HE Preparation Project

Tim and I met with Jo Laycock from SRAM last Friday. Jo is heading up an Aimhigher funded HE Preparation Project through which she hopes to engage a number of cohorts of year 12-13 students in schools and colleges in the region through a range of workshops on and off campus. The specific focus is upon developing study skills which will stand students in good stead when they progress on to degree courses here at TUOS and elsewhere.

Jo is currently meeting with colleagues around the institution to pick brains on the most appropriate ways to tackle and present study skills work of this kind - and she will shortly be consulting with teachers in the region to see how her project can best complement their work in the classroom. One suggestion to emerge from our meeting was the organisation of a workshop in the autumn at which TUOS colleagues who teach study skills in a variety of different guises might come together to swap ideas, techniques and research to inform one another's work on this and related areas.

We wish Jo well with her important work and look forward to her pulling off this workshop in the academic new year ... it would certainly be of interest to TASH as we move to embed the online resource in a range of different face-to-face teaching contexts.

Employability Learning Objects Project

Marcus Zientek and Hilary Whorrall have been hard at work in the Careers Service developing a range of "re-usable learning objects" with colleagues in Animal and Plant Sciences, ScHARR, Human Communication Science, Human Nutrition and Town & Regional Planning. These MOLE courses are designed to help undergraduate students identify and refine their employability skills, covering a range of subjects which include Learning Styles, CV writing, Skills self-assessment, preparing for Psychometric testing and Interviews.

In each case the learning objects have been embedded within specific modules at a range of levels and attract a small proportion of credit toward students' final marks. The amount of time required to complete the worksheets and other interactive tasks within the learning objects ranges from 2 to 20 hours.

Three additional RLOs, covering proactive job searching, commercial awareness and enterprise, can be accessed by all TUOS students via the graduating in a recession pages here.

To find out more, email Marcus at m.zientek@shef.ac.uk or Hilary at h.whorrall@shef.ac.uk

Pilot testing 25 June

Thanks to the students who kindly gave up their time yesterday morning to run a critical eye over the TASH site as it now stands. Still very much a work in progress, but I think all of the project team present shared my relief when we were offered an overwhelmingly positive set of responses; and plenty of helpful suggestions as to where we might tinker with the design and feel of the site to make it better still.

It seems then that we are not barking up the wrong tree - quite the reverse in fact from what a number of the students had to say - and will, with renewed confidence, get on with the substantial work that remains to be done in developing and refining the site in preparation for a "soft launch" to interested parties and likely key users in mid-September.

Preparing for pilot testing

It's been a very busy month or so, with a lot of work going into the design and structure of the TASH resource. It currently looks really nice, albeit with a few rough edges; and we're at a stage now where, by the end of June, we're hoping to pilot test the site with students (more info at the end of the post). The pilot testing should identify issues of structure, content, navigation, and design that will help us develop the resource further, and make sure it meets the needs of its core users, the students. Building on this testing, there will be a student read-through of the revised resource later in July to make sure that the authors haven't come on like disco vicars, trying to be down with the kids, but revealing themselves to be the crusty old men they actually are.

What seems most likely at the moment is that the TASH resource will be launched softly and selectively in September 2009, to key stakeholders such as Level One tutors, learning and teaching advocates, professional services staff involved in induction and transition support, and so on. We'll use the first semester of 09/10 as an extended beta testing phase, gathering feedback and adding resources and materials to the site. We'll then have a more public launch at the start of the second semester, at a time when hopefully students will have more time and space to engage, and perhaps even the direct motivation if their autumn semester experiences haven't been all they expected. We're also clear now, as we have been all along, that the TASH site that gets signed off is only version 1, and it will be expected to develop and grow as more uses and needs are recognised. The aim is to create a simple site with room to grow, and that aim still looks to be achievable in a realistic timeframe.

If you're a Sheffield student and would like to pilot test the resource, some time in the last week of June, please contact us. Your feedback will be essential for making sure we get the look, feel, and content of the resource right, and we will be able to reward you for your time.

