![H2 Learning
www.h2.ie
Traditionally the challenge of the Invisible Student
• Yet the role of the tutor is to support students become independent learners and
to engage in discussion
“In these settings [traditional, didactic educational settings], the student
is expected to know the right answer. He learned a long time ago that
it is best to stay silent if he does not know the answer, or is unsure of
it, for he knows that an admission of not knowing would be used as
evidence of inadequate study or lack of intelligence.”
(Barrows, 1992; p. 22)](https://image.slidesharecdn.com/sometimes-itisgoodtotalk-130531160315-phpapp02/85/Sometimes-it-is-good-to-talk-12-320.jpg)
![H2 Learning
www.h2.ie
A Tutor Perspective
“I suppose the official purpose of the tutorials is to
expand on the lecture and maybe I do see a
slightly differently [nervous laughter again]
purpose. I didn‟t intend it but it is what has
emerged and I now see they have a huge
purpose in breaking down the isolation of the
students and building a community of
learners. You know helping the students in that
community [develop] perspective taking,
problem solving … but just seeing different
points of view, sharing of ideas”
Tutor View
“I don‟t like the sound of my
own voice too much of it
[nervous laughter] so I love to
give voice to others and to
build up the team and that
everybody in the classroom is
teaching, like using all the
resources in the classroom,
that it is not just one teacher
but everybody has
something to teach and to
share and to try and draw
that ”
Tutor View](https://image.slidesharecdn.com/sometimes-itisgoodtotalk-130531160315-phpapp02/85/Sometimes-it-is-good-to-talk-25-320.jpg)
![H2 Learning
www.h2.ie
So what do we do around here …?
• Onus on the institution to develop the appropriate signature
pedagogy to ensure students do well.
• This will differ between institutions and programmes
“Signature pedagogy is ultimately associated with the performance of the
students. If they are not doing well then the signature pedagogy isn’t
appropriate.” [emphasis added]
(Shulman, 2005; p.56)](https://image.slidesharecdn.com/sometimes-itisgoodtotalk-130531160315-phpapp02/85/Sometimes-it-is-good-to-talk-31-320.jpg)
![H2 Learning
www.h2.ie
References
• Ashwin, P. (2005). 'Variation in students‟ experiences of the „Oxford Tutorial''. Higher Education, 50,
631–644.
• Ashwin, P. (2009). Analysing Teaching-Learning Interactions in Higher Education: Accounting for
Sturcture and Agency. New York: Continuum.
• Barrows, H. S. (1992). The Tutorial Process. (Revised Ed.). Springfield, IL: Southern Illinois University
School of Medicine.
• Brookfield, S. and Preskill, S. (2005). Discussion as a way of teaching. (Vol. Second). San Francisco:
Jossey-Bass.
• Chi Ng, K. (2007). 'Replacing Face-to-Face Tutorials by Synchronous Online Technologies:
Challenges and Pedagogical Implications'. [Online]. International Review of Research in Open and
Distance Learning, 8 (1), 1-15. Available at: http://www.irrodl.org/index.php/irrodl/article/view/335/764.
[Last accessed September 1 2011].
• Duensing, A., Stickler, U., Batstone, C. and Heins, B. (2006, July 2006). Face-to-face and online
interactions - is a task a task? Paper presented at the Crossing Frontiers: Languages and the
International Dimension Conference. Cardiff University.
• Finkelstein, J. (2006). Learning in Real Time: Synchronous Teaching and Learning Online. San
Francisco, CA: Jossey-Bass.](https://image.slidesharecdn.com/sometimes-itisgoodtotalk-130531160315-phpapp02/85/Sometimes-it-is-good-to-talk-42-320.jpg)
![H2 Learning
www.h2.ie
References
• Hyder, K., Kwinn, A., Miazga, R. and Murray, M. (2007). Synchronous e-Learning. Santa Rosa, CA: The
eLearning Guild.
