At the module level, you will need to consider the practicalities of the reading itself:
the actual resources that the students will need to use
how students will gain access to these resources
how students will be advised about the resources they need and the overall reading expectations of the module
Ask yourself these questions:
Examples might include:
An essential course-reader supplemented by specialist journal articles / books for particular topics
A weekly literary text with a range of recommended monographs and articles to provide critiques and analysis
2 or 3 government reports / strategies, a series of journal articles from online databases, complemented by contemporary news coverage and the professional press
3 or 4 monographs, balanced by short readings from up to 20 or 30 monographs or journal articles
Bibliography / recommendations on Moodle, tied to individual taught sessions or themes?
Bibliography / recommendations on Moodle, tied to assessment tasks?
Embedded as part of a module task? (eg. develop a ‘search strategy’ as a formative task during the module)
Face to face discussion in ‘class’ time? (what about students who are not present on that occasion?)
Something else entirely?…
This module? If so, when in relation to the reading tasks? How are they delivered / embedded?
Another module? When does this occur in relation to my module?
Might students require reinforcement or extension of their existing skills? Will this be available formally or informally? Who will provide this? Is that person / department aware that this may be required?
How many students do I expect on the module?
How will I manage if there are significantly more than I anticipate?
How many of us are teaching on the module?
Do we have a shared understanding of what is available, what we are recommending and how to access it?
How will the students use the physical Campus during this particular module?
They are at Newman most days
They attend around once a week
They attend infrequently, often outside core staff hours
They rarely or never attend Newman
Am I anticipating ways of working that will be difficult or impossible for students with particular disabilities or circumstances?
Could I do this in a different way and still meet the learning outcomes / benchmarks for the whole cohort?
Are there specific variations in practice or approach that I could make for individuals who require reasonable adjustments?
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