Start as you mean to go on

17. Looking at the structure in detail A beginning, a middle and an end

18. Looking at the structure in detail How long is this going to take?

19. Looking at the structure in detail Why are skills important? They are important because nobody knows automatically how to be a student. Learning how to be a student, and performing some of the key activities associated with being a student, is almost the most important thing you will do during this module. This is because it will help you to build a foundation from which you will be able to go on and learn anything you want to learn.

20. Looking at the structure in detail Putting the active in activity

21. Looking at the structure in detail Putting the active in activity

22. Looking at the structure in detail Putting the active in activity

23. Looking at the structure in detail Mirror, mirror on the wall.

24. Looking at the structure in detail Just checking

25. Looking at the structure in detail Just checking

26. Looking at the structure in detail Options weeks It is great to have the option to study something else, but if you are a bit behind with your studies this gives you the chance to catch up instead. They are a great way to explore different subject areas to see if you like them. They are also a great chance to take a little break. Would have loved to look at other options but didn't have the liberty to do so as had to catch up. The last Option week is a bit too close to TMA04.

27. Looking at the structure in detail Moving On week Just a big thank you to all the careers advisors at the OU. They were brilliant and really helped me at this very important stage towards my next steps. This is precious time to reflect on choices and ability. I felt the Moving On week was perfectly timed, as it was after the work in Block 3 but still far away from the TMA04 deadline. I would have preferred this to be after TMA submission so wasn't clouded with thoughts/fears of TMA04. Would have been a nice way to finish the module without pressure of TMA looming over thinking about future decisions.

28. Looking at voice in detail

29. Looking at voice A picture paints a thousand words The module team are real live people,just like you Video is another way of delivering info,not always text There are other students, you’re not onyour own Enables informality and humanity

30. Looking at voice The module team are real live people,just like you Video is another way of delivering info,not always text There are other students, you’re not onyour own. Enables informality and humanity. A picture paints a thousand words

31. Looking at voice Chatting on the sofa

32. What next (and so what)?

33. Evaluation How do we know it works? Student questionnaire for October 18 presentation analysed. Questionnaire for February 19 students planned Consultative forum for October 18 and February 19 students just completed In depth interviews with October 18 students planned for July Tutor questionnaire for October 18 deadline soon. Questionnaire for February 19 tutors planned Online group interviews with tutors planned Small changes made for October 19 presentation, more changes (in light of full evaluation) for October 20

34. So…? What do we think? • It is all about confidence • If it works for vulnerablestudents, it works foreveryone • We don’t have to try tosound ‘academic’ • Show students peoplelike them

35. THANK YOUGeorge Curry (george.curry@open.ac.uk)Dr John Butcher (john.butcher@open.ac.uk)