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What is meant by a ‘tutorial’?
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| From E-Learning V |
In my decade+ using these platforms (I first attempted a module of the Open & Distance Learning MA in 2000/2001)we’ve gone from ‘computer-based learning’ and ‘web-based learning’ to ‘online learning’ and ‘e-learning’ or ‘eLearning’. ‘MOOC’ (Massive Open Online Course’ is a dreadful term so ‘Free Online Course’ must surely be better?
It’ll pan out over the years.
I have come to like ‘hang-outs’ (a term coined by Google) as an informal online gathering. A lecture online, is by default something akin to a ‘TED lecture’ surely? Webinars are a reasonable catch-all and perhaps what becomes of an OU Live moderated sessions?
Regarding tutorials, though traditionally small groups, a tutor and one or two, maybe three students for an hour – it is these asynchronous conversations that match this where the role of ‘tutor’ is taken by the educators, but also by well-informed contributors – this can happen here. The learning effect is, I would say the same, or very similar. You offer thoughts, these are challenged, or people agree and add or amend them and in this way you ‘construct’ meaning. Constructivism is one of the older ‘learning theories’, whereas ‘connectivism’ is very much a product of learning like this.
These is called a blog platform, yet it has affordanced of what used to be called a ‘Bulletin Board’ (I did one of these with the OU in 2001. Think text messages strung together in a kind of Excel spreadsheet). A blog, for my money, has a modicum of independence of design, tools and sharing. Go see WordPress. I wouldn’t change much here though. I cherish the new things I learn from people on totally different courses, the company and support that I know is here too.
Three reasons to revitalise, reinvent and revolutionise education
Fig. 1, Ken Robinson: On education … and a fix for the huge drop-out rate in American Schools.
An excellent TED lecture. Worth taking notes. These are mine.
Offered by fellow student Marshall Anderson on the H818: The networked practitioner journey.
Worth listening to a couple of times (as I have just done).
Music to my ears, though I am not a teacher and have given too much of my career to the mechanised teaching he knocks … digital and interactive learning is and has been, surely, a product of the mechanised approach? But you don’t question the legitimacy of e-learning in an e-learning agency and suggest that a blended approach would be better.
They have one product on the shelf.
Which puts me at odds with the hand that has fed me for the last couple of decades. Next stop Finland? There is of course an answer here and that is recognising, please, that children, whilst deserving a better education system and approach, are NOT always at school … this curiosity and motivation can be developed at home if and where a family have parents with the time and inclination and where, ideally, they also have contact with grandparents and even cousins, and especially friends.
FIG.2. TED Lecture with Ken Robinson
Ken Robinson is right to celebrate the human side of the child, that:
- human beings are naturally different and diverse
- that ‘lighting the light of curiosity’ is key and that
- human life is inherently creative.
For the moment my interest is with my 17 year old daughter and 15 year old son … hoping and helping them to find and know what motivates them. It is this that will get them through school, a worthwhile goal beyond the barriers that exist in formal education – you still have to satisfy the standardised tests in order to get a place at university. Which is another schooling environment Ken Robinson doesn’t touch upon – you can give us human beings too much freedom. Parameters are stimulating, both the negative and positive ones.
A struggle makes something worthwhile.
It helps to create a common memory too. Fundamentally this reminds me that any learning and especially e-learning needs to be seen in context – an e-learning platform or project is never exclusive, it is always part of what else is going on in the participant’s life.
Blended, rather than pure e-learning is surely therefore the way forward?
Wise words put succinctly and with wit. Common sentiments that we struggle to realise. Privately educate? Home educate? Or move to Finland, Canada or Singapore?
Three reasons to revitalise, reinvent and revolutionise education
Ken Robinson: On education … and a fix for the huge drop-out rate in American Schools.
An excellent TED lecture. Worth taking notes. These are mine.
Offered by fellow student Marshall Anderson on the H818: The networked practitioner journey.