• Kear, K., Chetwynd, F., Williams, J. and Donelan, H. (2012). 'Web conferencing for synchronous online
tutorials: Perspectives of tutors using a new medium'. Computers & Education, 58, 953-963.
• Kogut, G. and Silver, R. (June 2009). Teacher Talk, Pedagogical Talk and Classroom Activities: Another
Look, Redesigning Pedagogy International Conference. Singapore.
• Laurillard, D. (2002). Rethinking University Teaching: A conversational framework for the effective use of
learning technologies. (Second Ed.). London and New York: Routledge Falmer.
• Laurillard, D. (2012). Teaching as a Design Science. Building Pedagogical Patters for Learning and
Technology. New York and London: Routledge.
• Mason, R. (2001). 'Effective facilitation of online learning: the Open University experience'. In J. Stephenson
(Ed.), Teaching and learning online: New pedagogies for new technologies. London: Kogan Page.
• Marks, L., Jackson, M., Marks, D. and Wilcox, D. (2010). Impact of an online tutorial on postgraduate
students‟ literature research skills. [Online]. Available at: www.gla.ac.uk/media/media_148359_en.pdf. [Last
accessed June 10 2012].](https://image.slidesharecdn.com/sometimes-itisgoodtotalk-130531160315-phpapp02/85/Sometimes-it-is-good-to-talk-43-320.jpg)
![H2 Learning
www.h2.ie
References
• Palloff, R. M. and Pratt, K. (2011). The Excellent Online Instructor. San Francisco, CA: Jossey-Bass.
• Price, L., Richadson, J. T. E. and Jelfs, A. (2007). 'Face-to-face versus online tutoring support in distance
education'. Studies in Higher Education, 32 (1), 1-20.
• Rourke, L., Anderson, T., Garrison, R. D. and Archer, W. (1999). 'Assessing Social Presence in
Asynchronous Text-based Computer Conferencing'. Journal of Distance Education, 14 (2), 50-71.
• Shulman, L. S. (2005). 'Signature pedagogies in the professions'. Daedalus, (Summer), 52-59.
• THES Editorial. (1996). Tutorial system on the way out. [Online]. Available at:
http://www.timeshighereducation.co.uk/story.asp?storyCode=93627§ioncode=26. [Last accessed
June 18th 2012].
• Watkins, C., Carnell, E., Lodge, C., Wagner P. and Whalley C. (2002). 'Effective Learning'. Institute of
Education International Network for School Improvement Research Matters Series (17).](https://image.slidesharecdn.com/sometimes-itisgoodtotalk-130531160315-phpapp02/85/Sometimes-it-is-good-to-talk-44-320.jpg)
Sometimes it is good to talk
- 1. H2 Learning www.h2.ie Sometimes it is good to talk – Towards a signature pedagogy for synchronous online tutorials Michael Hallissy, H2 and Hibernia College
- 3. H2 Learning www.h2.ie Presentation • Teaching Online – a perspective • The Online Tutorial • MATL Case-study – Data Collection & Analysis • Implication for Professional Practice • Discussion
- 4. H2 Learning www.h2.ie Introduction • Founding partner in H2 Learning – Assist institutions embed digital technologies to enhance teaching, learning and assessment practices • Former director the MATL in Hibernia College – Lead tutor in the Certificate in i-Learning • Completing EdD in Institute of Education, London • "Building teacher professionalism in teaching-learning interactions between online tutors and learners during synchronous tutorials – a case study from Hibernia College”
- 5. H2 Learning www.h2.ie Elements of Teaching Online
- 6. H2 Learning www.h2.ie The Challenge of facilitating Active Discussion Online • OU noted that “active discussion” has long been one of the aspects that is difficult to provide in distance education, with tutorials and summer schools being the usual means of achieving this” (Mason, 2001; 73) • Since 1988 significant body of research on discussion and online courses in HE – Majority focused on asynchronous technologies – forums particularly. • But today new options – Expansion of broadband – New technologies to support live interaction
