This document summarizes an online tutoring webinar about getting the most out of students. It discusses reviewing learning styles and applying them to tasks. It provides examples of scenarios that may come up, such as a student dominating discussions or not participating. It also discusses challenges of online learning like providing timely feedback and keeping different types of students engaged. Effective strategies discussed include encouraging peer feedback, keeping conversations going, and summarizing to engage all students.
This document summarizes an online tutoring webinar about getting the most out of students. It discusses reviewing learning styles and applying them to tasks. It provides examples of scenarios that may come up, such as a student dominating discussions or not participating. It also discusses challenges of online learning like providing timely feedback and keeping different types of students engaged. Effective strategies discussed include encouraging peer feedback, keeping conversations going, and summarizing to engage all students.
This document summarizes an online tutoring webinar about getting the most out of students. It discusses reviewing learning styles and applying them to tasks. It provides examples of scenarios that may come up, such as a student dominating discussions or not participating. It also discusses challenges of online learning like providing timely feedback and keeping different types of students engaged. Effective strategies discussed include encouraging peer feedback, keeping conversations going, and summarizing to engage all students.
Online tutoring part 3: getting the most out of your students
Review last time terms and 5 step model More swimming and learning styles Applying learning styles to tasks Some examples in practice Setting up and running a task Some scenarios to deal with Aims Where are you from? Map from: http://www.pictures.com.bd/blank-map-world-pictures/ Idea from: Map of the world as featured in Teaching Online by Hockley and Clandfield DELTA 1.I had my bike stolen yesterday. 2.Ill be in Yorkshire all next week. 3.Ive taken 22 flights this year all ready. 4.My favourite film is the Lords of the Rings trilogy. 5.I have been spinning three times this week 1. I had my bike stolen yesterday. 2. Ill be in Yorkshire all next week. 3. Ive taken 22 flights this year all ready. 4. My favourite film is the Lords of the Rings trilogy. 5. I have been spinning three times this week. How would you do this exercise asynchronously? http://www.gillysalmon.com/fiv e-stage-model.html v Synchronous Asynchronous VLE Blended learning Off-the-peg Bespoke Swimmer Lurker Waver Drowner Netiquette LMS The Swimmer The Waver The Drowner Salmon (2000:112): VAK Honey and Mumford term the learning styles as: 1. Reflector - Prefers to learn from activities that allow them to watch, think, and review (time to think things over) what has happened. Likes to use journals and brainstorming. Lectures are helpful if they provide expert explanations and analysis. 2. Theorist - Prefer to think problems through in a step-by-step manner. Likes lectures, analogies, systems, case studies, models, and readings. Talking with experts is normally not helpful. 1. Pragmatist - Prefers to apply new learning to actual practice to see if they work. Likes laboratories, field work, and observations. Likes feedback, coaching, and obvious links between the task-on-hand and a problem. 1. Activist - Prefers the challenges of new experiences, involvement with others, assimilation and role-playing. Likes anything new, problem solving, and small group discussions. The question is, how will these four learning types be kept engaged in an online course? Adapted from Teaching Online by Hockly and Clanfield 2010 DELTA Course Site Tools Chatware Blogs / Wikis Word clouds Comic creator sites Video sharing sites Survey sites Sound recorders Slideshows and slideshow sites Maps Shared whiteboard Mind maps Movie creator sites Podcasts / Podcast tools Quiz makers Poster sites Setting up and running a task Netiquette Swimmers, Wavers, Drowners, Lurkers 1. Which of the following would you do if you had set up a Discussion Board at the start of an online course, but nobody had used it? A Check that all participants know what to do by reminding them of how to post a message. Send this by email. B Post a message (i.e. a questions to discuss) yourself. C Insist that everybody posts a message, say, at least once a week from the start of the course. D Post a message encouraging / urging participants to post a message. E Leave participants to use the Discussion Board when they want to. After all, its okay to be a passive learner. Scenario 2 Having set up an open discussion for all the students on the course, the tutor expected a generally balanced participation in the discussion from everyone. However, though there is a class of 12, one student is dominating the discussion by posting repeatedly and often. Though the contributions are for the most part valid, the frequency of the postings is clearly putting off others from contributing. How do you deal with the situation? Scenario 3 Most course participants are engaging well with the course, but there is one person who is very quiet. Scenario 4 Having set up a group task you get an email from one of the group members complaining about another member of the group. The email suggests that the member is not pulling their weight in the group task. What do you do? Scenario 5 A keen student who frequently posts first and also sends you emails has complained about you for not giving them enough support. The complaint is grounded on them feeling you are not giving them enough support. How do you deal with it? Scenario 5 A keen student who frequently posts first and also sends you emails has complained about you for not giving them enough support. The complaint is grounded on them feeling you are not giving them enough support. How do you deal with it? The swimmers have posted, should you give feedback? If you do, what will this do to the wavers and drowners. If you dont give feedback to the swimmers, how will they feel and react? One of the biggest differences with online learning is the issue of feedback. In the classroom students can see your body language and gauge how they have done. They might get instant feedback or even if you decide to delay it until a task finishes, theyll still get the feedback before the end of the lesson. Online one student might post an answer on Monday but the others not post until Wednesday. So, what do we do? One of the hardest things for a participant to understand is not getting feedback immediately. Feedback itself engages the learner and leads to a more participative course. Does giving feedback too early discourage some from taking part? A post from a swimmer might say something like "I think the best way to do it is X,Y,Z". If the tutor now posts, I agree then the wavers and drowners think OK thats the answer so I dont need to post. One way to get round this is to encourage peer feedback; getting the participants to comment. Though then we have to ensure that it is done sensitively. Something else we can do is try and keep the conversation going. Rather than posting as the 'tutor', do things like: - take on the role of an equal. - ask the participant to expand upon something they said. - make a suggestion about their answer. Weaving Summarising 1. What do you feel are the biggest differences between working with students face to face and online. 2. What things you personally feel you will need to consider when you start tutoring online. Reflection Thank you for taking part. Any (more) questions? shaunwilden@gmail.com Shaunwilden.co.uk Thank you for taking part. We look forward to seeing you at future OUP webinars. www.oup.com/elt/events
(APA Handbooks in Psychology) Bracken, Bruce A. - Geisinger, Kurt F. - APA Handbook of Testing and Assessment in Psychology - Vol. 3-American Psychological Association (2013) PDF