Tutoring Matters Webinar Series - UKAT - UK Advising and Tutoring · 2019-02-21 · Tutoring...

Tutoring Matters Webinar Series


Tutoring Matters is sponsored by

Knowing you:Learning Analytics, the Johari Window and Personal Tutoring

https://www.solutionpath.co.uk/


Webinar Presenters

Ben WalkerHost

Ricky Lowes David Grey


Knowing you: Learning Analytics, the Johari Window and Personal Tutoring

Ricky Lowes, Senior Personal Tutor, Plymouth Business School

List owner of [email protected]

https://www.ukat.uk/professional-development/webinars/current/knowing-you-learning-analytics-the-johari-window-and-personal-tutoring/

mailto:[email protected]


Data can enhance personal tutoring.

combined with human


A few questions for you...


Tutoring is important but faces challenges


The challenges of Personal Tutoring

Diverse student body

Worsening SSRs

Info overload

Competing demands

Specialised skills needed

No time

Student mental health


Increased demand for Mental

Health Support from Students


Personal tutoring?

Impersonal tutoring


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


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


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)


Big data - the big picture


Data – its uses

• Informing frontline staff

• Pedagogical adjustments

•Staff-student relationships


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 )


Value chain

data

•system

s

information

•co

ntext

knowledge

•u

nd

erstand

ing

insight

•sen

sitivity

action

•p

roactivity


Johari window

Known to self Not known to self

Not known to others

Open Area(Arena)

Knownto

othersBlind spot

Hidden(Façade)

Unknown


Johari window


Known toothers

Not known to others

Open Area(Arena)

Blind spot

Hidden(Façade)

Unknown


Johari window


No

t kno

wn

to o

thers

Open Area(Arena)

Kn

ow

n to

o

thers

Blind spot

Hidden(Façade) Unknown


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


How do personal tutoring, and data

systems relate to the Johari Window?


•designed by an academic, to support academics

•Providing the right information, to the right people, in the right way, in a single location


Home page


Tutee list


Student record card


Attendance


Assessment


Assessment submission data


Modified assessment provision


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.


S3

“At last, a system that actually makes the job easier”


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).


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


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]


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

http://dl.acm.org/citation.cfm?id=2090116

https://epi.org.uk/publications-and-research/prevalence-of-mental-health-issues-within-the-student-aged-population/

http://www.efficiencyexchange.ac.uk/author/brian-hipkin/

http://www.efficiencyexchange.ac.uk/9984/happens-dial-turns-red/

http://www.efficiencyexchange.ac.uk/author/brian-hipkin/

https://www.hecsu.ac.uk/assets/assets/documents/GMT_29.7.16.pdf

http://www.convivendo.net/wp-content/uploads/2009/05/johari-window-articolo-originale.pdf

http://www.nusconnect.org.uk/campaigns/highereducation/learning-and-teaching-hub/personaltutors/

http://www.worc.ac.uk/academictutor/documents/NUS_PersTut_Charter_web.pdf

https://www.heacademy.ac.uk/sites/default/files/personal-tutoring.pdf

https://s3.plymouth.ac.uk/S3/

https://www.heacademy.ac.uk/system/files/resources/enhancing_access_retention_attainment_and_progression_in_higher_education_1.pdf


Supporting Tutor Development Dr David Grey, York St John University

David Lochtie, University of Derby


Developing Our Practice


UKAT Professional Competency Framework

https://www.ukat.uk/framework

https://www.ukat.uk/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


3. Academic advising and tutoring

approaches and strategies

4. Expected outcomes of academic


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



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


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


Competency Framework and Conference Abstracts

Published conference abstracts will identify mappings against the competency framework for each session


UKAT Annual Conference 2019

Conference programme now online and delegate registration openSee https://www.ukat.uk/conference for more details

https://www.ukat.uk/conference

Tutoring Matters Webinar Series - UKAT - UK Advising and Tutoring · 2019-02-21 · Tutoring...

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