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Picture of David McDade

David McDade Post 1

18 May 2020, 20:27 Edited by Nigel Gibson on 19 May 2020, 12:04

Section 4, Activity 7

TogetherThis thread is for section 4, activity 7

What challenges motivate you to help our students?

Pick one of the modules discussed briefly over section 4 and consider how you would address the challenges described.

Also comment on some other ideas posted. How do you think the students would respond to the proposed help?

These are examples of the types of posts we might expect to see:

"I might support a project student by listening carefully to their idea, and mapping this to my own experience." 

"How long may this project take, what are the opportunities for the student to learn new things, what are the key difficulties in this area of work? I would use this information to prompt discussions with the student so they discover this information for themselves, but in such a way that they feel supported and avoid going down dead end routes.

Use the "Reply" button below to contribute to this discussion.


(Image CC BY 2.0 Flickr user Alan Levine https://www.flickr.com/photos/cogdog/)

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Shane Ogilvie Post 2 (summarised) in reply to 1

4 Jun 2020, 17:55
Project work of this kind is quite alien to students they have been used to...
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David Sherlock Post 3 (summarised) in reply to 1

8 Jun 2020, 15:11 Edited by the author on 8 Jun 2020, 15:11
Reflecting on the TM353 example, I think that I actually have quite strong...
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Rod Gliven Post 17 (summarised) in reply to 3

13 Jul 2020, 00:28 Edited by the author on 13 Jul 2020, 00:29
David Sherlock: Completely agree on TM353. I too have some quite strong...
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Martin Hillson Post 20 (summarised) in reply to 17

7 Aug 2020, 20:20
I agree with both you and David that this is a debate that garners strong...
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Lucy Gillett Post 4 (summarised) in reply to 1

12 Jun 2020, 22:31
To support a project student I would begin by asking them to explain their...
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Marcus Young Post 5 (summarised) in reply to 1

13 Jun 2020, 21:06
The tutor has a key role when the student is trying to decide on their...
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Toni Walton Post 16 (summarised) in reply to 5

9 Jul 2020, 13:10
My A Levels students have to do a project and yes I can really relate to your...
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Tamara Lopez Post 6 (summarised) in reply to 1

14 Jun 2020, 11:21
Ah, defining and scoping project work.  I was never particularly good at this...
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Adrian Hehir Post 8 (summarised) in reply to 6

15 Jun 2020, 13:49
This reminds me of my own Msc project, it was over ambitious, long, technical...
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Adrian Hehir Post 7 (summarised) in reply to 1

15 Jun 2020, 13:45
Managing IT in schools, I came across the whole big brother/security debate...
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Ben Pike Post 9 (summarised) in reply to 1

15 Jun 2020, 14:29
To support a student in their project I would try to help them be sure that...
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Anna Pietrzak Post 12 (summarised) in reply to 9

24 Jun 2020, 13:18
I agree with you the good support is essential for any project.
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Michael Liedl Post 15 (summarised) in reply to 9

2 Jul 2020, 13:20
Hi Ben, I can't but heartily agree with you that making sure the they get the...
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Emmanuel Isibor Post 10 (summarised) in reply to 1

15 Jun 2020, 17:31
With respect to “The Computing and IT Project” (TM470), developing work plans...
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Graham Smith Post 19 (summarised) in reply to 10

14 Jul 2020, 09:36
Hi Emmanuel, You make some really good points. Having undertaken a lot of...
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Anna Pietrzak Post 11 (summarised) in reply to 1

24 Jun 2020, 13:17
To support a project student, I would start from a group discussion and that...
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Colin Jenkins Post 13 (summarised) in reply to 1

26 Jun 2020, 15:33
As an IT engineer in the NHS, the security vs. privacy element of TM353 is...
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Michael Liedl Post 14 (summarised) in reply to 1

2 Jul 2020, 13:14
The project work is a golden opportunity to learn some fundamentally life...
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Silvia Varagnolo Post 24 (summarised) in reply to 14

3 Nov 2020, 21:24
Hi Michael, you mentioned interesting tools I didn't know before and I might...
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Graham Smith Post 18 (summarised) in reply to 1

14 Jul 2020, 09:27
Regarding TM112. I can remember back when I started studying with the OU, a...
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Raj Seepersad Post 21 (summarised) in reply to 1

8 Aug 2020, 19:15

Section 4 Activity 4.6.4

 I would assist students on their project tasks by...
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Coffee on Tyne

Bill Tarpy Post 22 (summarised) in reply to 1

27 Aug 2020, 16:39
I can foresee the Student Project being the hardest thing that many students...
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Silvia Varagnolo Post 23 (summarised) in reply to 1

3 Nov 2020, 21:21
In the development of the project I would support the student by considering...
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Dhouha Kbaier Post 25 (summarised) in reply to 1

25 Nov 2020, 14:37
Schedule, Gantt chart, setting the milestones and deliverables and how to...
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Kevin Frost Post 26 in reply to 1

1 Jan 2021, 15:29

I would first want the student to consider how much time would be involved in completing the project, is it pitched at a realistic level with suitable resources and information available to investigate and complete it.

I would also prompt the student to think about what ae the likely issues that could endanger the completion or quality of the work.

I would also ask the student to ensure a broad view of the impacts were taken, would the implementation impact other systems or have any privacy, legal or environmental impacts?  Are there an legal/consent matters to resole first such as with the use of data?

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Fiona Baxter Post 28 (unread) in reply to 26

23 Jun 2021, 00:17

I think this is helpful, as it might be difficult for a student to know if there is enough scope in their idea, or if it needs to be narrowed down. It's also a good idea to question whether they have thought of interrelated issues. 

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Amanda Williams Post 27 (unread) in reply to 1

13 Jun 2021, 12:41

In the past I have supported projects by listening to the interests of the students and then working with them to find a project that is both achievable in the time allocated, but also will keep the student interested.  A loss of interest often means that the porject doesn't get completed or that the project becomes difficult to finish.  I find that coaching models are often a good way of supporting students through a project.

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Fiona Baxter Post 29 (unread) in reply to 27

23 Jun 2021, 00:20

This is a good approach, especially if a student is having trouble choosing a project. They may gain motivation, confidence and support if it can be organised around their interests / job.

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Fiona Baxter Post 30 (unread) in reply to 1

23 Jun 2021, 00:44

Within a module, some brainstorming / mind-mapping group activities could be a fun, peer supported way to tease out and analyse project ideas. For example in Intro to Computing & IT (TM112), if exploring Cyber Security, it would demonstrate the vast possibilities. In smaller groups, students could breakdown the best ideas into a potential report structure and demonstrate/communicate this to others in the form of an algorithm.

Later on, support would become more individualised and you may be helping with time management, the layout / citation rules etc of report writing. It might also be necessary to adjust projects mid-way, should they need narrower focus, wider scope or to ensure innovation.     

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Elena Sanchez-Heras Post 31 (unread) in reply to 1

6 Jul 2021, 12:06
I would talk to the student to get an idea of what type of reports they have written in the past. Depending on their experience, I would provide the support to get up to speed to university level. 


Listening to their ideas is very important in my view. There we talk about the resources available, always limiting the project outcome. I like to explain with real work examples how projects can shape.

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John Dunning Post 32 (unread) in reply to 1

8 Jul 2021, 15:15

I would listen to the student idea, giving them suggestions and prompts where they were scarce on detail or didn't know where to go.

I'd look at their project being a way to apply their module choices and to continue to learn.

Discussion tags: section 4