Duties of the tutor Associated activities Examples of sources of support
1 To provide correspondence tuition, assessing students’ work according to given marking schemes and giving written and other defined feedback to students to help them in their learning.
Provide correspondence tuition with comments, which explain the grade and give suggestions to help students to improve.
Return marked assignments to Assignment Handling office within 14 days of the cut-off date of submission to ensure students benefit from prompt feedback.
Provide written feedback to students using correspondence tuition as a ‘teaching tool’, linking feedback to course materials and to encourage, motivate, stimulate and explain. This is a core activity for all students.
Staff tutor/Regional manager Course materials
Tutor assignment-marking notes
Monitoring of grading and correspondence tuition Teaching and assessment strategy for the course SOL Reader (Chapter 3)
Staff development activities Open Teaching Toolkit:
Correspondence tuition (publication in progress)
2 To provide academic support which may be offered through face-to-face, telephone or electronic teaching methods.
Plan and deliver interactive, participative and responsive teaching sessions to support course content and student learning development. Encourage individual students to participate in academic activities and be prepared to provide individual academic support (see also 8).
Staff tutor/Regional manager tutorial visits and feedback
Course materials
SOL Reader (Chapters 2,5 and 6) Open Teaching Toolkits:
Effective tutorials
Duties of the tutor Associated activities Examples of sources of support
How do I know I am doing a good job? Supporting students by telephone 3 To monitor the progress of students on their
course including making contact with students who do not submit assignments and
authorising late submission of assignments where appropriate.
Monitor study progress of students and explore alternative ways of providing academic support for those who appear not to be actively studying or who are experiencing difficulties.
Maintain brief records of contact.
Grant assignment extensions according to the SOL Reference File guidelines. Refer student(s) to Student Services for additional support. Maintain dialogue with Regional Student Services regarding issues of student progress. Try at least twice to contact individual students not submitting assignments, ideally using a different medium (phone, letter, email).
Staff tutors/ Regional managers Regional Student Services
Staff development activities SOL: Reader (Chapter 4) SOL Reference File Open Teaching Toolkits Student Toolkits
4 To be a first point of contact for students for course- and study-related advice and support, facilitating Study Groups where appropriate and to refer other matters to Student Services and regionally based Faculty staff.
Make students aware you are their first point of contact for course- and study-related advice. Make timely responses to student-initiated contact seeking your assistance – preferably within 2/3 days but within a maximum of 7 days under normal circumstances.
Staff tutor/ Regional manager Student Services
SOL Reader (Chapters 1, 4) Open Teaching Toolkits Websites:
Duties of the tutor Associated activities Examples of sources of support Encourage students to make contact and
exercise your professional judgment when and to whom to make referrals.
Actively encourage and facilitate the setting up of self-help groups and/or support networks. Support students in building and reflecting upon their plans for personal educational
development and study programmes – by helping students focus their questions and refer to appropriate sources of information/
advice/guidance.
AL World Learners Guide
Courses and qualifications Career planning
Open Teaching Toolkits
Student Toolkits
5 To make contact with all students to welcome them to the course and, for students new to the OU, to provide an introduction to the OU's method of supported open learning.
Make initial written contact outlining your support role and stating how and when you can best be contacted.
If possible, follow up initial contact with a phone call to establish a personal contact. At the start of the course, help students new to the university to understand OU teaching and learning support methods.
Help students to understand how the different components of the course fit together within the context of the university's teaching system.
Student introductory meetings Staff tutor/Regional manager
Regional and Faculty staff development activities SOL Reader (Chapters 1, 4)
Websites:
AL World/Learners Guide
Duties of the tutor Associated activities Examples of sources of support 6 To help with the development of study skills in
connection with the course.
Help students identify and/or develop the particular learning skills to engage effectively in OU study.
Help students to develop specific skills relating to their course.
Through correspondence tuition, provide individualised support and guidance for the ongoing development of skills.
Staff tutor/Regional manager Regional Student Services Course materials
SOL Reader (Chapters 4, 7) Open Teaching Toolkits Student Toolkits
Websites:
Learners Guide Student Toolkits 7 To make proactive contact with students at a
number of defined points in the course (e.g. first TMA, examination support etc.).
Encourage submission of the first TMA through proactive contact a week or two ahead of the due date.
Encourage the submission of subsequent TMAs for students who are actively studying (e.g. at first tutorial, FirstClass Conference, email/ telephone/ letter).
Follow-up non-submission of assignments with particular emphasis on the first time a student fails to submit an assignment and students ‘at risk’.
Staff tutor/Regional manager Regional Student Services Open Teaching Toolkit:
Revision and Examinations
Student Toolkits:
Duties of the tutor Associated activities Examples of sources of support 8 To identify individual student needs for
additional support, either referring students directly to Student Services for information and advice or contacting Student Services and/or regionally based Faculty staff to initiate follow-up action.
Be alert to indicators for individual student needs through different modes of contact (e.g. via assignments, at tutorials, phone calls). Make a judgment about what help might be needed and whether you are able to provide it. Be prepared to provide separately funded additional academic and learning support where appropriate.
Refer as necessary to staff tutor/Regional manager or Regional Student Services for other/additional support.
Staff tutor/Regional manager Regional Student Services
Additional support (special sessions) Student Toolkits
9 To provide feedback through a variety of mechanisms (e.g. survey response, attendance at debriefings) on the student learning
experience.
Seek regular feedback from students to inform your own practice and your feedback to the university.
Offer feedback on issues related to assignments and course materials.
Respond to requests for feedback from the Course Team on the course design and presentation. Respond to feedback requests from the Regional Centre.
Staff tutor/Regional manager/Course Teams Regional Student Services
SOL Reader (Chapter 7) SOL staff development file Open Teaching Toolkit:
Duties of the tutor Associated activities Examples of sources of support Respond to requests for feedback from the
university in the form of quantitative and qualitative surveys.
10 Take part in staff development activities to maintain and enhance their professional experience and commitment to personal development.
Reflect on and review practice and plan your future development.
Participate in staff development activities provided by the Region or Faculty.
Engage in continuing professional development through individual reading and reflection in response to identified needs and interests. Keep abreast of developments in academic area (e.g. through formal study of OU courses/ external courses and conferences/accessing OU Library).
Staff tutor/Regional manager Faculty/Course briefings Mentor
Regional staff development programme Probation feedback
OU Library
SOL Staff Development File Staff fee waiver scheme Flexible fund
11 To use information communication technology, when appropriate. • Teaching/supporting students
• Accessing information to undertake duties in relation to students
• Facilitating contact with academic units • Dealing with administrative contact and
communications with the university
In preparation for supporting web-enhanced courses – 2004
The activities below relate to all tutors
Communication: use electronic communication to make contact with and respond to students/ Regional and Faculty colleagues/other ALs
Generic/Faculty staff development SOL Reader (Chapter 6)
Open Teaching Toolkit:
Tutoring on-line: using CMC to support learning ASKIT - CDROM help/training in IT
Duties of the tutor Associated activities Examples of sources of support Academic Admin: be able to access information
to enable you to support your student group (e.g. student listings and details, timetables, cut- off dates)
Information: access AL World for web-based information: Learners Guide, courses websites For tutors supporting web-focused/ intensive courses, details will be given in the relevant course teaching and learning strategy.
Websites:
Learners Guide AL World