Student Interaction and Collaboration in Tutorials: Why, What and How
Sunday, 17 Nov 2024, 15:00
Visible to anyone in the world
On 13 June 2024 I attended a seminar that was run by three colleagues from the School of Maths and Statistics: Cath Brown, Vinay Kathotia, and Abi Kirk. The seminar was intended for ‘anyone interested in the development of online teaching’.
For anyone finding this blog post, it might be useful to view this summary alongside other posts about Adobe Connect , tutorials, and online pedagogy.
What follows are some brief notes that I made from each of the presentations. For concision, I have taken the liberty of abridging each of the titles. Some reflections and acknowledgments are shared at the end.
Why should we promote students working together?
The subtitle for this first presentation, which was facilitated by Vinay Kathotia with Cath Brown was: what are the pedagogical and broader benefits?
A useful term was introduced: student-centred pedagogy. Student adopting an active role during a tutorial can mean increases in confidence and self-efficacy. Interaction can be as simple as students making points, listening, arguing, and responding to a tutorial.
These points can be connected to ‘inquiry based mathematics education’ where collaboration has the potential to lead to higher levels of inclusion. There are some advantages of collaboration: mathematics is a collaborative activity. Through tutors demonstrating mathematical thinking, students can see that mathematics can be messy.
I noted down the phrase: “community enhances attainment”. Community can relate to the study of a module, and anything that helps to develop community, but is also useful is important.
We were asked a question: what were everyone’s experiences? How do we convince the students it is a good idea for them to come along to tutorials? Perhaps writing can be useful; asking students to write an account of what happened during a tutorial, is one approach that can facilitate sharing and suggest the benefits of tutorials.
The design and structure of collaborative tasks
The second session was facilitated by Abi Kirk. The full title of this second session was ‘some ideas and examples on the nature, design and structure of collaborative tasks’. The presenters described some collaborative tasks they have used for tutorials: small-group problem solving (which takes place on M337), and ‘pub quiz’ group work.
In the pub quiz activity, students were put into breakout rooms where they have access to five questions. In each room, students record their answers. This then leads to a plenary session which is facilitated by a tutor where all the results are shared using an Adobe Connect whiteboard.
A question was asked: how could collaboration using breakout rooms work in your context? One thought is to giving information in advance; perhaps it is important for everyone to know what is going to happen in a tutorial. There is an inherent tension of giving them too much in advance. Making a session look enticing and interesting is a skill all of its own.
Technology to enable collaborative work
The full title of this session was ‘technology to enable collaborative work - Adobe Connect and beyond’. In this session we were introduced to a variety of different Adobe Connect features and maths tools the presenters have used, such as GeoGebra, Desmos and PolyPad. Different subjects will, of course, necessitate the use of different tools. What I might use as a computing tutor will, of course, be different to what a maths tutor may use.
You can, of course, use features within Adobe Connect, such as screensharing, file sharing and polls with external tools and utilities. In some tools it is possible to create multipart activities, for example, and share URLs (web page links) with students through a text chat window.
One other idea is to open a shared Microsoft OneNote notebook. Any OU student can use it through Office 365. It can be used as a whiteboard where student can share their work. Control could be given to students, where they could interact with mathematical text.
Towards the end of the session, we returned to the topic of breakout rooms. They are pretty complex, which means that it is important to make sure you have a solid understanding of the interaction metaphors that are used. Tutors need to know how to set up and move between different layouts, how to adding and deleting breakout rooms, how to start and end breakout rooms, how to communicate to all rooms, moving between rooms, and combining results from different rooms together in a virtual plenary space.
Reflections
Quite a lot of time has elapsed between attending the seminar (June) and making these notes available (November). This means that there is risk that the sessions may not be summarised as accurately as I would have liked them to be. This said, I hope the points that I have shared are helpful, and apologies to the facilitators if I have misrepresented anything.
I went to this session since I hold the view that student interaction through online tutorials is important, but I also have the sense that it is very difficult to do well. This session was of specific interest since there are some key similarities between maths and computing: both subjects work with textual notations. With maths, there are equations (and whatever mathematicians do); within computing there are programming languages.
I do feel that there are multiple structural and technological barriers that are put in everyone’s way before interaction can become possible. More often than not, I don’t hear any student voices in tutorials, since no one really knows anyone. I remember that a book called eModeration by Gilly Salmon emphasises the importance of digital socialisation. In the currently tutorial world, where students can attend any number of different tutorials by different tutors, the tentative social connections between everyone works against interaction and collaboration. I don’t know what the solution is.
Using distance learning technology to facilitate interaction and collaboration is difficult. I don’t know where this comes from, but I’m always minded that perhaps digital educators have to become digital media producers and performers. To be good at digital performance, rehearsals are essential.
