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Tutoring Matters Webinar Series
Tutoring Matters Webinar Series
Tutoring Matters is sponsored by
Knowing you:Learning Analytics, the Johari Window and Personal Tutoring
Tutoring Matters Webinar Series
Webinar Presenters
Ben WalkerHost
Ricky Lowes David Grey
Tutoring Matters Webinar Series
Knowing you: Learning Analytics, the Johari Window and Personal Tutoring
Ricky Lowes, Senior Personal Tutor, Plymouth Business School
List owner of [email protected]
Tutoring Matters Webinar Series
Data can enhance personal tutoring.
combined with human
Tutoring Matters Webinar Series
A few questions for you...
Tutoring Matters Webinar Series
Tutoring Matters Webinar Series
Tutoring is important but faces challenges
Tutoring Matters Webinar Series
The challenges of Personal Tutoring
Diverse student body
Worsening SSRs
Info overload
Competing demands
Specialised skills needed
No time
Student mental health
Tutoring Matters Webinar Series
Increased demand for Mental
Health Support from Students
Tutoring Matters Webinar Series
Personal tutoring?
Impersonal tutoring
Tutoring Matters Webinar Series
Revolution in the air?
The new world of ‘data everywhere’ opens up a potential game-changing opportunity to reinvent the role of academic advisor’
Lear
nin
g an
alyt
ics
Person
al tu
tors
Tutoring Matters Webinar Series
Personal Tutoring Policies
Institution Date of policy
Aston May 2012 updated September
2015
Birkbeck June 2012
Bolton 2013
Bournemouth (V1.2) August 2016
Bucks June 2014
Cumbria 22 June 2016
Greenwich 2013, amended 2017
Leeds 5th February 2014.
Leicester June 2016
Liverpool John
Moores
24th June 2013
London City Uni 2014
Newcastle 2010. Revised July 2016
Plymouth University 2012 /2016
Westminster April 2016
Tutoring Matters Webinar Series
Definition of learning analytics
the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs.
• Proceedings of the 1st International Conference on Learning Analytics and Knowledge (2011)
Tutoring Matters Webinar Series
Big data - the big picture
Tutoring Matters Webinar Series
Data – its uses
• Informing frontline staff
• Pedagogical adjustments
•Staff-student relationships
Tutoring Matters Webinar Series
Any learning analytics solution is only as good as the action it prompts.(Lawther, et al. 2016:21)
• ‘From Bricks to Clicks’
• [data collection and analysis] ‘has enormous potential to improve the student experience at university, by allowing the institution to provide targeted and personalised support and assistance to each student’ (Shacklock, 2016:4)
• [analytics systems and dashboards] ‘will be useful tools but not a panacea for student engagement /retention’,
• ‘Data is meaningless, information is valuable’ ..
• Grey et al (2017 )
Tutoring Matters Webinar Series
Value chain
data
•system
s
information
•co
ntext
knowledge
•u
nd
erstand
ing
insight
•sen
sitivity
action
•p
roactivity
Tutoring Matters Webinar Series
Johari window
Known to self Not known to self
Not known to others
Open Area(Arena)
Knownto
othersBlind spot
Hidden(Façade)
Unknown
Tutoring Matters Webinar Series
Johari window
Known to self Not known to self
Known toothers
Not known to others
Open Area(Arena)
Blind spot
Hidden(Façade)
Unknown
Tutoring Matters Webinar Series
Johari window
Known to self Not known to self
No
t kno
wn
to o
thers
Open Area(Arena)
Kn
ow
n to
o
thers
Blind spot
Hidden(Façade) Unknown
Tutoring Matters Webinar Series
Improving tutor/tutee relationships & developing people
Shared information provided by dashboard
May be reduced via new experiences, awareness raising
and insight
Requires disclosure
Reduced via
feedback
Tutoring Matters Webinar Series
How do personal tutoring, and data
systems relate to the Johari Window?
