Where possible, we work with UoR students throughout our course design, development and evaluation processes to create a richer learning experience, improve inclusivity and accessibility, and ensure the Online Courses Programme remains relevant and engaging for our students.
We have developed our approach over the years, from commissioning feedback and content from students in early courses to more recently, incorporating their contributions as full members of the team, at the scoping, design, production, running and evaluation stages of course development. Students share their experiences and in-depth understanding of the challenges and opportunities of studying a particular subject and of university in general.
Students in work experience continue to build on a wide range of transferable skills when developing an online course. For example:
- working as a team
- contributing ideas and recognising the value of others’ suggestions in a course build workshop
- communicating and distilling their experience and knowledge into stories which others can learn from
And when developing content:
- time management
- working to an agreed deadline
- critically analysing and producing actionable feedback during the evaluation period.
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“I was tasked with reviewing both courses [Your Essential Guide to University Life and Stress Free-University Interviews] and giving suggestions to enhance them. For the Stress-Free University Interviews course, I was given the chance to talk, in a video interview, about the interview I did for my course, as well as filming a campus tour for students who need to get to their interviews but don’t know where to go. I really enjoyed these experiences, because it was my first time supporting the development of a course and it was more fun than I expected it to be. My favourite part of the whole experience was filming the campus tour – I felt like a vlogger for the day! Working on these projects really helped me to develop my writing skills and better understand the importance of time management. There is a heavy demand for these two skills in my course and I feel much better about my second year, having spent most of the summer and autumn fine tuning my skills. Before participating in these projects, I’ve always paid attention to detail, however being part of the teams enhanced this further. Now I don’t just pay attention to detail, I can see the bigger picture at the same time.” Tari Onwuteaka Undergraduate & Inclusion Consultant, Food & Nutritional Sciences |