Student Interaction and Collaboration in Tutorials: Why, What and How
On 13 June 2024 I attended a seminar that was run by three colleagues from the School of Maths and Statistics: Cath Brown, Vinay Kathotia, and Abi Kirk. The seminar was intended for ‘anyone interested in the development of online teaching’.
For anyone finding this blog post, it might be useful to view this summary alongside other posts about Adobe Connect , tutorials, and online pedagogy.
What follows are some brief notes that I made from each of the presentations. For concision, I have taken the liberty of abridging each of the titles. Some reflections and acknowledgments are shared at the end.
Why should we promote students working together?
The subtitle for this first presentation, which was facilitated by Vinay Kathotia with Cath Brown was: what are the pedagogical and broader benefits?
A useful term was introduced: student-centred pedagogy. Student adopting an active role during a tutorial can mean increases in confidence and self-efficacy. Interaction can be as simple as students making points, listening, arguing, and responding to a tutorial.
These points can be connected to ‘inquiry based mathematics education’ where collaboration has the potential to lead to higher levels of inclusion. There are some advantages of collaboration: mathematics is a collaborative activity. Through tutors demonstrating mathematical thinking, students can see that mathematics can be messy.
I noted down the phrase: “community enhances attainment”. Community can relate to the study of a module, and anything that helps to develop community, but is also useful is important.
We were asked a question: what were everyone’s experiences? How do we convince the students it is a good idea for them to come along to tutorials? Perhaps writing can be useful; asking students to write an account of what happened during a tutorial, is one approach that can facilitate sharing and suggest the benefits of tutorials.
The design and structure of collaborative tasks
The second session was facilitated by Abi Kirk. The full title of this second session was ‘some ideas and examples on the nature, design and structure of collaborative tasks’. The presenters described some collaborative tasks they have used for tutorials: small-group problem solving (which takes place on M337), and ‘pub quiz’ group work.
In the pub quiz activity, students were put into breakout rooms where they have access to five questions. In each room, students record their answers. This then leads to a plenary session which is facilitated by a tutor where all the results are shared using an Adobe Connect whiteboard.
A question was asked: how could collaboration using breakout rooms work in your context? One thought is to giving information in advance; perhaps it is important for everyone to know what is going to happen in a tutorial. There is an inherent tension of giving them too much in advance. Making a session look enticing and interesting is a skill all of its own.
Technology to enable collaborative work
The full title of this session was ‘technology to enable collaborative work - Adobe Connect and beyond’. In this session we were introduced to a variety of different Adobe Connect features and maths tools the presenters have used, such as GeoGebra, Desmos and PolyPad. Different subjects will, of course, necessitate the use of different tools. What I might use as a computing tutor will, of course, be different to what a maths tutor may use.
You can, of course, use features within Adobe Connect, such as screensharing, file sharing and polls with external tools and utilities. In some tools it is possible to create multipart activities, for example, and share URLs (web page links) with students through a text chat window.
One other idea is to open a shared Microsoft OneNote notebook. Any OU student can use it through Office 365. It can be used as a whiteboard where student can share their work. Control could be given to students, where they could interact with mathematical text.
Towards the end of the session, we returned to the topic of breakout rooms. They are pretty complex, which means that it is important to make sure you have a solid understanding of the interaction metaphors that are used. Tutors need to know how to set up and move between different layouts, how to adding and deleting breakout rooms, how to start and end breakout rooms, how to communicate to all rooms, moving between rooms, and combining results from different rooms together in a virtual plenary space.
Reflections
Quite a lot of time has elapsed between attending the seminar (June) and making these notes available (November). This means that there is risk that the sessions may not be summarised as accurately as I would have liked them to be. This said, I hope the points that I have shared are helpful, and apologies to the facilitators if I have misrepresented anything.
I went to this session since I hold the view that student interaction through online tutorials is important, but I also have the sense that it is very difficult to do well. This session was of specific interest since there are some key similarities between maths and computing: both subjects work with textual notations. With maths, there are equations (and whatever mathematicians do); within computing there are programming languages.
I do feel that there are multiple structural and technological barriers that are put in everyone’s way before interaction can become possible. More often than not, I don’t hear any student voices in tutorials, since no one really knows anyone. I remember that a book called eModeration by Gilly Salmon emphasises the importance of digital socialisation. In the currently tutorial world, where students can attend any number of different tutorials by different tutors, the tentative social connections between everyone works against interaction and collaboration. I don’t know what the solution is.
Using distance learning technology to facilitate interaction and collaboration is difficult. I don’t know where this comes from, but I’m always minded that perhaps digital educators have to become digital media producers and performers. To be good at digital performance, rehearsals are essential.
Acknowledgements
Many thanks to all facilitators.