I wrote some thoughts about my first module in this post about the first four months of my degree, but my idea is to write a summary post about each module once I’ve finished it. So here are some thoughts about TM111.
As the title says, it’s an introduction to computing and IT. I had some prior knowledge in a few of the areas that we covered. This definitely helped me, but I don’t think it was necessary as all of the information should be in the materials. This didn’t mean that I didn’t go elsewhere on occasion, but that was more about my learning style than a lack of information. Sometimes when you’re stuck, you just need to find someone who can explain it in a different way.
The module is split up into three very distinct blocks. This is great in terms of helping you to focus on one thing at a time. A bit less great if you really don’t enjoy one of the blocks, but if this is the case, you do feel a sense of achievement when you get it finished and know you’ll never have to see it again!
Block 1 – the digital world. This was probably the most varied block because as well as a basic history of how computers have evolved, you get an introduction to some quite different activities from creating and manipulating sound, to designing a simple web page. There’s also an introduction to databases and some content on what you need to think about when designing new products. Each of these sections is fairly short and you get an introduction rather than a deep-dive, but I like the way that the material is varied, giving people the chance to try new things and start thinking about what they may want to focus on in later modules.
Block 2 – creating solutions. Normally I would find something like this really interesting – it was all about solving problems through designing simple programs. I’m a linguist, so learning how new languages work is right up my street. The only thing was that these concepts are introduced within a graphical programming environment that is inaccessible to blind people. So, learning the concepts was a valuable experience for me because I’ll be able to apply them in other programming contexts, but as I couldn’t do any of the practical work independently, it was less enjoyable.
I understand why things are done this way – people can get up and running and start producing programmes quickly without having to bother much about understanding how a text-based language works and the grammar rules that will break your programme, but for me, it really wasn’t fun.
Block 3 – connecting people, places, and things. This was an introduction to networking, wireless communication, and the internet of things. It also looked at some of the social aspects of the way in which we use technology, as well as data security, biometrics, and the advantages and disadvantages of increased connectivity in our everyday lives. As someone whose business is carried out entirely online, I was interested to look at how people interact online.
I think some of the networking concepts could have been explained in a more straightforward way – I just looked up the information elsewhere because it felt that a lot of space was given to drawing analogies with things that we already know, whereas I just wanted to know about the thing we were supposed to be learning about and how it worked. That’s a learning style thing though. I’m sure some people would have been happy that someone took the time to try and make the concepts more relatable.
Things are changing all the time and I imagine it will be difficult to keep this really up-to-date, but I think the module raised some questions that are relevant to us today and the case studies helped us to think about people whose experience of using technology is different from our own.
Some concepts, such as maths, run through all of the blocks. Others are dealt with individually in one of the three blocks.
The marks come from three tutor-marked assignments, which include activities to demonstrate what you’ve learned throughout the course, and three electronically marked assignments, which you complete online by answering multiple choice questions or typing specific values in the box.
I had a really helpful tutor who responded quickly to questions, made sure I had everything I needed if I was going to attend a tutorial run by someone else, and chased up some accessible materials when they went astray.
I worked hard – extra hard in some ways – but in the end I was happy with my mark and it was all worth it!
Learning as a blind student
I want to be positive because I did really enjoy doing this module, but for me it wasn’t an easy introduction into studying with the Open University as I believe the initial courses are intended to be. For me, even though the content will get harder, this was probably one of the most difficult and frustrating modules I’ll take due to the inaccessibility of a large chunk of it. Only my helpful sighted assistant and the knowledge that we’d soon be going onto other programming languages and never have to see OU Build or Scratch again kept me going – along with all the positive vibes around Christmas (because this was block 2)!
On the plus side, I could access all of the material, either as downloadable documents or as web pages on the site. Descriptions were provided for the diagrams in the material. There was an active community on the forum, which is run by the Open University, as well as a student-led Facebook group where students can socialise or ask questions.
But, even if you’re doing an open degree as I am, if you want it to be an IT-based one, there’s no getting past TM111. In many ways you wouldn’t want to either, because a lot of basic concepts are introduced that you will be building on in later modules. If you can’t use the visual programming environment because you are blind, you need to be prepared to work with a sighted assistant as there is really no other way round it if you want to complete that part of the course in its current form. The work will need to be your own, but you will have to have someone carrying out tasks for you with a mouse, and also giving you feedback about what the programmes actually do when you run them, so you can check that this is what you wanted or expected.
Most IT modules do have a degree of inaccessibility, but when comparing percentages, this is one of the highest I found, so in this respect, things will only get easier.
All information is correct at the time of writing, though of course things may change when the module is run again. If you are interested in studying it, it’s best to get the most up-to-date information directly from the Open University.
The next post I wrote in this series was about TM112. I have also written some more general ones about getting TMAs written and sent off” and getting study work done when you don’t have a fixed timetable.
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