TDU Talk
issue 2 - October 2015
Tutors’ Voice
TABLE OF CONTENTS
Editorial by Dr Arezou Zalipour .................................................................................................... pg 1
Tutors’ Voice: Future Directions? by Dr Arezou Zalipour ....................................................... pg 3
Engaging Students in the Classroom by Zanian Steele ........................................................... pg 5
Creating a Safe Learning Environment for your Students by Ngaire L.A. Tihema ............... pg 8
Some Experiments with Facebook in Tutoring by Rinu Kumar ............................................... pg 12
Recognising and Developing the Learners as Leaders of Tomorrow by William Shields ... pg 22
Tips ‘from’ and ‘for’ Student Mentors by Dr Arezou Zalipour .................................................. pg 25
TDU Support for Tutors ................................................................................................................... pg 27
Evaluations through BLUE ............................................................................................................... pg 28
Tutors’ Day: Introductory workshop for new Tutors ................................................................ pg 31
Teaching Development Workshops: February 2016 ................................................................. pg 32
Celebrating Teaching ........................................................................................................................ pg 33
TDU Talk issue 2 - Oct 2015
EDITORIAL
by Dr Arezou Zalipour, Lecturer, Teaching Development Unit
Kia ora koutou
Welcome to this edition of the TDU Talk. We hope that the semester is going well for you and
you are enjoying teaching and your interactions with students. In this issue, we focus on the
important domain of tutoring, an area which is often neglected within the university structure.
Tutors are drawn from a diverse group of part-time and full-time staff across the faculties, who
may be involved in both lectures and tutorials. However, in this edition we focus on a group
of tutors whose duties are restricted to tutorials and who often have titles such as ‘sessional
assistant’, ‘lab demonstrator’, or ‘tutor’; this group do not generally lecture and usually work
under the supervision of lecturers or course conveners.
This is the first time that TDU has devoted the whole edition of TDU Talk to the topic of
tutoring. This edition of TDU Talk, Tutors’ Voice, addresses everyone involved in teaching and
learning. We invite you to consider the centrality of tutoring within our teaching contexts
and the significant roles tutors play in the learning environment. Does tutoring matter in the
university systems and to what extent are tutors valued within the paradigm of teaching
and learning in tertiary education? In the university system, it is the tutor who is usually
the teacher who has the most personal contact with undergraduate students. The tutor
plays a vital role in the general wellbeing of the student and their academic development.
Tutoring usually involves small group teaching where the tutor works with a group of students
to discuss given topics, case studies, problem-based scenarios or other discipline-specific
activities. Tutor plays a crucial role in facilitating engagement with and application of course
learning. The tutorial may often be the place where the student gets the first sustained
opportunity to engage personally with course concepts or theories or to apply them. The tutor,
therefore, plays a key role in trying to help deepen the students’ personal connection with the
subject.
In this edition of the magazine, we invited tutors to reflect on their practices and share the
ideas and strategies they utilise to create productive and enjoyable tutorials. We appreciate
the contributions to this edition from our tutors; they present some simple yet inspiring
and significant strategies for engaging students more actively in their learning. The success
of a tutorial is based on the active engagement of the students with materials or topics of
learning. Zanian Steele from Certificate of University Preparation (CUP) reflects on ‘effective
ways of turning disengagement into engagement’ in tutorials by managing students’ feeling
of alienation, which he perceives is due to the imbalanced distribution of power in the tutorial
space. He offers some strategies to bridge the gaps between tutors and students mainly
through creating a safe learning environment. Ngaire L. A. Tihema, who tutors on the ESLA
programme (specifically English as a Second Language courses), believes there are a variety of
simple techniques that can achieve significant learning outcomes and affect student learning
positively. For her, the rapport she establishes with her students in the course of the tutorial is
of paramount importance.
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TDU Talk issue 2 - Oct 2015
Rinu Kumar from Waikato Management School focuses on the communicative strategies
that can be employed by tutors – through using social media such as Facebook – to enhance
engagement as well as interactive and collaborative learning. He explains how the informal
attributes of Facebook fosters easy communication and provides a platform for peer feedback.
According to his experience, students have been more willing to participate in classroom
activities and discussions when followed up on Facebook. William Shields also from Waikato
Management School shares his thoughts on the ways a tutor’s own drive and passion for
learning can be transferred to students. He also invites tutors to put energy into building
rapport with their students.
We believe that so far the conversations at the University about teaching and learning
have not sufficiently included this group of educators and/or facilitators who can shape
and influence students’ learning in many meaningful ways. We hope Tutors’ Voice promotes
discussion among course conveners and programme convenors on how best the University can
support tutors given the significant roles they play in our students’ learning experience.
