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Presention for the design of an online tutoring program

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  1. 1. An Internet-Based English Tutorial For NCC Community College
  2. 2.  Tutoring Center must use resources more efficiently:  Increase tutor time directly spent working with students.  Use excess time working on an online tutoring program.  Students increasing demand for more flexible tutoring services:  24/7 tutoring that caters to learner needs and preferences
  3. 3.  Form core team from tutors and supervisory staff in Tutoring Centers.  Request volunteers from faculty and IT staff to devote minimal amounts of time working with the core team.  Pick one subject/topic to begin.  Design, Pilot, & Evaluate
  4. 4.  NCC’s Tutoring Center Goals & Missions  Active Learning = Interactive Exercises  Interaction / Discussion = Blogs & Tutor Appointments  Learner Diversity Needs  Options for visual, auditory, & kinesthetic learners (VARK) = Podcasts, Exercises, & Text-Based Instruction  Navigation: simple, natural, reversible, user control  Instructional Explanations for students with different knowledge bases.
  5. 5.  Sorden’s Instructional Design Principles  Worked-out examples  Partially worked-out examples  Non-redundant audio & visual  Instructional explanations linked to but separate from exercises  Mayer’s Instructional Design Principles  Text near pictures  Conversational narration  Eliminate unnecessary material  User-control
  6. 6.  Podcasts – audio & visual instructional explanations  Chunked based on level and background knowledge.  Sense of ‘presence’  Conversational style: mimic tutoring session  Tutor only  Tutor with student  Blogs – discussion & interaction with peers & tutors  Tutors actively initiate, facilitate, and foster student involvement
  7. 7. Writers’ World Main page provides users Search NCC Online Tutoring with different search options Welcome! How can we help you? Home Click on the blue buttons to read more about the topic or the Click blue red link to listen to information about the topic. •Writing Papers buttons to Type word into •Punctuation Writing Papers More Resources read about search to locate •Grammar •Citation < < Read Listen > > < < Read Listen > > topics desired topic •More Resources addressed in Punctuation Instructor Sites •Contact a Tutor category < < Read Listen > > < < Read Listen > > •Instructor Sites •Blogs Grammar Contact a Tutor Click >red button to < < Read Listen > > < < Read Listen > See complete directory of listen to description Site Map all topics in Site Map Citation Blogs of topics addressed < < Read Listen > > < < Read Listen > > in category
  8. 8. Writers’ World When users click on blue buttons next to categories on home page, they open up a page NCC Online Tutoring Writing Papers > with information about the topics discussed Click on Writing Papers to find conversational question and more: written in answers to these questions format. • I have to write a paper. How do I get started? • I have to find information for my paper. Where should I search? • I’m having trouble organizing my ideas. What should I do? • I need to revise my paper. How do I find problems and fix them? • I have to write a summary. How is that different from an essay? • I have to use a header with page numbers. How do I do that in Word? • I have to write a 5-paragraph essay. How do I write an introduction? • I need to write a strong thesis statement. What does that mean? • I need to use transitions between paragraphs. What are transitions? For a full list of all topics covered in Writing Papers, click on Writing Papers on the Homepage or click here. Click to Return to Homepage
  9. 9. In each topic, users may read Writers’ World instructional explanations with Search NCC’s Online Tutoring Webpage examples and links to exercises Home > Writing Papers > Revising > Common Errors > Run-ons ... Home Run-ons •Writing Papers Click on your preference. •Punctuation •Grammar •Citation Read Explanations Listen to Explanations •Blogs •Contact a Tutor •Instructor Sites 1. Get Started 1. Get Started •More Resources 2. Refresh My Memory 2. Refresh My Memory 3. Review 3. Review Site Map . . . or they may listen to instructional podcasts with visuals of examples or mock tutoring sessions.
  10. 10. Writers’ World Search NCC’s Online Tutoring Webpage Home > Writing Papers > Revising > Common ErrorsEach topicListen > Run-ons > is separated into three different levels. Home Run-ons >> Listen Users are asked to 1. Get Started consider their previous •Writing Papers Level 1 – A: Understanding Sentence Parts – Nouns & Pronouns as Subjects •Punctuation knowledge and Level 1 – B: Understanding Sentence Parts - Verbs •Grammar Level 1 – C: Complete Sentences / Independent Clauses with the topic experience •Citation Level 1 – D: Parts that are independent and parts that are not when deciding where •Blogs 2. Refresh My Memory they want to start. In •Contact a Tutor Level 2 – A: Fixing run-ons – Option 1 = Periods •Instructor Sites addition, the podcasts are Level 2 – B: Fixing run-ons – Option 2 = Commas with coordinating conjunctions •More Resources Level 2 – C: Fixing run-ons – Option 3 = Semicolons into shorter divided Level 2 – D: Fixing run-ons – Option 4 = Change in word choice or sentence structure chunks giving users more Site Map 3. Review choice in identifying Level 3 – A: Quick review of several options for fixing run-ons. where they may prefer to start.