- 7. H2 Learning www.h2.ie Technology and what it can do Today we have: • Synchronous Computer-mediated conferencing technologies (SCMC) – AT&T Connect, Adobe Connect, Wimba, Elluminate, Lync etc. “Computer-mediated conferencing (CMC) is unique among distance education media because of its ability to support high levels of responsive, intelligent interaction between and among faculty and students while simultaneously providing high levels of freedom of time and place to engage in this interactivity.” (Rourke et al., 1999; 50)
- 8. H2 Learning www.h2.ie Synchronous Learning Environments “Synchronous learning is live, real-time (and usually scheduled), facilitated instruction and learning-oriented interaction.” (Hyder et al., 2007: p. 1)
- 9. H2 Learning www.h2.ie Teaching perspectives SCMC technologies can support (Watkins et al., 2002)
- 10. H2 Learning www.h2.ie THE ONLINE TUTORIAL
- 11. H2 Learning www.h2.ie What do we mean by an online tutorial? • The Oxford/Cambridge University notion of a tutorial (Ashwin, 2005) • The Higher Education notion of a 1 on 1 tutorial (THES Editorial, 1996) • The large group face-to-face tutor group (Barrows, 1992) • An online pre-recorded tutorial – (e.g. a software walkthrough using Captivate) (Marks et al., 2010) • Multiple types of „online synchronous tutorials‟ – (Chi Ng, 2007; Kear et al., 2012; Price et al., 2007; Duensing et al., 2006) • The challenge – Price (2007) found there was an issue in relation to student and tutor expectations of what is a tutorial?
- 12. H2 Learning www.h2.ie Traditionally the challenge of the Invisible Student • Yet the role of the tutor is to support students become independent learners and to engage in discussion “In these settings [traditional, didactic educational settings], the student is expected to know the right answer. He learned a long time ago that it is best to stay silent if he does not know the answer, or is unsure of it, for he knows that an admission of not knowing would be used as evidence of inadequate study or lack of intelligence.” (Barrows, 1992; p. 22)
- 13. H2 Learning www.h2.ie Traditionally Interrogation is key part of a Tutorial “However, a general structure appears to be that there will be an interrogation, whether questioning or discussion, of the work that the student(s) have completed in preparation for the tutorial.” (Ashwin, 2009; 633)
- 14. H2 Learning www.h2.ie The challenge for teaching faculty NOT to dominate “Teachers should share their knowledge and understanding in discussion only to help students gain a personal and critical perspective on what is learned, not to show off in front of them.” (192) • Faculty domination of classroom interaction – “they think that they‟re supposed to – it‟s what the institution expects, it‟s what their colleagues do, and it‟s what the students demand.” (197) • Creating a democratic classroom (Brookfield and Preskill, 2005)
- 15. H2 Learning www.h2.ie Dispositions for a Democratic Classroom http://bcfamily.ca/sweet-humility 1. Hospitality 2. Participation 3. Mindfulness 4. Humility 5. Mutuality 6. Deliberation 7. Appreciation 8. Hope 9. Autonomy (Brookfield and Preskill, 2005)
- 17. H2 Learning www.h2.ie MATL Tutorial • Entire class event (20-30) • Pre-arranged time in the calendar • Tutor and students on line together • Opportunity to “unpack” the lesson content • Recorded and available for download later • Tutor training provided in advance http://meylah.com/meylah/planning-your-online-tutorial
- 18. H2 Learning www.h2.ie Students are NOT always clear of their role Purpose of the tutorial Percentage Opportunity for tutor to present new content 57% Opportunity for tutor to revise content presented in the recorded lesson 93% Opportunity for students to raise questions and discuss the lesson content 100% Opportunity for students to work in small groups online 20% Opportunity for students to present their work to colleagues 21%
- 19. H2 Learning www.h2.ie Are they engaged during these sessions?
- 20. H2 Learning www.h2.ie Or are they otherwise engaged?