We hope that the ideas in this edition will be useful to you in your practice.
Best wishes
Arezou and the TDU team
The Teaching Development Unit (TDU) has provided support
in various areas for tutors across the University. We are very
happy to welcome Ms. Charlotte Ferry-Parker as our new
Tutor Support person to the TDU team. Part of Charlotte’s
roles as a Senior Tutor comprise working with tutors in
various areas demonstrated on our flyer on ‘TDU Support
for Tutors’ on page 27.
TDU Talk issue 2 - Oct 2015
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TUTORS’ VOICE: FUTURE
DIRECTIONS?
by Dr Arezou Zalipour, Lecturer, Teaching Development Unit
Little did I guess when I started tutoring at the University of Waikato in 2012 and later when
I was given the role of Tutor Support person at TDU last July, that there was no institutionally
required formal training for those who choose to work as tutors, sessional assistants, lab
demonstrators or similar titles. I was coming from a strong teaching and research background
as I previously held the position of senior lecturer at several international and public
universities overseas, which meant I had the skills, knowledge and experience required to tutor
when I was given a tutoring role. Later, in the course of speaking to tutors and listening to
their voices across several meetings and workshops in the past months as part of my teaching
developer position at TDU, I came to realise that tutors vary immensely not only in their
perceptions of a ‘tutor’s role’, but also in the level of teaching experience and communication
skills they are required to have to take up the job. Their positions also differ in terms of the
support provided for them by course conveners and departments across the University. In the
past months, I have also explored the tutor-convener relationship and working protocol in
terms of support and advice tutors would need and are actually offered, and was not surprised
to arrive at a similar degree of variation in what is happening across programmes and faculties
at the University of Waikato. What follows is based on my observation in the last few years and
also conversations with various individuals across the University in the past months.
A simple fact is that unlike many other tertiary institutions, taking up a tutoring position at
the University of Waikato does not require compulsory undertaking of any particular formal
trainings once appointed. It is good to know that some form of training is required by some
departments or programmes. There are also usually one or two department-based sessions or
workshops for new tutors to attend at the beginning of the educational year or each semester.
Another concern is the absence of a formal application process across the University to hire
tutors through a systematic selection process where interviews and evaluation of teaching
capabilities and skills are involved. Do we need to think about formalising the training as
well as selection process for tutors rather than trying to justify this situation by saying that
‘there is always advice available for tutors if they need it’? Another challenge raised by some
departments is the difficulty of finding appropriate tutors.
In many cases, becoming a tutor is relatively simple as there is no systematic process involved
in many departments. A person may demonstrate interest in tutoring to the programme
coordinator or course convenor, or be invited to tutor on the basis of good academic grades. In
other cases, Masters or doctoral students are chosen as tutors and/or sessional assistants. The
potential tutors may be invited to submit a CV to the programme administrator. Tutors may be
confirmed before the start of a paper or even once a paper has started because of unexpected
number of students enrolled on the paper.
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It is not surprising to find out that the training and workshops the Teaching Development Unit
offer for tutors is not a requirement in order to be a tutor at the University of Waikato. In some
cases, departments require or offer their tutors introductory workshops on tutoring which is
always quite minimal. The departmental office may advise their tutors to go for the Tutors’
Day (held usually once or twice a year before the beginning of the semester), or a tutor may
choose to participate out of curiosity, passion, or perhaps fright (which is a natural feeling in
such circumstances) once they have been allocated a tutorial. A tutor is expected to come out
at the end of the Tutor’s Day feeling like a tutor! Other supportive training services for tutors
offered by the TDU have a very low uptake. They are always there if someone feels the need to
go to them. However, given the little experience in tutoring or thinking pedagogically, tutors
may not recognise the usefulness or value of such support and the ways such services can
effectually be used for the benefit of students.
There are indubitably tutors who feel competent in carrying out their tutoring role and
responsibilities but there are also many others who tutor for one semester and decide not
to continue, because it is a demanding workload given the meagre pay. Or else they just
basically tutor the ways they have been tutored, with a variation, of course, in terms of content
knowledge, passion, enthusiasm, experience, and interpersonal and communication skills and
capabilities.
Our students do not know to what extent tutors can facilitate their learning, and our tutors
may not be aware of the effectiveness of their tutoring practice and the impact they can have
on students’ learning experience. It seems evident that in the neoliberal educational system,
where research and PBRF are the buzzwords, tutors may sometimes be seen as time machines
who can free up time to be used by academics to carry out what they may perceive as
important work for the education of future generations.
