Tutor-facing web page template
The purpose of these tutor-facing web pages will be to summarise in as coherent and brief a way as
possible the key elements of the main TUOS resources that TASH will be signposting in the finalised
resource. As a starting point, we would like individual curators to complete the following sections
bearing in mind that we do not expect you to respond on each and every count. Rather, we're looking
for the general kind of information indicated. The project team will then edit individual contributions to
ensure consistency of style and approach across the board and refer back to you before they go live.
The edited pages will be hosted initially on the TASH pages within the LeTS area of the TUOS website,
with relevant links to/from the Case Studies wiki and other potential dissemination routes. In due
course, we may very well distribute a short hard copy leaflet or guide. For any immediate queries on
how to complete this template, please email t.herrick@shef.ac.uk or w.kitchen@shef.ac.uk
Very brief introduction to resource (50 words)
Just a sentence or two to set the scene - what is it, where's it come from and who designed it ...
Who is the resource for? (75 words)
An introductory paragraph to indicate the key target audiences for the resource, but also highlight
specific cross-cutting aspects which might also make it attractive to particular types of learner (e.g.
with particular learning styles).
Suggested audiences to identify or distinguish between may include:
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all students, UG/PG;
home/international students;
pre-entry/L1/2/3/PG/all levels;
dyslexic/disabled/second language students;
professional practice / academic students;
workplace/distance learner/mature/part-time learners;
visual/auditory/reading/kinaesthetic learners;
reflectors/theorists/activists/pragmatists
What does the resource do? (125 words)
Using bullet-points, please indicate the key ingredients of the resource; for example:
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specific academic skills addressed (ideally classified by reference to the seven sk/hills framework
- see summary and links below*)
extended/brief how-to guides;
links to further reading/materials;
self-diagnostic/testing activities;
multiple-choice questions; setting of specific open/closed tasks (e.g. treasure hunts);
worked/model answers;
self-reflection study templates/learning logs/skills audits;
case studies/exhaustive catalogues;
face-to-face individual/group support
Please also indicate in a paragraph at the end the main format(s) through which the resources are
made available (word/.ppt files; html; MOLE site; printed materials/handbooks/leaflets)
How is the resource structured to support users? (100 words)
A couple of paragraphs to indicate the way in which the resource is structure or intended to be used for example, can users dip in and out as they please, or is it necessary to begin at the beginning, and
work your way through step by step? Indicative keywords here might be:
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linear & directional : self-navigated & free-form;
searchable & encyclopedic : selective & targeted;
interactive : static content;
how does it look & feel? text-based/use of images/cartoons/audio/visual content (podcasts,
video, voice commentary etc.)
personalised self-reflection : generalised direction;
intuitive/intelligent software e.g. semantic web/mind-mapping etc.;
extended engagement (e.g. over several hours/days/weeks) : time limited ad hoc reference
Very brief details of how to access face-to-face resources (times, buildings, personnel etc.) may also be
relevant in this section and/or made available via a link below.
Why do students engage with the resource? How can it be
promoted/embedded more generally? (250 words)
This section is crucial. Please use it to pull together a short commentary on how/why the resource is
structured and designed in the way it is; what students have said about it in terms of make most
effective use of it; where relevant, cite specific examples of how you have linked up with colleagues or
other departments to embed the resource within other academic/disciplinary contexts; and note how
best colleagues could make use of it to their own advantage e.g. signposting students just to the front
page of a resource or gatekeeper (in the case of a large linear resource, or when arranging face-to-face
provision etc.), either in essay/project feedback, personal or PDP tutorials, induction activities etc. If
you have done any concrete evaluation of the resource, please do plug it here, including quotes from
student and tutor users as appropriate.
Obvious aspects you may want to focus on include:
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tied to formative/summative assessment of specific credit-bearing modules;
disciplinary relevance;
relevance to other extra-curricular activities/personal development/employability skills;
look & feel of site;
proven results in terms of improved performance;
humour/fun/financial/social incentives;
instant gratification/longer term development.
Links and contact details.
Include links to relevant resource(s) mentioned in text above and relevant curators' contact details.
*Seven sk/hills currently identified to structure the resource (whether implicitly or explicity):
1. Academic literacy
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Personal and interpersonal skills
Research and data-handling
Problem-solving and analytical skills
Written communication
Oral and other communication
Reflective learning
see these links for further background:
http://tashdiary.blogspot.com/2008/07/key-academic-skills-seven-skills-for.html
http://tashdiary.blogspot.com/2008/07/update-on-seven-skhills-framework.html