National Learning Network materials

One of the pleasures of working on TASH is people contacting you with interesting ideas and resources that they've found useful, and want to share. Victor Guillen of the ELTC did just that, by calling our attention to the National Learning Network, or NLN. This is a JISC-funded repository for e-learning materials, targeted primarily at FE institutions and programmes, but with possible cross-over for some aspects of HE provision. Victor's found it particularly useful in terms of ESOL and literacy materials, but was keen to show us more generic resources about, for example, critical thinking, problem solving, and learning to learn.

The resources are SCORM-compliant Reusable Learning Objects, which, to put that in terms I can understand, means you can pick them up complete, and drop them into MOLE, Moodle, and other VLEs or platforms. They are also finished to a high degree of professionalism, with some of them looking really nice, and presenting the material in a very accessible way. The flipside of this professional finish is that they can't be easily tinkered with or adapted to fit new contexts; but, as Victor was keen to note, they are just as useful for inspiring your own ideas for resources and activities as they are for being used directly.

Sheffield's only the second HEI in the region to request access to the NLN, so it's still largely uncharted territory. This, plus Jorum, points to the growth of e-repositories for sharing learning resources; and while there are a range of arguments, from grounds as diverse as pedagogy, politics, and pragmatism, against a wholesale adoption of the strategy, it's certainly useful to have access to other people's ideas and ways of working out solutions. If anyone's interested in looking more closely at the NLN materials, or learning more about how they've already been used, then Victor would welcome you getting in touch.

What we did on our Easter holidays...

...and for quite some time around that. Despite the blog silence, the TASH project is alive and well, and developing in a robust and sustainable direction. Indeed, it's a measure of how busy things have been that blogging our progress has taken something of a backseat.

There have been a few main areas of efforts, with our ever-expanding team distributed across them. These include:

1. Creating the structure. Obvious, but essential. What academic skills are we finding resources for, and how are we bundling them together? How much choice are we giving users about the ways they navigate the resource? In what's likely to be a sizeable end-product, how do we make sure users know what's there?
   
2. Writing the pages. Again, this isn't rocket science; most bits of the structure mentioned above need to have some words / pictures / videos / dancemoves attached to them, and it's been a job of work to get those created.
   
3. Finding and analysing the resources, from both within and outside the university. The whole point of TASH was to help students and staff more easily locate high-quality resources, so that's clearly something we need to prioritise.
   
4. Designing the look and feel of the resource, along with all the other technical things involved with creating a website that I don't really understand. A huge amount of effort and time has gone into making TASH friendly, funky, and easily-navigable, and the experience of LeTS colleagues has been critical here.

Where we're at now is bringing those four threads of work together into a pilot version of the site. We're hoping to have this ready, and run tests / feedback sessions with staff and students, by the end of June. If you've ever attended a TASH meeting or expressed interest in the project - and, let's face it, you're unlikely to be reading this blog unless you have - then you'll be invited to take part in these pilot tests. If you're especially keen to get involved, please contact us and we'll add you to the list. Thanks for your interest thus far, and we hope to be in touch again soon!

Dec 16 meeting notes available

The briefest of updates to say notes from the last TASH update meeting on December 16th are now available from here, the main TASH webpages. You can download Willy's PowerPoint, including exciting diagrams, from the same page, or from the SlideShare button to the left.

As per my last post, the core team have all been beavering away with their various tasks. Linda and Jen have been officially joined by Diane Rossiter, and all three are looking at how other institutions structure their academic skills resources, especially any interactive execises. Steve and Danny are working on the design and structure of the site, while Chris carries on tagging, analysing, and ordering the numerous skills resources we've discovered. Louise is making sure we're meeting all our deadlines and liasing with our elders and betters; and myself, Willy, and Bob are writing the damn thing....It's slow, hard work, condensing all we want to say into a few hundred words: to quote Henry Thoreau, "Not that the story need be long, but it will take a long while to make it short." And Kath has, temporarily at least, gone off to be a full-time mum, which I don't *think* is a measurable output of the project, but is certainly a cause for celebration.