As we contemplate the current situation and existing drawbacks, where we do not have formal
tutoring recruitment procedures as well as any required compulsory training to be taken up
by tutors (both new and existing ones), it is imperative to be cognisant of core principles
about teaching, learning and assessment that we have learned over the years. Tutors provide
a fundamental and supportive link between lecturers and students. Tutors play an integral role
in facilitating student learning, in providing a safe learning environment where an atmosphere
of creativity and joy can contribute to a self-directed learning process. We need to be mindful
of students whose lives and future we influence in many visible and invisible ways. It is hoped
that the recent developments in the University’s leadership can facilitate change in the
tutoring space for the benefit of both tutors and students in keeping with the University of
Waikato’s stated mission: ‘the future is calling and we’ve answered that call’.
TDU Talk issue 2 - Oct 2015
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ENGAGING STUDENTS IN THE
CLASSROOM
by Zanian Steele, Tutor, Certificate of University Preparation (CUP)
Having just marked the timeline assignment, in which my students detail their life experiences
that have led them to university, I have come to appreciate why it is often so difficult to
engage students in the classroom. These students are enrolled in the Study Skills paper of the
CUP program (Certificate of University Preparation). For many, especially those who have
experienced past failure, higher education can be an alienating process, where students opt out
of deep engagement, favouring surface learning for a host of strategic reasons. Disengagement,
due to alienation is therefore a major obstacle for tutors to overcome. Drawing specifically
on the work of Sarah Mann (2001), I have found that the distribution of power, the creation
of a safe learning environment, and providing hospitality to be effective ways of turning
disengagement into engagement. I will discuss these strategies below and outline how I have
used them in my tutorials to help students.
There are many reasons why students find higher education alienating. For the first time in
history, we have seen countries with over half the labour force university-educated, yet due to
ever growing competition and the shortage of field specific jobs there is often an oversupply
of graduates (Brown, Lauder and Ashton, 2011). Many of my students therefore feel compelled
to go to university, seeing it as a rite of passage but often not knowing what they truly
desire to study. Seeing education merely as a training process to develop marketable skills
to boost future earnings can be an alienating experience for many students, who find that
their passions are not engaged. The competitive nature of university further sculpts students’
learning approaches, in which they try to structure their day to day living in ways consistent
with societal expectations (Cohen and Taylor, 1976). Consequently, students may develop
learning strategies that alienate them from the learning process and make them disengaged in
a lecture/workshop environment.
Surface learners, those who focus on memorization and reproduction learning, often constitute
a significant proportion of any classroom (Mann, 2001). Strategic learners, who focus on
assessment requirements and expectations with the intention of achieving higher grades, also
make up a large portion of students (Mann, 2001). Both of these learning styles are passive in
the sense that they do not engage their being and desires in their studies, rather they focus on
passing, meeting requirements and then exiting higher education, without engaging with the
academic experience at a deeper level (Mann, 2001).
The feeling of alienation leads many students to adopt ‘leave me alone’ strategies’, where they
feel disengagement is a form of self-protection, either from failure or social anxiety (Mann,
2001). Many of my students have experienced failure in their lives, often through no fault of
their own and are particularly adverse to engaging where their failure, e.g. answering a question
wrongly to an authority figure could be ‘exposed’. Convincing students that failure is a part of
the path to success is essential. It is therefore essential to create a safe learning environment.
Constant reassurance that wrong answers given in a workshop are not an indication of personal
failure but engagement with the learning process is an important step. It takes students quite
some time to let their guard down, but if they feel safe, they will eventually do so. The creation
of a safe environment is the first step to gaining students’ trust and allows them not only to
engage more actively within the workshop, but also aids them in asking crucial questions about
the course and assessments needed to develop self-directed learning.
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TDU Talk issue 2 - Oct 2015
The perceived power divide between lecturer/tutor and student has an alienating effect.
Encouraging students to accept responsibility for their own learning creates a challenge for
students who are disengaged. Emphasizing that you are a facilitator, not a manager or a
supervisor is a key step, though convincing students of this fact and getting them to become
self-directed learners is often a difficult process. I have found that teaching students, most
of who have either come directly from high school or the workforce is a challenge, as many
expect to be managed, to be told what to do and when to do it. They have a yes sir no sir
mentality. In many respects I am lucky that the nature of the course content I cover is aimed
at teaching students to become self-directed learners. Historically, Intelligence was thought
to be the main factor determining academic success; however in recent years it has been
discovered that self-discipline and effective self-management are more important (Dembo
and Seli, 2013). ‘Smart’ students tend to be those who have acquired the right academic selfmanagement skills and become self-directed learners and their success can largely be emulated
by most students (Dembo and Seli, 2013). Providing students with encouragement and
imparting to them valuable academic self-management skills helps build their confidence both
in themselves and in their ability to succeed and helps redistribute power back to the student
who now sees the tutor as a resource as opposed to a supervisor.
