1. George Curry and Dr John Butcher
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. The module team are real live people, just like you
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 on your own
Enables informality and humanity

30. The module team are real live people, just like you
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 on your own.
Enables informality and humanity.

31. Looking at voice
Chatting on the sofa

32. What next (and so what)?

33. In depth interviews with October 18 students planned for July
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. It is all about confidence
So…?
What do we think?
It is all about confidence
If it works for vulnerable students, it works for everyone
We don’t have to try to sound ‘academic’
Show students people like them

35. THANK YOU George Curry (george. curry@open. ac
THANK YOU George Curry Dr John Butcher