Worth listening to a couple of times (as I have just done).
Music to my ears, though I am not a teacher and have given too much of my career to the mechanised teaching he knocks … digital and interactive learning is and has been, surely, a product of the mechanised approach? But you don’t question the legitimacy of e-learning in an e-learning agency and suggest that a blended approach would be better.
They have one product on the shelf.
Which puts me at odds with the hand that has fed me for the last couple of decades. Next stop Finland? There is of course an answer here and that is recognising, please, that children, whilst deserving a better education system and approach, are NOT always at school … this curiosity and motivation can be developed at home if and where a family have parents with the time and inclination and where, ideally, they also have contact with grandparents and even cousins, and especially friends.
FIG.2. TED Lecture with Ken Robinson
Ken Robinson is right to celebrate the human side of the child, that:
- human beings are naturally different and diverse
- that ‘lighting the light of curiosity’ is key and that
- human life is inherently creative.
For the moment my interest is with my 17 year old daughter and 15 year old son … hoping and helping them to find and know what motivates them. It is this that will get them through school, a worthwhile goal beyond the barriers that exist in formal education – you still have to satisfy the standardised tests in order to get a place at university. Which is another schooling environment Ken Robinson doesn’t touch upon – you can give us human beings too much freedom. Parameters are stimulating, both the negative and positive ones.
A struggle makes something worthwhile.
It helps to create a common memory too. Fundamentally this reminds me that any learning and especially e-learning needs to be seen in context – an e-learning platform or project is never exclusive, it is always part of what else is going on in the participant’s life.
Blended, rather than pure e-learning is surely therefore the way forward?
Wise words put succinctly and with wit. Common sentiments that we struggle to realise. Privately educate? Home educate? Or move to Finland, Canada or Singapore?
Self and Peer Grading on Student Learning – Dr. Daphne Koller
Fig. 1. Slide from Dr Daphne Koller‘s recent TED lecture (Sadler and Goodie, 2006)
I just watched Daphne Koller’s TED lecture on the necessity and value of students marking their own work. (for the fifth time!)
Whilst there will always be one or two who cheat or those who are plagiarists, the results from ‘Big Data’ on open learning courses indicate that it can be a highly effective way forward on many counts.
- it permits grading where you have 1,000 or 10,000 students that would otherwise be very expensive, cumbersome and time consuming
- as a student you learn from the assessment process – of your work and that of others
- student assessment of other’s work is close to that of tutors though it tends to be a little more harsh
- student assessment of their own work is even closer to the grade their tutor would have given with exceptions at opposite ends of the scale – poor students give themselves too high a grade and top students mark themselves down.
Conclusions
- it works
- it’s necessary if learning reach is to be vastly extended
- isn’t human nature a wonderful thing?! It makes me smile. There’s an expression, is it Cockney? Where one person says to another ‘what are you like?’
Fascinating.
‘What are we like?’ indeed!
REFERENCE
Philip M. Sadler & Eddie Good (2006): The Impact of Self- and Peer-Grading on Student Learning, Educational Assessment, 11:1, 1-31
Related articles
- Online university giant gets bigger (bbc.co.uk)
- To be told when you are right or wrong is essential to student learning (mymindbursts.com)
- Massive online education: Daphne Koller at TEDGlobal 2012 (ted.com)
- Who would you invite to an e-learning dinner party? (mymindbursts.com)
- TED Talk: What we’re learning from online education (ezrasf.com)
- Technology brings classroom experience to distance learners (guardian.co.uk)
- What we’re learning from online education by Daphne Koller (bluesyemre.com)
To be told when you are right or wrong is essential to student learning
Fig. 1. Daphne Koller TED lecture on YouTube
Daphne Koller is a professor of Computer Science at Stanford University and a Third generation PhD.
In this insightful talk we learn how e-learning is changing learning opportunities globally.
Scale is at the heart of it.