In addition to creating a safe working environment and redistributing power, hospitality is
also important. Not only do students need a safe learning environment to overcome the
disengagement caused by alienation, they also need a fun, engaging environment where they
feel welcomed and valued. I have found that using treats and regulating the use of technology
help create a hospitable environment and ease students into the more challenging aspects
of workshops. A treat compensates a student for answering a question in class, for many this
means overcoming social anxiety and opening themselves up to scrutiny. Further, going to
the effort to purchase treats shows your students that the tutor cares about their classroom
experience. While providing treats might not work in all situations or for all tutors, I have found
it the simplest way to create a hospitable environment for my students. The use of technology
by students can also have a negative effect in the classroom. Often, students remain fixed on
their laptops and smart phones, absent to their surroundings, even whilst taking notes. Clary
Shirky, Professor of Media Studies at New York University found that the use of technology in
class limited a student’s ability to critically engage with the taught material, prompting him to
ban laptop use in class (Strauss, 2014). Technology can provide students with unprecedented
accesses to information and is an essential part of modern higher education, however in the
classroom, it often encourages them to remain quiet and further develop surface and strategic
learning styles, which do not require active participation. Explaining the negative aspects that
technology use can have in the classroom and regulating its use helps create a more hospitable
workshop by prompting students to engage with one another to find answers as opposed to
searching the web in isolation.
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Overcoming alienation is a difficult task, but one which is essential in order to engage students
in the classroom and to encourage deep learners. Many of my students have faced setbacks
in their lives that are no fault of their own and have developed a significant fear of failure.
Overcoming their social anxiety and tendency to use surface and strategic learning approaches
has been an ongoing challenge, but through acknowledging Mann’s suggestions about safe
learning environments, redistribution of power and hospitality I have found a number of
solutions. Most if not all students are determined to get the best out of life, but for many,
disengagement caused by alienation has prevented them from attaining the skills they need to
succeed. Addressing alienation and disengagement is essential if a tutor wants to create both
an efficient and a supportive learning environment.
REFERENCES
Cohen and Taylor. (1976). Escape Attempts:the theory and practice of resistance to everyday
life. Harmondsworth: Pelican.
Mann, S. J. (2001). Alternative Perspectives on the Student Experience: alienation and
engagement. Studies in Higher Education, 8-19.
Brown, Lauder and Ashton. (2011). The Global Auction. New York: Oxford University Press.
Dembo, M and Seli, H. (2013). Motivation and Learning Stratergies for College Success.
New York: Routledge.
Strauss, V. (2014). Why a leading professor of new media just banned technology use in his
class. The Washington Post.
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TDU Talk issue 2 - Oct 2015
CREATING A SAFE LEARNING
ENVIRONMENT FOR YOUR STUDENTS
by Ngaire L. A. Tihema, Tutor, School of Arts
I have been tutoring for the Linguistics/Applied Linguistics/ESLA (specifically English as a
Second Language courses) programme for the last five years. In all my tutorials I have always
tried to create a safe learning environment for my students. Once this is achieved, I find my
students, even the unmotivated ones, are more willing to participate in classroom activities
and discussions. I use a variety of techniques to achieve this outcome, three of which I will
discuss below using several examples from my own tutoring practice.
I. Smile when you greet your students
My objective to create a safe learning environment starts as soon as I walk through the
classroom door for the first tutorial. I warmly greet students who are already present and greet
the rest as they enter the classroom or take their seats. It is easy to see tension wash away
from some students when they are greeted with a smile. There are, of course, those who have
cynicism written all over their faces, but it does not take too long for that to dissipate. Once
your students realise they are safe and that you are approachable, they are able to gain more
from you and your tutorials.
II. Get to know a little about your students
The first tutorial I have with my students is the most important. It is a time for me to get
to know them and for them to learn a little about me. Rather than getting straight into the
teaching aspect of the tutorial, I may do one of a few activities (see the two examples below).
The purpose of these activities is to ‘break the ice’ because some students, if not most, find it
necessary to have a rapport with each other and their tutor before effective learning can take
place.
Example 1 for smaller class sizes (fewer than 10 students)
This icebreaker takes about 10 minutes and all you need is several blank sheets of paper. The
following describes the stages of doing this activity:
1. First, prepare an example, like the one below, of your own information. Write it on the board
or display it on a PPT slide.