Tutoring Matters Webinar Series
•designed by an academic, to support academics
•Providing the right information, to the right people, in the right way, in a single location
Tutoring Matters Webinar Series
Home page
Tutoring Matters Webinar Series
Tutee list
Tutoring Matters Webinar Series
Student record card
Tutoring Matters Webinar Series
Attendance
Tutoring Matters Webinar Series
Assessment
Tutoring Matters Webinar Series
Assessment submission data
Tutoring Matters Webinar Series
Modified assessment provision
Tutoring Matters Webinar Series
Student Page
• Student users have access to S3 - they can see a limited set of information relating to
their key contacts (programme manager, stage tutor, personal tutor, senior personal tutor and student stage reps)
module links;
assessment deadlines;
attendance self-registration;
access to the medical/travel questionnaire used in some areas.
• NB students cannot see their full record card, notes or attendance rates.
Tutoring Matters Webinar Series
Tutoring Matters Webinar Series
S3
“At last, a system that actually makes the job easier”
Tutoring Matters Webinar Series
Personal tutoring principles that can be enacted via S3
✓Assign students to personal tutors in the first week and have the first meeting within two weeks of the beginning of semester/term.
✓Give personal tutors access to relevant and up to date information about their students. (Smith 2008)
✓Personal tutoring should make full use of appropriate new technologies. (NUS 2011)
Recommendation: [staff should] explore how to best integrate emerging analytics platforms with their role as personal tutors. (Webb, Wyness & Cotton 2017).
Tutoring Matters Webinar Series
Improving tutor/tutee relationships & developing people
Shared information provided by dashboard
May be reduced via new experiences, awareness raising
and insight
Requires disclosure
Reduced via
feedback
Tutoring Matters Webinar Series
Conclusions and
limitations
➢Data can offer solutions to one of the basic problems of tutoring…
➢…IF used with understanding, sympathy and intuition
One university, one tool, no evaluation
Contact: [email protected]
Tutoring Matters Webinar Series
References• ACM (2011) Proceedings of the 1st International Conference on Learning Analytics and Knowledge
http://dl.acm.org/citation.cfm?id=2090116
• Brown, P. (2016) The Invisible Problem: Improving Students’ Mental Health. Higher Education Policy Institute. HEPI Report 88.
• Education Policy Institute (2018) Prevalence of mental health issues within the student-aged population. https://epi.org.uk/publications-and-research/prevalence-of-mental-health-issues-within-the-student-aged-population/
• Hipkin, B. (2016a) “What happens when the dial turns red?” Efficiency Exchange .http://www.efficiencyexchange.ac.uk/9984/happens-dial-turns-red/
• Hipkin, B. (2016b) “Student support in a new era.” Graduate Market Trends Summer 2016 https://www.hecsu.ac.uk/assets/assets/documents/GMT_29.7.16.pdf
• Luft, J. (1961) ‘The Johari window: a graphic Model of Awareness in Interpersonal relations.’ Human relations training news, 5 (1) pp 6-7. Online version available at http://www.convivendo.net/wp-content/uploads/2009/05/johari-window-articolo-originale.pdf
• NUS (2011) Charter on Personal Tutoring. http://www.worc.ac.uk/academictutor/documents/NUS_PersTut_Charter_web.pdf
• Smith, E. (2008) Personal tutoring HEA Guide https://www.heacademy.ac.uk/sites/default/files/personal-tutoring.pdf
• S3 https://s3.plymouth.ac.uk/S3/
• Webb, O., Wyness, L. and Cotton, D. (2017) Enhancing access, retention, attainment and progression in higher education: A review of the literature showing demonstrable impact. Higher Education Authority. Available online: https://www.heacademy.ac.uk/system/files/resources/enhancing_access_retention_attainment_and_progression_in_higher_education_1.pdf
Tutoring Matters Webinar Series
Tutoring Matters Webinar Series
Supporting Tutor Development Dr David Grey, York St John University
David Lochtie, University of Derby
Tutoring Matters Webinar Series
Developing Our Practice
Tutoring Matters Webinar Series
UKAT Professional Competency Framework
https://www.ukat.uk/framework
Tutoring Matters Webinar Series
UKAT Professional Competency Framework
CONCEPTUAL INFORMATIONAL
The Conceptual component focuses
on the ideas and theories that
academic tutors must understand,
and is concerned with
The Informational component refers to
the knowledge that advisors must
possess to guide a student.
