Teenaged Internet tutors’ level of interactivity by sharing knowledge with older learners
- 1. Teenaged Internet tutors’ level of interactivity by sharing knowledge with older learners Quiz-presentation Tiina Tambaum Tallinn University, Estonia tiina.tambaum@tlu.ee
- 2. A. Lksss sjsjs sakdjdj B. Öögkn etetb agaga C. Sjsjhs etete lldkd ddkdkdk D. Kdkdkd agaga etete wkdk Kjkjkj kjkjkjk kjkjk Q 1 (1) Question number and number of correct answers The question Multiple answer choice
- 3. A. has received great attention but tends to be mission impossible B. tends not to be a tacit process and it should be considered as an extra work Q 1 (1) Despite the fact that new technology is embedded into our everyday life the introduction of new technologies among older people
- 4. A. has received great attention but tends to be mission impossible B. tends not to be a tacit process and it should be considered as an extra work Q 1 (1) Despite the fact that new technology is embedded into our everyday life the introduction of new technologies among older people
- 5. In Europe 2/5 in the age group 16–74 do not have basic digital skills (most of them older adults) (Europe's Digital Progress Report 2017) In Estonia 2/5 in the age group 55–64 do not use Internet (Eurostat, 2017) Grey digital divide (Morris, Goodman & Brading, 2007). Lack of skills is the main reason (Tambaum, 2016; Europe's Digital Progress Report 2017) The introduction of new technologies among older people tends not to be a tacit process
- 6. A. grandchildren-grandparents know each other B. every user can do naturalistic tutoring C. no arguments, this is a stupid idea D. no arguments, they have limited skills What arguments support the idea to give teenagers the role of tutors for older people by learning e-skills Q 2 (1)
- 7. Q 2 (1) What arguments support the idea to give teenagers the role of tutors for older people by learning e-skills A. grandchildren-grandparents know each other B. every user can do naturalistic tutoring C. no arguments, this is a stupid idea D. no arguments, they have limited skills
- 8. Tutoring can be effective without the tutor having substantial domain knowledge, extensive training on effective tutoring techniques and several years of tutoring expeience. (Graesser et al., 1995) The idea to give teenagers the role of tutors for older people by learning e-skills is supportedby the definition of naturalisic tutoring
- 9. A. of high interactivity rate in tutoring dialogue B. the tutor is able to prove him/herself C. there is close match between tutor-learner D. the tutor has a refined X factor Graesser et al. (1995); Chi (2009) Q 3 (1) What determines the effectiveness of (naturalistic) tutoring: tutoring can be effective in case
- 10. A. of high interactivity rate in tutoring dialogue B. the tutor is able to prove him/herself C. there is close match between tutor-learner D. the tutor has a refined X factor Graesser et al. (1995); Chi (2009) Q 3 (1) What determines the effectiveness of (naturalistic) tutoring: tutoring can be effective in case
- 11. A. asking a question B. answering learner’s question C. scaffolding D. giving commands Chi et al. (2001) Q 4 (1) Which tutoring technique does not represent an interactive style of tutoring
- 12. A. asking a question B. answering learner’s question C. scaffolding D. giving commands Chi et al. (2001) Q 4 (1) Which tutoring technique does not represent an interactive style of tutoring
- 13. Chi et al. (2001), Tambaum & Normak (2014), Wood et al. (2010) Division of tutoring techniques into interactive and non-interactive ones is following:
- 14. Wood, Bruner & Ross (1976); Chi et al. (2001) Q 5 (1) What characterises a tutor implementing scaffolding technique in tutoring dialogue A. tutor uses loud voice and gestures a lot B. tutor doesn't speak much, only demonstrates C. direct instructions are gradually decreasing D. tutor prevents learner‘s making mistakes
- 15. Q 5 (1) A. tutor uses loud voice and gestures a lot B. tutor doesn't speak much, only demonstrates C. direct instructions are gradually decreasing D. tutor prevents learner‘s making mistakes Wood, Bruner & Ross (1976); Chi et al. (2001) What characterises a tutor implementing scaffolding technique in tutoring dialogue
- 16. hinting, pumping (“What else?” “What did we do last time?”) redirecting the learner decomposing the task reminding the learner of some aspect of the task describing the problem making fill-in-the-blank kinds of requests initiating the reasoning step asking a leading question highlighting critical features, comparing the current problem with a previous one providing an example, providing physical props completing the learners’ reasoning step executing parts of the skill the avoidance of any technique, including direct scaffolding, a tutor monitors a learner’s independent activities until the task has been accomplished or the learner encounters an overwhelming problem (non-teaching by Vygotsky (1997)). Direct scaffolding tactics Chi et al. (2001) and undirect scaffolding
- 17. Q 6 (1) Why teenagers’ ability to do naturalistic tutoring may not be enough for tutoring older learners? A. they will instruct even having no knowledge B. they try to prepare the session independently C. they use Internet rather unconsciously D. all cited above imply the risk of non-interactivity
- 18. Q 6 (1) Why teenagers’ ability to do naturalistic tutoring may not be enough for tutoring older learners? A. they will instruct even having no knowledge B. they try to prepare the session independently C. they use Internet rather unconsciously D. all cited above imply the risk of non-interactivity
- 19. A. The person knows what to do but can not do B. The person knows how to do but can not explain what to do C. The person knows how to do and can explain what to do D. The person does not know anything but does everything Polanyi (1967); Reber (1993); John R. Anderson et al. (1995); Gregory (2006) Q 7 (1) What is characteristic for tacit knowledge
