Creating a self-paced online guided source exploration resource
I propose developing an online self-paced guided resource that supports students in exploring starting points of interest and inspiration to begin their research journey. My initial idea is that this resource would exist on Miro to allow for different communication styles and to help develop community asynchronously through sharing practice and queries for peer support alongside my involvement. (Leewis and Ross, 2022). The guided element would be provided through accessible video content that informs self-paced activities that can be completed sequentially in one session or over multiple, short sessions. I could run drop-in sessions online and in person for students to ask questions and receive additional support.
The flexible, asynchronous nature and online location reflect my consideration of disability and caring responsibilities as well as supporting diverse individual preference for when students choose to engage with the content. Students can take as long as they like to complete the activities as well as pause and rewatch videos if necessary.
As I see students infrequently and the research process is specific to each individual undertaking it, it can be hard to time library research support to fit effectively within timetabling and student experience. Therefore, this resource would allow students to engage in supported research activities at a time of their choosing rather than at a time decided by my availability or course timetabling.
I have developed similar content on Miro to use during live taught sessions, but this resource would require the creation of accessible videos and determining if a Miro board is an appropriate option to allow students to take ownership of an area that they can return to. This resource would require regular checking to respond to queries and ensure it is the supportive, constructive environment I intend it to be. Capacity, workload and scale of the project need to be considered so I could trial it with one of the MA courses I support.
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References
Leewis, L. and Ross, S. L. (2022) ‘Home sweet home: achieving belonging and engagement in online learning spaces’, Spark, 5 (1), pp. 71-81.
Formative feedback on intervention design. Hope it works this time as the comment hasn’t stuck in previous attempts 🙂
Hi Jess
Lovely to meet you the other day. Thank you for sharing your intervention design ideas. I like that your intervention is grounded in your practice, based on your observations and focus on your students’ needs. Your shift from a reactive, timetable-bound model to a flexible, self-paced digital resource demonstrates seems to respond well to issues you’ve identified and has the potential to be both sustainable and intersectional by building a resource that challenges existing assumptions about what students need to learn and how (LO4). Your use of asynchronous delivery via Miro and video accommodates a wide spectrum of learner needs, including those shaped by disability, neurodivergence, caregiving responsibilities, and cultural or linguistic differences. You’ve built in ‘regular checking to respond to queries and ensure it is the supportive, constructive environment’, so you’re moving away from a one-off or bolt-on approach by proposing a scaffolded, evolving learning resource that students can revisit and help shape. To support this sustainability further, it’d be good to consider how the resource could live beyond your own capacity and become a co-created resource. For example, could students suggest links or could colleagues contribute using a template?
The design choices reflect intersectional thinking but perhaps you could you also consider ways to make intersectionality more visible in your framing. For instance, how might aspects of identity (e.g race, class, linguistic or cultural background) may influence a student’s familiarity with UK academic conventions, confidence using research tools, or willingness to ask for help? Including student voices in the planning or feedback phases could deepen the intervention’s responsiveness to these overlapping identities. Your attention to institutional barriers shows awareness of practices of exclusion/inequality (LO2), for example, how institutional ‘rhythms’ (e.g., contact hours, delivery modes, opportunities for research literacy) reproduce inequity. You may also want to bring in your observations, reflections, experiences, insights from your practice, conversations etc that influenced your choice of intervention and how you approach this, which would help articulate your positionality (LO3), for example, are there assumptions about library research or student support-seeking behaviours that you’ve had to unlearn yourself?
If you also look at UAL’s data/policies/guidelines/frameworks for access and participation and inclusive practices along with sector wide (e.g. Advance HE) and industry, and consider how your intervention sits within the ‘bigger picture’ this could also help demonstrate engagement with LO1.
I hope you find this useful. I’m including a few resources below that you may also find useful.
Regards, Victor
Rekis, J. (2023) – On epistemic injustice and different ‘knowledges’ may have different currency within academia. ms.
Ahmed, S. (2012) On Being Included – To reflect more critically on how interventions challenge or sit within institutional norms.
Banerjee, P. (2024) – On institutional culture and attainment gaps.
Gravett, K. (2022) – Radical Collegiality Through Student–Staff Partnership:
Shen and Sanders (2023) – on small-scale interventions with transformative potential
Below, just a reminder of the learning outcomes.
LO1: Critically evaluate institutional, national and global perspectives of equality and diversity in relation to your academic practice context. [Enquiry]
LO2: Manifest your understanding of practices of inequity, their impact, and the implications for your professional context. [Knowledge]
LO3: Articulate the development of your positionality and identity through the lens of inclusive practices. [Communication]
LO4: Enact a sustainable transformation that applies intersectional social justice within your practice. [Realisation]