Information overload to knowledge development
from those tutors who had; ‘it was a little frustrating, having spent several hours doing these tasks, to see that around half my colleagues hadn’t done either any, or all of them’ (T31). However, some tutors considered the tasks ‘unpaid work’ prior to the f2f induction, and expressed concern regarding the commitment required, commenting that they ‘were a bit of an ask in terms of time’ (T25), and others found it difficult to find time while working in other roles prior to the start of the course, highlighting a clear tension and differing tutor expectations, motivations and situations. Integration between the OTI and f2f induction was inconsistent between courses, which also caused frustration. For example, T20 stated ‘we were asked to complete a no. of tasks which were not mentioned during induction’, and T11 felt the tasks ‘were hardly incorporated into the f2f’. This was fair criticism, as planning sessions had originally been envisaged for Course Coordinators. However, these had not materialised and, subsequently, some courses integrated f2f inductions more effectively than others. Valuable suggestions regarding returning tutors were offered, for example, ‘much more use of the returning tutors could have been made in the f2f as a resource’ (T10). Course Coordinator ideas on how to develop the OTI for returners were directly solicited via the questionnaire and generated similar suggestions for returning tutors to ‘share insights, examples & previous practice’ (CC9), as well as the need for updated or selected tasks (CC6).
NEXT STEPS
Following the release of OTI V1 and its subsequent evaluation, developments began on OTI V2 for summer 2019, focusing on
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review areas, increasing developmental content, and expanding its potential to support NTEAPs. English for Academic Purposes theory content was expanded, and additional videos of a 1-2-1 tutorial session and a further EAP class were added, with audio recording of tutor reflections to offer an additional perspective. Future recordings of EAP classes are planned, with session content also aimed to be developmental for NTEAPs, such as critical thinking and stance. The tasks were streamlined and clarified, in an attempt to prioritise and address concerns around time commitment, and some tasks were moved to the f2f induction. A reflective task was devised for returning tutors, encouraging them to reflect on aspects of practice from previous CELE summer work and share with new tutors in a specific f2f induction session. The V2 reflective task received positive feedback, with comments that it encouraged tutor collaboration and a greater sense of community. A Course Coordinator planning meeting was held prior to V2 release to ensure effective integration of the OTI and f2f induction, and consistency across courses. Course Coordinators agreed to more clearly signpost task-focused sessions during the f2f induction programme to ensure that tutors were aware of time available within the induction period to cover the content and tasks of the OTI, should they choose. The f2f induction was increased to four days, increasing opportunities for discussion, collaboration and community building. Further expansion to the OTI is currently under consideration, particularly focused on NTEAPs. Additional opportunities for development and community building prior to the start of courses have been suggested, such as regular online discussions, as introduced by the
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