Name: Ngaire Tihema
Preferred name: Miss (Just kidding. Please don’t call me ‘Miss’! I prefer ‘Ngaire’ it rhymes with ‘diary’)
1. I love dancing
2. I come from Australia
3. I’m 175cm tall
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2. Then introduce yourself to your students and tell them that one of the three things you
wrote about yourself is false. Ask them if they can guess which one is false by asking them to
all stand. Tell them you are going to read out each statement and if they think it is false, then
they should sit down. I have included my false statement last, so that when I read it, I sit down
at the same time as the remaining students. I intentionally include one statement that seems
false (2. I come from Australia) and one statement that seems true (3. I’m 175cm tall) which
always surprises students.
3. Now that you have introduced yourself, it is time for your students to do the same with
each other. Provide students with instructions to complete information about themselves
within two minutes, then hand out blank pieces of paper (i.e. to write their name, then their
preferred name, two true facts and one false about themselves). A two minute time limit needs
to be set, so students do not take too long. When they have completed their information, ask
them to stand and talk to people they have not met before to see if others can guess which
one of their statements is false. Through this exercise, students also learn to be disciplined
about working within a time frame for different activities or tasks that will come later.
4. While students are doing the activity, you should walk around the room and monitor their
behaviour and/or talk to anyone who is without a chatting buddy. Students may need some
encouragement to go and chat to more than one person.
5. When you bring the activity to a conclusion (after 5 minutes or a little longer), ask students
to highlight which statement is false on their piece of paper, then invite them to share some
interesting facts they learned about their peers.
6. Complete this activity by collecting students’ responses in the order they are seated, so you
can sift through them later to get to know them a little bit better.
Example 2 for average-sized class (10-15 students)
Similar to the previous example, this icebreaker also needs only several blank sheets of paper,
but it takes about 10 to 15 minutes. The following describes the stages of doing this activity:
1. Fold an A4 piece of paper into thirds. In each section, write something different about
yourself (e.g. your name, your major and where you are from). Introduce yourself to your
students by holding up your piece of paper. Once you have finished introducing yourself, place
your piece of paper on the desk, so it is upright with your name facing your students.
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2. Now it is time for your students to do the same activity. Provide them with the folding
instructions and give them one minute to write information about themselves in each section
(i.e. their name, major and where they are from). Ensure students use a thick-tipped felt,
especially for their name.
3. When students have completed their information, ask them to introduce themselves to the
person seated beside them. Give them no more than two minutes to complete this part of the
activity.
4. To complete the activity, ask each student to place their piece of paper on their desks, just
like you have (upright with their name facing the front of the class, so you are able to read
them), and to stand up and introduce the person they just met.
5. Collect students’ responses before they leave the tutorial, so you can use them as a reference
to learn more about your students. Also, you can save them for use in the next couple of
tutorials, in case you forget some students’ names. Some people are quite nervous when they
have to introduce themselves to a room full of people, but they find it easier to introduce
others.
III. Create collaborative tasks
Another effective strategy to provide a safe learning environment for students is to create
collaborative learning opportunities. Students enjoy working with each other if they feel their
participation is valued. Although during the first couple of tutorials I learn a little bit about
my students, I am able to develop a better understanding of every one of them through
observation of their non-verbal language. When I greet and meet my students, monitor their
interactions with peers and/or observe them when they share information about others, I
can see whether an individual is more or less introverted and/or unmotivated compared to
extroverted and/or enthusiastic. Since my aim is to create a safe learning environment, I am
mindful of the way I interact with introverted and/or unmotivated students. I try to implement
strategies to encourage their active participation without putting them in positions where
they feel threatened or less motivated. The main technique I use involves creating tasks where
students have to work in pairs or small groups (see Examples A and B below). This strategy can
allow introverts to come out of their shell and gain more confidence, as well as, encourage the
unmotivated to participate.
Example A:
When students are working on tasks in pairs, I tend to go around the room and monitor their
progress. The introverted and unmotivated students are less likely to ask for my help, so if
I think one group is having some issues, I sit down with them and ask “Can I help?”. It may
take a few seconds for the students to open up and admit they are not sure about something,
but the act of sitting down with them, rather than remaining standing, always leads to them
asking for assistance. In a way, I think the act of my sitting down forces the introverted and
unmotivated students to interact with me. It may be because they feel obligated to respond to
my question since I am within their space and they have my undivided attention.