- 20. A. The person knows what to do but can not do B. The person knows how to do but can not explain what to do C. The person knows how to do and can explain what to do D. The person does not know anything but does everything Polanyi (1967); Reber (1993); John R. Anderson et al. (1995); Gregory (2006) Q 7 (1) What is characteristic for tacit knowledge
- 21. Which interactive and non-interactive techniques teenage tutors use when teaching digital skills to older adults? Which scaffolding tactics teenaged tutors use? What are the reasons of unused opportunities of scaffolding? How does tutor’s previous experience with the given website (tacit knowledge), or the lack of it, influence the use of interactive tutoring techniques? How does tutor’s independent preparation or the lack of preparation for the session, influence the use of interactive tutoring techniques? Research questions
- 22. Research design 14 pairs of strangers – teenage tutor, older learner no prior training, no guide unlimited time one theme to be learnt defined by the learner and known for the tutor two cameras (persons, display) 10,2 hour of video data microgenetic approach statement coding by using ELAN
- 23. The grouping of tutors for some analyses YY with tacit knowledge prepared NY no tacit knowledge prepared YN with tacit knowledge unprepared NN no tacit knowledge unprepared
- 24. Which techniques prevailed in tutoring dialogue between teenagers and older learners Q 8 (2) A. Scaffolding B. Asking questions and answering C. Commanding D. Giving explanations, describing
- 25. Which techniques prevailed in tutoring dialogue between teenagers and older learners Q 8 (2) A. Scaffolding B. Asking questions and answering C. Commanding D. Giving explanations, describing
- 26. How many topic repetitions were needed for tutors to be ready for using more scaffolding tactics Q 9 (1) A. Tutors needed as many as 6 repetitions until more fluent scaffolding started B. Tutors never dared to start scaffolding C. They started to scaffold right from the beginning of session D. Older learners asked so many questions that there were no opportunities to scaffold
- 27. How many topic repetitions were needed for tutors to be ready for using more scaffolding tactics Q 9 (1) A. Tutors needed as many as 6 repetitions until more fluent scaffolding started B. Tutors never dared to start scaffolding C. They started to scaffold right from the beginning of session D. Older learners asked so many questions that there were no opportunities to scaffold
- 28. Tutors needed as many as 6 repetitions until more fluent scaffolding started Figure 1. The proportion of tutors’ scaffolding tactics. and unused scaffolding opportunities relative to all moves, by topic repetition. Direct and indirect styles of scaffolding are combined.
- 29. In an average of 4% of tutoring statements scaffolding opportunities were not used. Why? Q 10 (1) A. Common reasoning: tutor is somebody who needs to present his/her content knowledge B. Common reasoning: tutor is somebody who helps the learner to avoid mistakes. C: Tutor is impatient especially in a situation a learner was active but very slow D. Tutor uses direct instructions (says, what to do next) as a compensation mechanism for the learner’s recent effort E. All reasons listed below are correct.
- 30. Q 10 (1) A. Common reasoning: tutor is somebody who needs to present his/her content knowledge B. Common reasoning: tutor is somebody who helps the learner to avoid mistakes. C: Tutor is impatient especially in a situation a learner was active but very slow D. Tutor uses direct instructions (says, what to do next) as a compensation mechanism for the learner’s recent effort E. All reasons listed below are correct. In an average of 4% of tutoring statements scaffolding opportunities were not used. Why?
- 31. What type of tutors did use interactive techniques the most (although the usage was quite rare) Q 11 (1) A. YY: with tacit knowledge and prepared B. YN: with tacit knowledge but unprepared C. NY: with no tacit knowledge but prepared D. NN: with no tacit knowledge and unprepared
- 32. What type of tutors did use interactive techniques the most (although the usage was quite rare) Q 11 (1) A. YY: with tacit knowledge and prepared B. YN: with tacit knowledge but unprepared C. NY: with no tacit knowledge but prepared D. NN: with no tacit knowledge and unprepared
- 33. YY: with tacit knowledge and prepared NY: with no tacit knowledge but prepared YN: with tacit knowledge but unprepared NN: with no tacit knowledge and unprepared
- 34. What is your score? I got four points: Teenage tutors’ naturalistic tutoring dialogue is rather non-interactive and therefore insufficient for facilitating older people learning Teenage tutors need to be introduced interactive techniques of tutoring (including scaffolidng tactics) and of course in an interactive way The biggest risk to conduct tutoring in a non- interactive way is for YN (with tacit knowledge but unprepared) Teenage tutors need to be aware of reasons why interactive techniques tend to be unused.
- 35. tiina.tambaum@tlu.eeThank you! Related papers Tambaum, T. & Normak, P. (2014). Young Tutors Facilitating the Acquisition of Basic E-skills by Older Learners: The Problem of Selecting the Learning Topics. International Journal of Education and Ageing, 3(3), 191−210. Tambaum, T. (2017). Teenaged Internet tutors’ use of scaffolding with older learners. Journal of Adult and Continuing Education, 23(1), 97–118. doi:10.1177/1477971416672808 Tambaum, T. & Normak, P. (2018). Teenaged Internet tutors’ level of interactivity by sharing tacit and explicit knowledge with older learners. The European Journal for Research on the Education and Learning of Adults. In press.
- 36. YY: with tacit knowledge and prepared NY: with no tacit knowledge but prepared YN: with tacit knowledge but unprepared NN: with no tacit knowledge and unprepared
- 37. Figure 2. Proportions of tutors’ direct and indirect scaffolding styles relative to all scaffolding moves, by topic repetition