Specifically, this is concerned with
knowledge of
1. Core values of academic
advising and tutoring
2. Theory relevant to academic
advising and tutoring
3. Academic advising and tutoring
approaches and strategies
4. Expected outcomes of academic
advising and tutoring
5. How equitable and inclusive
environments are created and
maintained
1. University mission, vision, values,
and culture
2. Curriculum, degree programmes
and pathways, including options
3. University policies, procedures,
rules, and regulations
4. Legal guidelines and tutoring
practice, including privacy
regulations and confidentiality
5. The characteristics, needs, and
experiences of major and
emerging student populations
6. Campus and community
resources that support student
success
7. Data and information technology
applicable to tutoring
Tutoring Matters Webinar Series
UKAT Professional Competency Framework
RELATIONAL PROFESSIONALThe Relational component focuses on the
skills that tutors need to use concepts and
convey information from the Conceptual and
Informational components to their students.
Specifically, advisors and tutors must be able
to
The Professional component focuses on
the commitment that advisors and tutors
make to the students they advise, their
institutions, their professional practice,
and the broader educational community.
Advisors and tutors:
1. Build advising and tutoring
relationships through empathetic
listening and compassion for students,
and be accessible in ways that
challenge, support, nurture, and teach
2. Communicate in an inclusive and
respectful manner
3. Motivate, encourage, and support
students to recognize their potential,
meet challenges, and respect
individuality
4. Plan and conduct successful advising
and tutoring interactions
5. Promote student understanding of the
logic and purpose of the curriculum
6. Facilitate problem solving, decision-
making, meaning-making, planning,
and goal setting
7. Collaborate effectively with campus
and services to provide support to
students
1. Create and support environments
that consider the needs and
perspectives of students, and
respect individual learners
2. Appreciate students’ views and
cultures, maintain a student-
centred approach and mindset, and
treat students with sensitivity and
fairness
3. Commit to students, colleagues,
and their institutions through
engagement in continuing
professional development,
scholarly enquiry, and the
evaluation of professional practices
4. Understand the implications of
quality assurance and quality
enhancement, and engage in on-
going evaluation and development
of advising and tutoring practice
Tutoring Matters Webinar Series
Competency FrameworkSelf-AssessmentTool
Professional
The Professional component focuses on the
commitment that advisors and tutors make to the
students they advise, their institutions, their
professional practice, and the broader educational
community. Advisors and tutors:
Proficient Competent NoviceNo
Experience
P1
Create and support environments that consider
the needs and perspectives of students, and
respect individual learners
P2
Appreciate students’ views and cultures,
maintain a student-centred approach and
mindset, and treat students with sensitivity and
fairness
P3
Commit to students, colleagues, and their
institutions through engagement in continuing
professional development, scholarly enquiry,
and the evaluation of professional practices
P4
Understand the implications of quality
assurance and quality enhancement, and
engage in on-going evaluation and
development of advising and tutoring practice
ProficientI have thought carefully about this and have various experiences of doing it. I can produce a range of examples that
demonstrate I have achieved this and actively engage with it.
CompetentI have thought carefully about this and have had experience of doing it. I can produce some examples that demonstrate I have
achieved this and engage with it.
NoviceI have started to think about this, but I have only limited experience to draw upon. I can produce little or no evidence to
demonstrate I have achieved this.
No ExperienceI have not really considered how to do this, nor do I have any direct experience to reflect on. I can thus produce no evidence of
achieving this competency. I need to consider my development in this area and how I can more actively engage with this.
Key
Tutoring Matters Webinar Series
Competency Framework and Conference Abstracts
Published conference abstracts will identify mappings against the competency framework for each session
Tutoring Matters Webinar Series
UKAT Annual Conference 2019
Conference programme now online and delegate registration openSee https://www.ukat.uk/conference for more details
Tutoring Matters Webinar Series
Tutoring Matters Webinar Series