Below is the list of OERs contributed by different Faculties and Departments of the University of Northampton.

OERs from the Faculty of Arts, Science and Technology (FAST):

This learning material gives key information for understanding and using typography for the printed page. Letterforms, spacing, paragraph styling and grid construction are described with examples and diagrams across three A3 printable sheets. This resource may be useful for undergraduate Graphic Design students who are new to typography and page layout, or those from other creative subjects where a basic understanding of type and grids is needed to improve the presentation of their work.

This presentation provides a contextual overview of the development of Anglo-Saxon Britain from the departure of the Romans (410AD) to the coming of Augustine (597AD), aimed at an undergraduate audience and presupposing no knowledge. The presentation gives examples of runes and letter not used today but found in Saxon texts. It traces the history and settlement of Angle, Saxon and Jutish invaders, and gives examples of different types of writing including poetry, charters, riddles and charms.

License: CC-BY-NC

This learning package is a close reading exercise the purpose of which is to have students think about how history is written as well as how mythology develops.  The learning package contains two materials. The PowerPoint presentation provides the background to the authors of the texts used in the exercise and instructions on how to conduct the exercise. The texts in the PDF file, read in order, show how events are recorded and then embellished with additional details. This learning package has been used with undergraduate students in Creative Writing and Medieval Literature within the University of Northampton.

License: CC-BY-NC-SA

The Literary App Directory provides a list of 70 literary apps appropriate to Higher Education teaching and learning contexts. The texts are drawn from the canons of English and American literature and range from Early Modern to the present day. It is aimed at students and teachers in HE.

The How to Guides feature three literary apps – Othello, The Sonnets, The Waste Land – and take tutors through the process of loading and projecting the app, suggesting ways it might be used in class, and reflecting on its effectiveness as a teaching and learning tool. It is aimed at university and college tutors.

License: CC-BY-NC

Genre and the Pop Star examines the ways in which we use the idea of musical genre and style to collectively conceptualise popular music, and then the way in which the idea of the pop star is used to differentiate and make unique.  The presentation examines definitions and uses of genre and applies semiotic models to the pop star to understand the pop star image as a form of brand identity.

The presentation draws from material taught in the first year of the BA (Hons) Popular Music degree at the University of Northampton and will be of use to students and scholars exploring the role of signification within popular music and the music industry more widely.

License: CC BY-NC-SA

This film shows how the gallery team at Al Jazeera English run a news programme. It shows simultaneously the programme output and behind the scenes in the production control room. It also includes interviews with key personnel describing their roles and responsibilities during a live news programme. The film is used in teaching undergraduate journalism and media production students at the University of Northampton to explain how live TV news programmes work on-air. Please refer to this document for the Aljazeera news glossary in this film.

License: CC BY-NC-ND

  • All at Sea (joint publication with Triangle Theatre), Acting and Drama, Patrick Campbell and Carran Waterfield

From January to May 2012, a performance project entitled All at Sea was developed by Second Year BA Drama Students at the University of Northampton under the direction of Carran Waterfield of award-winning British theatre company Triangle Theatre. As an integral part of this project, and in collaboration with Waterfield, the students developed a digital archive of this performance process All at Sea, which drew inspiration from previous digital transpositions of scenic work developed by Triangle (in particular, Richard Talbot’s The Clown Who Lost His Memory (2008) and Waterfield’s The Last Women (2009), http://www.lastwomen.co.uk/). The website gives an overview of contemporary approaches to generating devised theatre, charting the R&D and production phases of the creative process, with a focus throughout on the experiences of the student cast, assistant directors and the production team. The website is also an important document of the unique ways in which Carran Waterfield generates work with young people within an HE context, and illuminates the ways in which these particular students took on and integrated the work of the company, contextualising it within a post-grotowskian, Third Theatre lineage. There are strategic links throughout to Triangle Theatre’s wider network of online sources, supplementing the company’s own digital documentation of their work. The website should serve as a useful tool for theatre practitioners, students and lecturers looking to widen their knowledge on contemporary approaches to devised theatre, postdramatic theatrical praxis and, more specifically, the groundbreaking work of Triangle Theatre.

License: CC BY-NC-ND

This worksheet provides a short introduction to the use of Depth of Field (DoF) in photography and is relevant to any individual requiring a basic understanding of compositional techniques within lens-based media. A practical task in relation to the subject is also provided and could be applied to all beginner photography workshops, both analog or digital. This practical task was one of six provided to BA Photography students at the University of Northampton, and served to engage students to develop a range of technical skills and understanding.