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Example B:
Sometimes I pose questions to the whole class and wait for one person to respond, but most
of the time, I ask students to discuss questions initially in pairs before they share their answers
with the class. I do this by setting a question on the board or a PPT slide (e.g. what’s one thing
you learned in yesterday’s lecture?) and ask students to talk to the person next to them for
one minute. I then ask individual pairs of students to share their answers, so I can write them
on the whiteboard. This quick activity has multiple purposes: to remind students of what they
learned, to get all students to interact with at least one other peer, and to encourage students
to make a contribution to class discussions. I do not always give students exactly one minute
to discuss questions. The purpose of setting a time limit is to keep students focussed and on
topic, so they do not waste their time or go off on tangents.
Conclusion
The way we treat our students can strongly influence the success of our tutorials. Students are
more willing to engage actively with their peers and tutor when they feel safe in their learning
environment. Simple acts of offering a friendly smile, referring to them by name, being mindful
of their personalities and creating tasks to accommodate all learners can contribute to this
outcome. All of these strategies essentially point towards each one of your students being
respected as individuals. Your students can tell if you have respect for them and they can tell if
you actually care about their learning or not.
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SOME EXPERIMENTS WITH
FACEBOOK IN TUTORING
by Rinu Kumar, Teaching Fellow/Tutor, Waikato Management School
The primary professional obligation of each tutor and lecturer must be to their clients – the
students. Without them, we would not have a job. It is this thought that motivates me to
constantly explore avenues to deliver the best value to my students. This article discusses
one such avenue that I have explored – incorporating Facebook into my teaching and
tutoring. Facebook helps me maintain an ongoing dialogue with the students in my courses.
This is a very different way of communicating with the class, as it allows for wide discussion
incorporating rich content, which is not possible through the traditional medium of emails. In
all papers that I tutor or teach, I’ve chosen Facebook as the primary mode of communication.
Why Facebook?
Facebook offers an informal and collaborative platform that fosters reflection and encourages
peer feedback. It also enables fast and easy communication, both among students, as well as
between the educator and students. The literature on the use of social networking services
(SNS) such as Facebook in teaching identifies multiple ways in which it enhances the learning
experience of students.
1. Increased Participant Engagement
Bosch (2009) and Browning et al. (2011) noted that the use of SNS in teaching increased
communication between teachers and students. Students benefit greatly from involvement in
Facebook discussions which allow them time to create and measure their responses (McCarthy,
2013). Facebook helps connect them with their peers and instructors, bringing them together
as a community, which is an important component of students’ academic success (Duffy,
2011).
In my tutoring experience, queries from students increased by roughly 40% when I moved
from email to Facebook as the primary mode of communication in course delivery. On average,
there were roughly 110 separate conversations on the Facebook group walls of each course.
Some of it were course updates from me, but conversation between students, and between
students and myself also formed a significant part.
Facebook as the primary mode of communication in the course received rave reviews from
the students. The single instance of negative feedback was back in 2013, from a students who
felt that there was “too much communication” related to the paper. Here are some of the
comments from students about the use of Facebook:
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One of the biggest advantages of Facebook over learning management systems (LMS) –
Moodle – is that students are almost permanently signed into it, and therefore receive
immediate updates on any course discussion comments posted to the group. Multiple studies
have found that students have found Facebook to be very useful for accessing course material
(Desbrow & Leveritt, 2012; Pascarella & Terenzini, 2005 ). As you can see from the participant
comments above, the literature is not very far from the truth!
2. Increased Participant Interaction and Collaboration
Multiple studies in the US and UK have also identified that the use of social networking sites
such as Facebook fosters resource sharing (Mazman and Usluel, 2010; Wang et al., 2012),
interaction, and collaboration (Maloney, 2007; Mazman & Usluel, 2010). This is important,
because students who learn, create and innovate in the company of others exhibit a high level
of innovation and productiveness (Lankshear & Knobel, 2011). This was evident whenever I
have employed Facebook in my tutorials.
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Our tertiary education system is a relic from the 18th century, where learning was teacher
centric. In that day and age, the only channel through which knowledge could be accessed
was the teachers themselves, who were among the select few who had access to libraries and
books. Books and research publications were prohibitively expensive for students.
Today, when all of humanity’s knowledge and wisdom is at the fingertips of every student,
learning must become student-centric. Knowledge is not something that should flow from
the teacher to the student; instead it is something that the students themselves should create
through collaboration and enquiry.
In my courses, I try to ensure that that spirit of collaboration is fostered.
Here’s an example of how students used Facebook to collaborate and share resources during
an (embarrassing!) instance when I ended up confusing students with conflicting information.
I had pointed them to the incorrect forms to fill in for one of their assignments. Seeing that I
hadn’t responded for some time, one student immediately posted the right forms that needed
to be filled.
