poleu, I'm Jacqueline Baxter, director for the Centre for Innovation and Business and Legal Education, and today I'm talking to Jessica Giles. Welcome. Thank you. Who is a senior fellow of the HAA of the Higher Education Academy and a barrister and chair of the public and criminal law module. Welcome again. What I'd like to talk to you today is about your work, research, teaching and learning on your particular module. Thank you so much and it's lovely to be here. Yes, so we had two public and criminal law modules. One was with the Teach Out, the OU and the University of Law, which is the module I was chairing. Ac, fel y modiwch yw'r gweithio, rydyn ni'n dechrau'r sgolisiadau sydd ymdweud o'r adres, iddo bod gennym ni'n meddwl i'r gwahodau hwnnaeth, felly rydyn ni'n meddwl i'r holl ymlaen, a'r meddwl i'r fath o'r sgolisiadau. Ond, mae'n ddigonio i'r siaradau sydd gael iaith ac mae'n ddigonio i'r sgolisiadau, ymdweud yw'r gweithio a'r amser i'r ystafell a'r ystafell ar ystafell arlaen. Ac rydyn ni wedi gweld i ddiweddor, eich bod yn ein bodas ychydigwyr ac yn y byddai modl yn lle iawn. Rydym ni wedi bod ar gyfer y chyfrfod ar hynny ymaforogau yn brydestun ar y ddyorkodau greu y chyfrfodol, yn ymlaen i gyfer mwynhau, yn ffordd gyntafol, ac yn gallu strategiol arnynnu'n ddigon i'r oedol yn oedau lle, yn nhw bod yn ni hefyd yn llu. Felly rydyn ni wedi gweld i ni'n examu gan ychydigwyr, rydyn ni wedi gweld ffawr at y taelw'r material yn ei wneud, ond lle ei bod y gafor yn ysgirio yn ystod y taelw'r material i fod yn siwr a'u wyf o'redd ffordd mwy afes munud o'r adeg. O'n rhan i'r cyd-dweithio, gan yn ysgrifion y maen nhw'n gweithio'r material i hynny byddai'r tunerau, byddai'u chechylltau byddai'r berthynau, ac yn yr hyn, byddai'u sessio oes gan hyn yn y sylfydd. I created a skills checklist that could be used as a basis for a conversation with a student because some of that feedback on TMAs I think can miss some of the gaps in study skills. So it might be time management for example, which isn't always evident in the TMAs, but might become evident if a student is regularly asking for extensions or something like that. What I found was that if you have a checklist as a basis for conversation with a student, then it can act as a planning mechanism. So if there's several skills gaps, then the student can decide or will address this in the next few weeks and then this in the next few weeks, those sorts of things. I think the other thing is to have a bank of materials for students to refer to is quite important because then they can choose flexibly how much skills training to fit in around the acquisition of substantive knowledge. So yes, that was the project we ran. What sort of impact did this have on the students? So we ran it iteratively over a few presentations, identifying in previous presentations what we might tweak to improve over time. We were successful over time, so there was over 10% raise in pass rates in Teach Out which was really quite a good result. One would normally see pass rates go down in Teach Out. So it's a very positive result there. Okay, why do you think there are issues with Teach Out that there aren't? Teach Out being the module coming to the end of its natural life. That's right. So I think as a module runs through its presentations for many reasons because the OU courses are open and often students are studying part-time. Students can come out of their study and come back in again. But as you get into Teach Out or if they don't pass they can then come back in again or if they've assessment bank they can come back in again. So as time passes and you get nearer and nearer the final presentations students tend to come in either because they've had a gap in their studies or because they haven't passed in previous presentations or there might be other reasons why they're coming back in. So you get a mix of students who are ongoing students but a mix of students who have additional needs around that. Okay, that's really interesting. And of course this sort of work is widely applicable to other modules across the university and indeed outside of it as well. Yes, I mean I think there are, whether one's in Teach Out or not there are always skills gaps that one can identify for and with students and there's a certain amount I think that's generic and there is a certain amount that I think is specific to a particular student so that would be discovered on the basis of a communication with a tutor or it might come up in online tutorial sessions. Okay, that's lovely. Thank you very much. It's very interesting to find out how the research was done and also what impact it's had on our students. So thanks a lot. Thank you.