License: CC BY-NC-SA

Pollution is the undesirable introduction of pollutants (contaminants) into the natural environment (land, air and water) and can have an adverse affect on human health. This resource provides an introduction to pollution and pollutants. The classification and distribution of pollutants is also considered. A number of self-assessment questions are provided to allow you to check your new knowledge.

License: CC-BY-NC-ND

These mini lectures are intended for undergraduate computing students, for providing simple steps in problem solving before the students learn a programming language. Problem-solving and Programming is a common first year undergraduate module on the BSc Computing programme at the University of Northampton. This material was taken from the problem solving part of the module and provides an introduction to five topics in problem-solving.

License: CC BY-NC-ND

In this OER you will be introduced to some of the principles of programming, and specifically learn to write fairly simple programs using a programming language called C. An idea central to this OER is that programming is about problem solving; you write a program to solve a particular problem. It is hoped that at the end of the OER you should see that there is nothing magical or mysterious about programming. One of the features some people like about programming is you are making the computer do what you want. During the programming exercises, do not worry about making mistakes. In this OER you will expected to try out programs and eventually write your own. The target audience is anyone who wants to learn a programming language or is looking for some assessment questions around programming. The material was originally aimed at second year engineering students.

License: CC BY-NC-SA

These slides are intended for undergraduate computing students, providing an overview of Genetic Algorithms, a concept of in artificial intelligence. As well providing an overview the material also include links to applications via web resources. The slides are taken from an undergraduate artificial intelligence module on the BSc Computing Programme at the University of Northampton. Possible uses of these including support material for second year, third year or masters level course on artificial intelligence.

License: CC BY-NC-SA

The following text gives the description of the physical processes involved in the propagation of ultrasonic pressure waves as they pass through a material. It includes a mathematical derivation of the amplitude of the transmitted and reflected pressure waves, and an explanation is given for the differences between the near and far zones.

This material has been used within the Advanced Inspection Methods and Techniques module as part of the BSc programme in Non-Destructive Testing at the University of Northampton.

License: CC-BY-NC

OERs from the Faculty of Health, Education and Society (FHES):

Carrying out an independent piece of research is one of the most challenging tasks for Masters and PhD students. This presentation offers an overview of the key issues and basic steps when developing and planning a research project. It includes practical ways to define the focus of the study; theoretical insights of main paradigmatic distinctions; overview of main methodological approaches; and practical advice on the challenges to take into account when carrying out a small scale research.

License: CC-BY-NC-SA

This video documents a media day for trainee primary teachers and teachers at the University of Northampton. Primary teachers share ideas and techniques on the theme of greenscreening with iPads. They give examples of their use of apps and tools such as Greensceen DoInk, Tellagami, Scan, Path on Swipe to Type, Morfo, iMovie, Padlet, Touchcast, Socrative and Incredibox. Teachers give examples of recent classroom projects and discuss ideas for embedding the use of technology across subjects. The video can be used as a stimulus for exploring ideas about technology enhanced learning and using iPads to make media-rich digital artefacts across Key Stages 1 and 2.

License: CC BY-NC-ND

These are professional short films of Teaching Assistants working in international schools. The focus of each video is: 1)  The diverse role of the TA; 2)The diverse background: TA case studies; 3) TAs and the international curriculum and ethos; 4) TAs and group work/1:1 questioning; 5) TAs supporting English as an Additional Language (EAL). These videos begin to address the role and background of the TA and the ‘best practice’ teaching and learning skills used by TA working in international schools to support the internationally diverse learner. Ultimately the children, with whom these TAs work, their education and life chance opportunities, will be developed. These videos will be used in a number of Education, Children and Young People teaching programmes at the University of Northampton.

License: CC BY-NC-ND

This material explores the nature of resilience and its impact on developing emotional well-being for children and young people. The content walks the participants through defining and understanding the importance of resilience as a key developmental step, recognising risk and protective factors and how to support these in children and young people. This material is aimed at anyone working with children and young people. It supports knowledge acquisition and skills development about resilience and sign-posts the next steps.

This material has been used in Northampton’s teaching programmes to develop knowledge and understanding and support the online learning activities with scenario-based learning in seminars, and work-based practice can be explored as part of this.

This material can be used as an introduction into emotional well-being which is a key underpinning aspect of emotional health. It is best developed as part of reflective professional development with supportive discussion (of practice) embedding the learning.

License: CC BY-NC-SA

These slides form the basis of an online teaching session for postgraduate students on the MA Special Educational Needs (SEN) and Inclusion. This session is one of 10 sessions that make up a module on perspectives on Social, Emotional and Behavioural Difficulties (SEBD). It is intended to deepen students’ engagement with recent research and increase their confidence in how to use academic journals and critically apply the ideas and issues therein to their practice and writing. It wold be relevant across a wide range of postgraduate programmes where this engagement with academic journals and recent research is sought. It has since been used on other postgraduate courses within the School of Education, University of Northampton. There is no reason why it could not also be used with undergraduates with additional scaffolding.