A Machine Learning Class at Stanford with an undergraduate enrolment of some 400 when put online is followed by 100,000.
And the lessons from scale led to the creation of Coursera where anyone can take the world’s top classes for free – delivered by the best instructors from the best universities.
Fig .2 Procrastination is a global phenomenon
- Personalised curriculum
- A coherent concept in 8 – 10 minutes
- Students can traverse the content in different ways background, skills or interest.
- Support or enrichment.
Practising with the material is important.
Fig. 3 Video is interrupted to pose questions. Students are expected to engage.
- Multiple choice
- Short answer questions
- Grade math and models
To be told when you are right or wrong is essential to student learning.
Fig. 4 How do you grade 100,000 students?
Peer grading is a surprisingly successful strategy (Sadler & Good, 2006) .
- Teacher and student grades extraordinarily similar, even self-grades.
- And the student learns from the experience.
And learning is socialised
- Around each of our courses a community of students has formed.
- Some meet online, others locally.
- Students respond to each other’s queries.
‘The median question to response time was 22 minutes because somewhere around the globe there was someone awake’. (Koller, 2012)
From 0:14:11
‘There are some tremendous opportunities to be had from this kind of framework’.
‘First it has the potential of giving us a completely unprecedented look into understanding human learning because the data that we can collect here is unique. You can collect every click, every homework submission and every form post from tens of thousands of students so you can turn the study if human learning from the hypothesis driven mode to the data driven on transformation that for example has revolutionized biology.
Fig. 5. Correcting misconceptions and poor learning paths
0:14:40 You can use the data to understand fundamental questions like what good learning strategies are versus ones that are not and in the context of particular courses you can ask questions like what are some of the misconceptions that are more common and how can we help fix that.
2000 students give the same wrong answer … produce a targeted error message to give personalized feedback.
Fig. 6 By virtue of large numbers.
Fig. 7 Benjamin Bloom (1984) , 2 Sigma problem.
Lecture, mastery based approach, taught one on one with a tutor.
individual gives you 2 sigma improvement
50/50
Individual 98% above average
But cannot afford to provide every student with an individual tutor.
Mastery will grade multiple times and show you the same video over and over without getting bored.
How can we push towards the 2 Sigma curve.
‘The mind is not a vessel that needs filling, but wood that needs igniting. From Ian Kidd’s translation of Essays’. Plutarch
0:18:50 More time required igniting their creativity, their imagination and their problem solving skills by talking with them.
We do that by active learning in the classroom.
Performance improves by every metric:
- attendance
- engagement
- standardized tests
It would do three things:
- Establish education as an absolute fundamental human right.
- Enable lifelong learning
- A wave of innovation
FURTHER READING
Guskey, TR 2007, ‘Closing Achievement Gaps: Revisiting Benjamin S. Bloom’s “Learning for Mastery”‘, Journal Of Advanced Academics, 19, 1, pp. 8-31, Academic Search Complete, EBSCOhost, viewed 17 February 2013.
REFERENCES
Bloom, BS 1984, ‘The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring’,Educational Researcher, 6, p. 4, JSTOR Arts & Sciences IV, EBSCOhost, viewed 17 February 2013.
Koller, D (2012) Ted Lecture Daphne Koller: What we’re learning from online education (accessed 17 Feb 2013 http://www.youtube.com/watch?feature=player_embedded&v=U6FvJ6jMGHU )
Sadler, P, & Good, E 2006, ‘The Impact of Self- and Peer-Grading on Student Learning’, Educational Assessment, 11, 1, pp. 1-31, ERIC, EBSCOhost, viewed 17 February 2013.
Isabel Allende gives a most powerful, memorable, important, funny and shocking TED lecture
http://www.ted.com/talks/isabel_allende_tells_tales_of_passion.html
Pointed this way by a fellow Open University student on our popular student blog platform / bulletin board.
The comments following the talk are just as gripping as a bigotted male commentator has a go at women with something to say.
Mind Bursts 