- 21. H2 Learning www.h2.ie Challenges facing tutors online “Instructors who are new to the online environment may struggle with the transition from the central figure in the learning process to a facilitator or guide of that process.” (Palloff and Pratt, 2011)
- 22. H2 Learning www.h2.ie Analysis of online tutorial interactions So what is going on in theses spaces? What knowledge do tutors need to participate effectively?
- 23. H2 Learning www.h2.ie Overall Finding – teacher dominated events Tutor 1 Tutor 2 Tutor 3 Tutor 4 Tutor 5 Tutor 6 Tutor 7 FIAC Codes T1 T10 T1 T10 T1 T10 T1 T10 T1 T1 T1 Code 1 Code 2 0 0 5 2 1 3 1 0 1 4 3 Code 3 21 28 6 7 3 0 1 4 16 5 9 Code 4 4 2 8 6 11 17 2 4 4 8 10 Code 5 32 46 14 18 22 26 60 67 62 14 38 Code 6 7 2 18 17 3 1 4 3 2 18 0 Tutor Talk 64 78 51 50 40 47 68 78 85 49 60
- 24. H2 Learning www.h2.ie Different Types of TeacherTalk Curriculum-related Any talk about the actual content or skills to be taught Organizational Talk to organize activities and participation patterns, to frame activities, provide general instructions, to set up, to move bodies; to manage time & space, to tell students what is coming next, to manage transitions, etc. Regulatory Disciplining, behavior management, class and student control by teacher. Generally with a negative connotation (cf. organizational). Test-strategy Explicit reference to testing, exams or test requirements; it might include advice on how to take tests. Informal Digressive whole class talk with teacher, e.g., teacher talks about the weather when it has no bearing on the topic taught or calls for time-out and chats with students; it does not include a group of students chatting in the classroom. Uncodable talk Talk that does not fall into any category defined above or if the utterance or the context of the utterance is not clear. Luke et al. (2005 in Kogut and Silver, June 2009; p. 8)
- 25. H2 Learning www.h2.ie A Tutor Perspective “I suppose the official purpose of the tutorials is to expand on the lecture and maybe I do see a slightly differently [nervous laughter again] purpose. I didn‟t intend it but it is what has emerged and I now see they have a huge purpose in breaking down the isolation of the students and building a community of learners. You know helping the students in that community [develop] perspective taking, problem solving … but just seeing different points of view, sharing of ideas” Tutor View “I don‟t like the sound of my own voice too much of it [nervous laughter] so I love to give voice to others and to build up the team and that everybody in the classroom is teaching, like using all the resources in the classroom, that it is not just one teacher but everybody has something to teach and to share and to try and draw that ” Tutor View
- 26. H2 Learning www.h2.ie FIAC Tutorial Analysis
- 27. H2 Learning www.h2.ie Mapping the Dispositions
- 28. H2 Learning www.h2.ie A sample deliberation activity – designing deliberation
- 29. H2 Learning www.h2.ie What are the implications for practice within the MATL? • Use the 9 dispositions to: – Inform a signature pedagogy for the MATL tutorials – Critical discussion to become a key element of all tutorials – Inform tutor teaching practices online – Inform the development of a community of practice for tutors – Create clear ground rules for tutors and learners – “Keep everybody visible and on their toes.” – Enable tutors to monitor/evaluate their performance – Ultimately lead to improved learner experiences
- 30. H2 Learning www.h2.ie Notion of a Signature Pedagogy • What is the form of instruction that leaps to mind when we (tutors and students) think of the MATL tutorial – – It should be critical discussion “They are the forms of instruction that leap to mind when we first think about the preparation of members of particular professions – for example in law, the quasi-Socratic interactions so vividly portrayed in Paper Chase.” (Shulman, 2005; p. 52)
- 31. H2 Learning www.h2.ie So what do we do around here …? • Onus on the institution to develop the appropriate signature pedagogy to ensure students do well. • This will differ between institutions and programmes “Signature pedagogy is ultimately associated with the performance of the students. If they are not doing well then the signature pedagogy isn’t appropriate.” [emphasis added] (Shulman, 2005; p.56)
- 32. H2 Learning www.h2.ie IMPLICATIONS FOR PRACTICE
- 33. H2 Learning www.h2.ie So how might institutions help faculty?