License: CC BY-NC-SA

This material explores how children’s creativity can be fostered and celebrated, and considers how children can be supported to think critically through effective teaching that incorporates sustained shared thinking (SST). The presentation slides link to practice examples for consideration, and provide video and Youtube clips to watch to inspire different ways of providing effective early learning opportunities, personally and with colleagues, that will enable people to assess their own skills in supporting creativity, critical thinking and SST and in helping children with these higher level thinking and analytical skills.

The material will support Early Childhood Studies students and Early Years Teacher Trainees working towards Early Years Teacher Status. Senior practitioners could use the content to support colleagues to improve their practice and to raise the quality of their setting.

License: CC BY-NC-SA

This presentation was made to 1st Year students studying for a BA in Special Education Needs at the University of Northampton. The purpose of the session is to introduce the youth work profession and to ‘try out’ planning a project for young people that includes recommendations from the OFSTED report ‘Critical issues in the provision of youth work for young disabled people’. The presentation covers:

  • Who youth workers are?
  • The meaning of the term ‘Youth Work’
  • What is it all about?
  • National Occupational Standards including the key purpose, youth work values and competencies
  • Youth work context
  • Employment
  • Critical issues in the provision of youth work for young disabled people (OFSTED Report)
  • Taking youth work for disabled young people forward:  rising to the challenge

The session concludes with students carrying out a small group work exercise to create a poster for an imaginary youth project that reflects the values of youth work practice.

License: CC-BY-NC

This e-tivity is aimed at postgraduate health and social care students who wish to explore the factors that influence the demands for health and social care and the subsequent political agenda and consequences of a range of choices to be considered in relation to spending on the health and social care system. It is currently used by students within an MSc module. It could be adapted for students who wish to understand the political agenda, changing needs, wants and desires of people who use the health and social care system in England.

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This leaflet was developed as part of a project to enhance learning in practice for BSc Nursing (Adult) student nurses. By involving patients and carers in giving feedback on the undergraduate nursing students skills of communication, compassion, maintaining privacy and dignity, and respect for patients, the student mentor/assessor can enable the student to reflect and learn from this feedback. There is the opportunity to revise the text and change the picture in the leaflet to make the tool more appropriate for other nursing and midwifery students.

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Within the University of Northampton these e-tivities have been used to support the development of nurses and allied health professionals undertaking a practice education programme to develop knowledge/understanding and critical thinking skills in order to enhance their mentor/assessor roles.  The e-tivities have been supported by online moderation and a group discussion board which has helped motivate and guide participants by enabling them to share templates which support these activities. These materials may be useful for practice educators/mentors who wish to enhance their practice. The materials can also be used as practical activities by educators within Higher Education Institutions (HEIs) who teach on mentorship/practice education programmes, and are best used when accompanied by online moderation or supportive face-face discussion to motivate and embed learning. The resource is designed to encourage student interaction and peer reflection and all these activities direct students to online discussion forums which will require being set-up and managed by an online facilitator.

License: CC BY-NC-SA

These e-tivities are aimed at health professionals who are committed to improving their current practice. Completion of the e-tivities will enable them to improve their ability to develop, implement and advance their current practice by continuously adapting to a changing user profile and practice setting while considering change management principles.

The e-tivities have been used within occupational therapy courses at the University of Northampton. They are designed to encourage student interaction and peer reflection and some of these activities direct students to blogs which will require being set-up and managed by an online facilitator.

License: CC BY-NC-SA

The videos demonstrate the surface anatomy of the anterior and posterior compartments of the leg. They are anatomy resources suitable for podiatrists predominantly but would also be suitable for anyone who requires an appreciation of the visible anatomy in the human leg. The resources have been used within podiatry programmes offered by the University of Northampton.

License: CC BY-NC-SA

The work book is intended to introduce and give a foundation of information on the anatomy and physiology of the endocrine system. In context, this work book was developed and used within an anatomy and physiology (A&P) module, delivered for undergraduate Paramedic Science students which includes the A&P of the 11 different systems in order to introduce the endocrine system. This work book should introduce the students to the basic principles to facilitate their own reading on the subject. The work book is aimed at undergraduate A&P students and can be used as a standalone material or as pre-work prior to a face-to-face session.

License: CC BY-NC-SA

This is a case study exercise for use with Psychology undergraduate students to help them reflect on the application of ethical guidelines in research studies, and debate ethical dilemmas. The materials can be used as a class discussion activity, with each group of students focusing on a different case and then feeding back their thoughts to the whole class.

