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Making online tutorials effective

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Workshop slides for R06 Open University Staff Development Conference 2013

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Making online tutorials effective

  1. 1. Making online tutorials effective While you wait to start please be kind enough to fill out the first part of the survey. If you are connected to wireless you can access the survey at http://goo.gl/QZ0oBI Mandy Honeyman MCT Faculty - AL - TU100 & TT284
  2. 2. Why are we here? It’s not to talk about the technology. However…. Please do take a couple of minutes to meet other people on your table and discuss your experience with OU Live… 30/11/2013 m.honeyman@open.ac.uk
  3. 3. Some OU Live issues Issues Solutions (9 Nov) Blackboard Collaborate network and software 1. change connection setting 1. There have been session connection problems 2. related to user OS or 2. Application Sharing and particular versions of PPT PowerPoint conversion 3. upcoming software update 3. Clip Art toolset and library Java updates LTS Helpdesk fully briefed and can talk users through what they need to do to rectify the problems with their local Java set up. Also covered in the OU Live Troubleshooting Guide. Please log all problems with LTS Helpdesk on (0)1908 653972 30/11/2013 m.honeyman@open.ac.uk
  4. 4. Some of the reasons we are here “With Elluminate there is frequently a feeling of rushing to get your point made before the session moves on, which to me feels quite isolating.” Student -- TU100 13B “…the enthusiastic amateur model has done all it can.” Laurillard – 1994 “educators need to pay more attention to deploying technologies in pedagogically effective ways” MacDonald & Campbell -- 2012 30/11/2013 m.honeyman@open.ac.uk
  5. 5. It’s not surprising… “…little if any literature has identified how practitioners could use existing pedagogic strategies and models to support using mixed media. This study regards the importance of identifying current pedagogic strategies and models to support practitioners’ use of SAC as central to more effective use of this technology.” De Freitas, S. and Neumann, T. (2009) 30/11/2013 m.honeyman@open.ac.uk
  6. 6. Themes 1: Developing relationships and 4: Facilitating in a demanding social presence environment • Developing relationships with learners • Social presence 2: Planning for learning • • • • Creating a learning community Preparing learners Planning learning activities Combining technologies • • • • The demands of web conferencing Roles and responsibilities Facilitating interaction Feedback 5: Understanding and managing self • Understanding and managing self 3: Technology shapes practice • Technology shapes practice • Technology in use 30/11/2013 m.honeyman@open.ac.uk
  7. 7. an effective tutorial students interacting well with – the material – me – each other – the technology interaction = engagement = effectiveness 30/11/2013 m.honeyman@open.ac.uk
  8. 8. Five principles for effective engagement • define purpose & outcomes • structure, plan, prepare and design for participant engagement • define roles & responsibilities • be creative • ensure processes exist for consolidation 30/11/2013 m.honeyman@open.ac.uk
  9. 9. define purpose & outcome • Define session purpose • Define session outcomes • Ensure alignment with wider contextual and linked activity objectives 30/11/2013 m.honeyman@open.ac.uk
  10. 10. an objective for this workshop to understand how we might make online tutorials more effective to define an online tutoring goal for ourselves using this understanding 30/11/2013 m.honeyman@open.ac.uk
  11. 11. Learning Objectives • Questions to discuss: – Why might objectives improve engagement? – Why set objectives? – What do good objectives look like? Please choose someone from your table to report back. 30/11/2013 m.honeyman@open.ac.uk
  12. 12. Why might objectives improve engagement? 30/11/2013 m.honeyman@open.ac.uk
  13. 13. Five principles for effective engagement • define purpose & outcomes • structure, plan, prepare and design for participant engagement • define roles & responsibilities • be creative • ensure processes exist for consolidation 30/11/2013 m.honeyman@open.ac.uk
  14. 14. structure, plan, prepare and design for participant engagement Facilitated Investigation • Tutor coaches, student adopts, knowledge construction, open activities • Range of tutor managed peer/tutor/external interactions Guided Exploration • Tutor guides, student extends, knowledge exploration, closed activities • Range of student managed peer and tutor interactions Active induction • tutor instructs, student accesses resources, socialisation, closed tasks • range of tutor managed student-tutor interactions 30/11/2013 encourage increasing diversity of interaction m.honeyman@open.ac.uk
  15. 15. interactions: Learner Content Tutor Learner Content Tutor Interface 30/11/2013 m.honeyman@open.ac.uk Interface
  16. 16. Plan for interactions Tools Use the ranking grid in the survey to think about which of the tools in OU Live help most with student interactivity 30/11/2013 m.honeyman@open.ac.uk
  17. 17. Did you select the “Mic” as #1? “Communication tools such as text chat and polling are also valuable and need to be integrated into sessions carefully so as not to discourage spoken interaction.” Kear, 2012 30/11/2013 m.honeyman@open.ac.uk
  18. 18. Moving time • Grab a small coloured card from in front of you – move to the table that matches your card colour – take your survey (and personal items) with you – find the table with the A4 sheet that matches the colour of your small card – take a seat – pick someone to report back for the table Discuss: What about all those students who won’t use a mic? What do you think of video? 30/11/2013 m.honeyman@open.ac.uk
  19. 19. Technologies Discuss: What about all those students who won’t use a mic? What do you think of video? Mic Video Poll quiz use of whiteboard by student breakout rooms chat 30/11/2013 application sharing m.honeyman@open.ac.uk
  20. 20. interaction What differences are there between interaction that is helpful to the tutor and that which is helpful to the student? Please complete the second ranking grid in the survey 30/11/2013 m.honeyman@open.ac.uk
  21. 21. Five principles for effective engagement • define purpose & outcomes • structure, plan, prepare and design for participant engagement • define roles & responsibilities • be creative • ensure processes exist for consolidation 30/11/2013 m.honeyman@open.ac.uk
  22. 22. define roles & responsibilities • • • • • leading facilitation technical support presentations/demonstrations feedback from breakout rooms etc 30/11/2013 m.honeyman@open.ac.uk
  23. 23. Five principles for effective engagement • define purpose & outcomes • structure, plan, prepare and design for participant engagement • define roles & responsibilities • be creative • ensure processes exist for consolidation 30/11/2013 m.honeyman@open.ac.uk
  24. 24. be creative Tell your neighbour/table about a brave or creative thing you think you have done already or would like to do in an online tutorial. 30/11/2013 m.honeyman@open.ac.uk
  25. 25. Room shuffle setting: “allow participants to move themselves to breakout rooms” Student 1 2 3 4 5 7 8 9 10 11 12 11 13 14 15 16 13 Room 6 12 14 15 16 13 4 8 12 First breakout session 1 2 3 4 5 6 7 8 9 10 Second breakout session 1 6 10 14 5 2 11 15 9 3 7 16
  26. 26. Five principles for effective engagement • define purpose & outcomes • structure, plan, prepare and design for participant engagement • define roles & responsibilities • be creative • ensure processes exist for consolidation 30/11/2013 m.honeyman@open.ac.uk
  27. 27. Plenaries • “Any questions?” • What goal will you set for yourself in order to continue to improve your pedagogy in online tutorials? Please complete the survey… 30/11/2013 m.honeyman@open.ac.uk
  28. 28. Thank you • m.honeyman@open.ac.uk • please pass the survey forward or submit it • I will put this presentation online in the OU Live Wiki and slideshare.net

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