- 34. H2 Learning www.h2.ie Toolkit to Engage in Professional Discussions
- 35. H2 Learning www.h2.ie Tutorial Analysis Dispositions T1 T2 T3 Hospitality Participation – T Participation – S Mindfulness Humility Mutuality Deliberation Appreciation Hope Autonomy Perspective displayed by data Instructor Co-constructor Instructor Level Colour High Medium Low
- 36. H2 Learning www.h2.ie Process to codify and share tutor professional practice knowledge
- 37. H2 Learning www.h2.ie Sharing of Professional Practice Knowledge • This process provides the tutors with a set of tools to: – Capture their knowledge and skills – Codify their knowledge and skills – Analyse their knowledge and skills – Engage in action to improve their practice in the future – Work on strategies and techniques – Professional development activity NOT evaluation
- 38. H2 Learning www.h2.ie Thus … By adopting critical discussion as a signature pedagogy for the MATL, Hibernia College can assist tutors build their own professional practice knowledge with the ultimate goal of enhancing student learning on the programme.
- 39. H2 Learning www.h2.ie For other institutions • They can capture what is going on in their „live‟ sessions • Assist tutors to reflect on their role in such spaces • Decide if they need to establish a normative signature pedagogy • Work with tutors to develop their practice in line with the normative programme practice • Ultimately engage in professional conversations with tutors • Ensure that SCMC technologies deliver on their promise
- 41. H2 Learning www.h2.ie Thank You Michael Hallissy H2 Learning www.h2.ie mhallissy@h2.ie
- 42. H2 Learning www.h2.ie References • Ashwin, P. (2005). 'Variation in students‟ experiences of the „Oxford Tutorial''. Higher Education, 50, 631–644. • Ashwin, P. (2009). Analysing Teaching-Learning Interactions in Higher Education: Accounting for Sturcture and Agency. New York: Continuum. • Barrows, H. S. (1992). The Tutorial Process. (Revised Ed.). Springfield, IL: Southern Illinois University School of Medicine. • Brookfield, S. and Preskill, S. (2005). Discussion as a way of teaching. (Vol. Second). San Francisco: Jossey-Bass. • Chi Ng, K. (2007). 'Replacing Face-to-Face Tutorials by Synchronous Online Technologies: Challenges and Pedagogical Implications'. [Online]. International Review of Research in Open and Distance Learning, 8 (1), 1-15. Available at: http://www.irrodl.org/index.php/irrodl/article/view/335/764. [Last accessed September 1 2011]. • Duensing, A., Stickler, U., Batstone, C. and Heins, B. (2006, July 2006). Face-to-face and online interactions - is a task a task? Paper presented at the Crossing Frontiers: Languages and the International Dimension Conference. Cardiff University. • Finkelstein, J. (2006). Learning in Real Time: Synchronous Teaching and Learning Online. San Francisco, CA: Jossey-Bass.
- 43. H2 Learning www.h2.ie References • Hyder, K., Kwinn, A., Miazga, R. and Murray, M. (2007). Synchronous e-Learning. Santa Rosa, CA: The eLearning Guild. • Kear, K., Chetwynd, F., Williams, J. and Donelan, H. (2012). 'Web conferencing for synchronous online tutorials: Perspectives of tutors using a new medium'. Computers & Education, 58, 953-963. • Kogut, G. and Silver, R. (June 2009). Teacher Talk, Pedagogical Talk and Classroom Activities: Another Look, Redesigning Pedagogy International Conference. Singapore. • Laurillard, D. (2002). Rethinking University Teaching: A conversational framework for the effective use of learning technologies. (Second Ed.). London and New York: Routledge Falmer. • Laurillard, D. (2012). Teaching as a Design Science. Building Pedagogical Patters for Learning and Technology. New York and London: Routledge. • Mason, R. (2001). 'Effective facilitation of online learning: the Open University experience'. In J. Stephenson (Ed.), Teaching and learning online: New pedagogies for new technologies. London: Kogan Page. • Marks, L., Jackson, M., Marks, D. and Wilcox, D. (2010). Impact of an online tutorial on postgraduate students‟ literature research skills. [Online]. Available at: www.gla.ac.uk/media/media_148359_en.pdf. [Last accessed June 10 2012].