License: CC-BY-NC

OERs from the Faculty of Business and Law:

OERs from LLS (Library & Learning Services):

The material is designed for use by staff working in Higher Education Institutions (HEIs) and involved in teaching and/or supporting learning.  It is specifically designed to support those wanting to plan their work towards, Descriptors 1, 2 or 3 of the UK Professional Standards Framework (UKPSF).

Within the University of Northampton, the UKPSF Self-Audit Tool is introduced as part of a regular (two-hour) interactive workshop which forms an introduction to the institutional CPD Scheme (Change-Maker @ Northampton – Development Opportunities (C@N–DO)) and to the UK UKPSF, and which enables participants to explore how the UKPSF applies to their individual experience as HE professionals.  Participants take part in an interactive activity in which they review existing skills & experience in discussion with others, celebrate their achievements and share strategies to address current challenges faced in teaching and supporting learning.  This discussion forms the basis for individuals to make a start on their personal Self-Audit of their experience and skills.  The completed Self-Audit is brought to an individual meeting in which it serves as the basis for discussion of their professional recognition goals and the design of their Professional Development route within the CPD Scheme.  The C@N-DO CPD Scheme is accredited by the Higher Education Academy (HEA) for the award of Associate Fellow (D1), Fellow )D2) and Senior Fellow (D3) of the HEA, and thus the Self-Audit Tool is informed by the criteria for these different categories of Fellowship.  It is deliberately not designed as a definitive assessment of readiness for any particular category of Fellowship, but more as an indicator of appropriate targets and of areas for development and learning.

License: CC-BY-NC-SA

The material is a slide capturing the varying models of Peer Observation that are reflected in the literature of Peer Observation in Higher Education.  It is designed for use by staff working in Higher Education Institutions (HEIs) and involved in teaching and/or supporting learning, to develop their awareness and understanding that there are different types of peer observation, and to help them identify the types of development goals they bring to the opportunity to observe or to be observed.

Within the University of Northampton, the Framework is introduced as part of a 3-hour interactive workshop called Peer Observation for Development which forms part of the institutional CPD Scheme (Change-Maker @ Northampton – Development Opportunities (C@N–DO)) and contributes to Area of Activity 5 of the UK Professional Standards Framework (UKPSF).  It enables participants to explore their previous experience of Peer Observation, to consider aspects of process which help to ensure that the process is productive for both participants, and to take them through steps in preparing for an actual instance of peer observation of their own practice or that of a colleague.  The Framework is used to help them identify their own perceptions of Peer Observation and the choices they can make to ensure that peer observation is effective for them.

License: CC-BY-NC-SA

This learning package is designed for use by staff working in Higher Education Institutions (HEIs) and involved in teaching and/or supporting learning.  It is specifically designed to support those wanting to claim, or work towards, Descriptors 1, 2 or 3 of the UK Professional Standards Framework (UKPSF).

The learning package contains three materials: the UKPSF Game Board, the UKPSF Self-Audit Tool, and the instructions for the game.

Within the University of Northampton, the UKPSF Game is used in 2-hour workshops which form an introduction to the institutional CPD Scheme (Change-Maker @ Northampton – Development Opportunities (C@N–DO)) and to the UKPSF, which enables participants to explore how the UKPSF applies to their individual experience as HE professionals.  The UKPSF Game is designed as a fun way to review existing skills and experience in discussion with others, to celebrate achievements and share strategies to address current challenges faced in teaching and supporting learning.  Participation in the UKPSF Game forms the basis for individuals to create a Self-Audit of their experience and skills as the basis for their Professional Development Plan within the CPD Scheme.  The C@N-DO CPD Scheme is accredited by the Higher Education Academy (HEA) for the award of Associate Fellow (D1), Fellow (D2) and Senior Fellow (D3) of the HEA, and thus the Self-Audit Tool used as part of the UKPSF Game is informed by the criteria for these different categories of Fellowship.  It is deliberately not designed as a definitive assessment of readiness for any particular category of Fellowship, but more as an indicator of appropriate targets and of areas for development and learning.

Within the workshop context, after a brief introduction to the UKPSF, individuals play the UKPSF Game in small groups of 4-6, and add entries to page 2 of the Self Audit document as they do so, in line with the instructions for the game.  The game generally runs for about 1-1.5 hours.  At the end of the game, participants are invited to start their Self-Audit mapping on page 1 of the Self-Audit Tool, and the structure of the C@N-DO CPD Scheme is explained.  Work continues after the workshop: participants complete their Self-Audit and bring it to an Individual Meeting to discuss their goals and plan a CPD route towards them.

This version builds on the earlier UKPSF Game developed by Kathy Wright, HEA.

License: CC-BY-NC-SA