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Below is yet another instance of collaboration. Notice how the Facebook group enabled the
students to answer queries from peers, and share relevant resources. Also, notice how this
query from the participant was helpful to others, reflected in the likes that the response
received from their peers:
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3. Helps answer unasked questions!
Let’s face it. Not all of our students are great with help seeking. Students who don’t ask
questions are often the ones who are in dire need of help (Alexitch, 2002). The open nature of
the Facebook forum makes the information in discussion with individual students available to
all in the group.
Some students prefer to ask me questions through Facebook private messaging, and I am
fine with that. If the information is useful to the class, I copy and paste the question and
my response on the group wall for all to see without identifying the student who asked the
question.
See the example below:
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Setting Things Up
By now, I have hopefully succeeded in piquing your interest in the integration of Facebook
in tutoring and teaching. I will now give you a peek into the actual practicalities of how I set
things up.
The first thing I do when I tutor or teach a new paper is to start a Facebook group with its
privacy level set to ‘secret’. Keeping the group secret keeps the content of the discussions and
the identity of the group’s members private, while avoiding random access of other visitors. I
then send an invitation via email to all students in my course to join the group. That creates a
forum where all students have access to all discussions.
I use my personal Facebook account to communicate with students, as that is the account I
am logged into permanently, and therefore is the best way to get instant updates of queries
raised in the group. Note that the students and I do not need to add each other as friends – we
are only members in a group.
In the introductory email that I send students roughly a week before classes start, I tell them
three things about communication in the paper:
•
The paper Facebook Group will be the primary mode of communication in the course. All
important announcements about the course will be via the group.
•
All queries and discussions between the students and me will be on the group wall. This
fosters discussion, and my responses to a particular student’s query will inform other
students as well.
•
In some cases, students might have confidential queries. These can be forwarded to me via
Facebook private message.
In the first contact tutorial, lecture, or workshop, I reiterate that Facebook is the primary mode
of contact, and that student can still opt to email me. Some actually do – but my turnaround
time via that channel is a minimum of 8 hours, and a maximum of 24. Via Facebook, my
turnaround time is usually between 15-45 minutes for all queries between 5am and 9pm.
Approximately 85% of the queries I receive are via the Facebook page, and the majority of
them are posted on the group wall. The rest come through email, and of course, the occasional
text message on my phone – you know, two minutes before that next assignment is due.
What Do I Post?
Facebook is a media rich platform. Extensive research by Facebook has shown that videos and
images garner the most engagement from users. When I post course updates, I choose to do
it via images to catch the attention of the students. Here’s are two samples of my posts. Note
how I have created an image, much like a PowerPoint slide, and then added text to accompany
it.
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I use www.Canva.com to create these images. An excellent, free, web-based design service that
is easy to use, even for novice designers. It takes me less than 5 minutes to design one of these.
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To sum up, I have had a highly positive experience using Facebook in my tutoring and teaching.
However, I must warn you that it is a lot more work. There will be increased queries from
students, meaning one spends significantly more time responding to them. Also, there is more
discussion and engagement in the group round the clock, which the educator will need to
monitor to ensure that no incorrect information is passed around.
The possibilities of using Facebook in teaching are endless. Facebook themselves are working
on features customised for education, and have introduces a feature called Groups For Schools.
You can check out the features: https://goo.gl/GbAvVt. Also, join the Facebook in Education
group to keep abreast of the latest trends in the use of Facebook in Teaching: https://goo.
gl/6GAA4.
All the best!
REFERENCES
Alexitch, L. R. (2002). The role of help-seeking attitudes and tendencies in students’ preferences
for academic advising. Journal of College Student Development, 43, 5-19.
Bosch, T. E. (2009). Using online social networking for teaching and learning: Facebook use at
the university of Cape Town. Communication: South African Journal of Communication
Theory and Research, 35(2), 185-200.
Browning, L., Gerlich, R. N., & Westermann, L. (2011). The new HD classroom: A hyper diverse
approach to engaging with students. Journal of Instructional Pedagogies, 3(1), 1-15.
Duffy, P. (2010). Facebook or Faceblock: Cautionary Tales Exploring. Web 2.0-Based E-Learning:
Applying Social Informatics for Tertiary Teaching, 284.
Irwin, C., Ball, L., Desbrow, B., & Leveritt, M. (2012). Students’ perceptions of using Facebook as
an interactive learning resource at university. Australasian Journal of Educational
Technology, 28(7), 1221-1232.
Lankshear, C., & Knobel, M. (2011). New Literacies: Everyday Practices And Social Learning:
Everyday Practices and Social Learning. UK: McGraw-Hill Education.
Maloney, E. (2007). What Web 2.0 can teach us about learning. Chronicle of Higher Education,
53(18), B26.