  11. 11. Writers’ World Each podcast Search NCC’s Online Tutoring Webpage Home > Writing and text-basedCommon Errors > Run-ons > Listen > Level 2 - A Papers > Revising > instructional Home page allows My Memory – Level 2 – A Run-ons – Refresh Click the blue icon to listen and watch the podcast. users to •Writing Papers comment on My Memory •Punctuation 2. Refresh •Grammar their experience2 – A: Fixing run-ons – Option 1 = Periods Level •Citation and offer suggestions original and the Exercises. of the student’s essay or work on Click to see the for in revised versions •Blogs •Contact a Tutor finding and fixing run-ons •Instructor Sites improvement. •More Resources Sample Essay Revised Essay Site Map Exercises Comments Did you find this helpful?
  12. 12. Writers’ World Search NCC’s Online Tutoring Webpage Home > Blogs Home Blogs •Writing Papers 1. Run-ons •Punctuation •Grammar Click on the following link: •Citation http://writersworldblog.blogspot.com •Blogs •Contact a Tutor •Instructor Sites Blog links offer users the opportunity to •More Resources engage in discussions about topics related to writing and ask questions seeking peer Site Map and tutor feedback.
  13. 13. Evaluation Measures • Evaluation will include a student survey which students will randomly be asked to complete before exiting the program. A set of 10 questions will gather information about the origin of users’ knowledge of the site, learning preferences, use of applications, and intentions for future use. • In addition, analytics options will be set to track frequency of use, duration of use, and number of clicks to specific pages hosting podcasts, written tutorials, links etc….
  14. 14. References Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995) Cognitive Tutors: Lessons Learned. Journal of the Learning Sciences, 4(2), 167-207. Arkin, M., Eisenberg, N., & Peters, A. (2001) Developing a Hybrid Tutoring Model in an Urban Community College. Retrieved January 22, 2009 from Education Resources Information Center (ERIC) database. Bryant, T., (2006) Social Software in Academia. EduCause Quarterly 29(2) Retrieved March 24, 2009 from the World Wide Web: http://net.educause.edu/ir/library/pdf/EQM0627.pdf. Church, G. M., (1999) The Human-Computer Interface and Information Literacy: Some Basics and Beyond. Information Technology and Libraries. (1) Retrieved November 10, 2008 from Gale Group database. Dvorak, J., (2004) Managing Tutoring Aspects of the Learning Assistance Center. Research for Educational Reform. 9(4) 39-51. Retrieved January 23, 2009 from Academic Search Complete Database. Educause. (2006) 7 Things You Should Know About Blogs. Educause. Retrieved March 22, 2009 from the World Wide Web: http://net.educause.edu/ir/library/pdf/ELI7006.pdf. Harbeck, J., Schweizer, M., & Pienkowski, N. (1998) Developing a Computer Assisted Tutorial: A Beginner’s Experience. Retrieved January 22, 2009 from Education Resources Information Center (ERIC) database. Kaplan-Leiserson, E. (2005) Trend: Podcasting in Academic and Corporate Learning. ASTD Learning Circuits. Retrieved March 22, 2009 from the World Wide Web: http://www.astd.org/LC/2005/0605_kaplan.htm.
  15. 15. . . . references continued LaPadula, M. (2003) A Comprehensive Look at Online Student Support Services for Distance Learners. American Journal of Distance Education 17(2) 119. Retrieved January 23, 2009 from Academic Search Complete Database. Ramaswami, R. (2008) The Prose of Blogging (and a Few Cons, Too). The Journal: Transforming Education Through Technology. Retrieved March 18, 2009 from the World Wide Web: http://www.thejournal.com/articles/23562. Seely-Brown, J. (2008) Learning in the Digital Age. Retrieved April 4, 2009 from the World Wide Web: http://www.johnseelybrown.com/learning_in_digital_age-aspen.pdf. Sheard, J., & Lynch, J. (2003) Accommodating Learner Diversity in Web-based Learning Environments: Imperatives for Future Developments. International Journal of Computer Processing of Oriental Languages. 16(4) 243-260. Sorden, S. D. (2005) A Cognitive Approach to Instructional Design For Multimedia Learning. Informing Science Journal. 8 (pp. 263-279). Wittwer, J. & Renkl, A. (2008) Why Instructional Explanations Often Do Not Work. Educational Psychologist 43(1) 49-64.