- 44. H2 Learning www.h2.ie References • Palloff, R. M. and Pratt, K. (2011). The Excellent Online Instructor. San Francisco, CA: Jossey-Bass. • Price, L., Richadson, J. T. E. and Jelfs, A. (2007). 'Face-to-face versus online tutoring support in distance education'. Studies in Higher Education, 32 (1), 1-20. • Rourke, L., Anderson, T., Garrison, R. D. and Archer, W. (1999). 'Assessing Social Presence in Asynchronous Text-based Computer Conferencing'. Journal of Distance Education, 14 (2), 50-71. • Shulman, L. S. (2005). 'Signature pedagogies in the professions'. Daedalus, (Summer), 52-59. • THES Editorial. (1996). Tutorial system on the way out. [Online]. Available at: http://www.timeshighereducation.co.uk/story.asp?storyCode=93627§ioncode=26. [Last accessed June 18th 2012]. • Watkins, C., Carnell, E., Lodge, C., Wagner P. and Whalley C. (2002). 'Effective Learning'. Institute of Education International Network for School Improvement Research Matters Series (17).
Editor's Notes
- #6: Moore’s notion of interaction Interaction with contentInteraction with tutorInteraction with peers
- #7: Learning at a distance has been around since 1890s1st online OU Course 1988 (Mason, 2001)
- #8: Key point is that the technology or the medium is not going to determine the quality of learningOkay you select a good product/tool but it is how you use it that counts – the lecturer is key in using the tool“The claims made for the educational value of CMC rest on the assumption that students learn effectively through discussion and collaboration” (Laurillard, 2002; 147)She notes that “the properties of a medium do not determine the quality of learning that takes place” (Ibid;147)
- #9: research around online learning highlights the need for students to be actively engaged in creating their own knowledge (Salmon, 2008; Hrastinski, 2009; van Alst and Hill, 2001)
- #12: Price et al. (2007), in a study conducted in the Open University, found that there was an issue in relation to student and tutor expectations of what constituted an ‘online tutorial’. It appears that the expectations, particularly those of the students, did not match those of the tutors and these were based primarily on student experiences in face-to-face tutorials within the OU or elsewhere.
- #13: The tutor typically adopts three roles –modelling, coaching and fading so that ultimately they can support the learners to become independent learners
- #15: Role of the teacher as a “discussion leader”They note that teachers that are democratically inclined often remain silent.If tutor is too enthusiastic the students “slip easily into the role of passive audience” (194)
- #22: The active construction of knowledge by learners through a process of real-time give-and-take is well-served in a live online setting (Finkelstein, 2006)The notion of Collaboration - "Collaboration is a key element to the success of an online learning environment (Conrad and Donaldson, 2004)No matter what technology we employ, it is still the human experience that is most important. Students learn from teacheres, their peers, and knowledge experts. No one learns from a computer" (Kimura, 2002)
- #23: Mixture of methods – FIAC and TPACK
- #29: a small-group discussion format designed to help students get the most out of an issue or case study by assigning them "positions" in terms of the issue presented by the case, asking them to generate arguments in favour of that position, then forcing them to argue against that position, and finally asking them to synthesize what they have learned into a position upon which both sides could most likely agree. http://ctl.utexas.edu/teaching-resources/teach-your-course/facilitate-with-intention/constructive-controversy/
- #32: Notion of Context