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Mazman, S. G., & Usluel, Y. K. (2010). Modeling educational usage of Facebook. Computers &
Education, 55(2), 444-453.
McCarthy, J. (2013). Learning in Facebook: First year tertiary student reflections from 2008 to
2011. Australasian Journal of Educational Technology, 29(3).
Pascarella, E. T., Terenzini, P. T., & Feldman, K. A. (2005). How college affects students (Vol. 2):
CA: Jossey-Bass San Francisco.
Wang, Q., Woo, H. L., Quek, C. L., Yang, Y., & Liu, M. (2012). Using the Facebook group as a
learning management system: An exploratory study. British Journal of Educational
Technology, 43(3), 428-438.
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RECOGNISING AND DEVELOPING THE
LEARNERS AS LEADERS OF TOMORROW
by William Shields, Tutor, Waikato Management School
Benjamin Franklin once said “Tell me and I forget. Teach me and I remember. Involve me and
I learn.” I see the act of involving our learners in their own education as fundamental to their
development, and that it cannot be achieved without building the drive for learning itself.
We help develop students’ learning around specific subject areas, yet we are all learning
from multiple sources throughout our lives. The people around us, our environments and the
experiences we have throughout our lives mould our own perspectives, personal drives and
our general approach to life and learning. For instance, my outlook on life has been influenced
in the early years by my forced adaptation to changing situations throughout my childhood,
a need to mature rapidly and become more independent. This history empowered me to go
to University to study the Strategic Management and Human Resource Management (HRM)
and has continued to shape my thoughts. HRM has guided me in many aspects of my life and
shaped my perspective on many different situations. More importantly, HRM has had a huge
impact on my own personal drive and approach to tutoring here at the University of Waikato.
I see the same process for students in my tutorials. I think Nelson Mandela put it best that
“education is the most powerful weapon which you can use to change the world”. In order
to get the most out of education, we need to create a drive and passion for learning in our
students that sticks with them for years to come. I will be discussing some key ideas around
passion and drive, and the ways building rapport with students can enhance learner motivation
and engagement.
Passion, Drive and Rapport
Anthony J. D’Angelo said that we should “develop a passion for learning. If you do, you will
never cease to grow”. I see this as the purpose for tutoring – to impart passion for learning
to students. Motivation and passion are important drivers for connecting with learners, and
also for learners to connect with the content and subject area itself. Fundamentally though,
motivation is not something we only need to maintain in students; our own motivation for
teaching or tutoring also needs to be sustained. My own reason behind tutoring is based on the
importance of knowledge for me, and I get quite a bit of satisfaction from seeing my learners
achieve what they have set out to do. Personal drive manifests itself as passion for what we
teach, enthusiasm through how we teach, and demonstrates competence in the subject area
as a whole. So, if we align our learners’ motivations with their goals and ambitions – through
real-world application of content, for example – this can develop into a personal drive that can
seek to enhance their own learning experiences.
By demonstrating and encouraging competence and knowledge, tutors can communicate
effectively with students that the subject area is worth their effort and learning in order to
make the subject more meaningful to them. In other words, by showing passion tutors can
build and encourage a passion for the subject area. By linking students’ motivation to their own
purpose and goals, such as career goals and personal ambitions, tutors can pass on their own
drive for learning to students.
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An important consideration I make in every class is that everyone, including myself, is different
and our emotions and attitudes can vary from time to time. Furthermore, each time we may
well be in a different space than we were previously. Our drives and priorities can fluctuate
throughout the course of teaching and learning which means any learner’s level of engagement
can change over time. So, building this fundamental passion and drive for the subject or course
becomes essential, where the content or ideas can motivate and inspire commitment. I believe
that working towards an ideal situation using tools to promote and grow engagement will set
us on a path towards facilitating learners’ goals and success.
I see the role of a tutor as being multi-faceted, where we impact and lead not only students’
educational lives, but also their personal and future professional lives. So due to this, I feel
that it is important for tutors to engage with learners through multiple channels. Within and
outside the classroom, I have a mixed approach with regards to how I engage with students,
for instance, through face-to-face, impromptu meetings, email, Facebook, etc. However, most
of it is founded on an informal yet purposeful conversation. Important for this informal style
is building a rapport with students. Establishing rapport with students takes time and effort,
especially when trying to build this up at an individual level, learner by learner. Rapport can
be built through many different methods, from displaying expertise in a field to engaging with
someone at a personal, social level. We need this rapport to lead our learners down the path of
knowledge, so that they can make the future their own. This path is long and arduous, but if we
teach and show the qualities and behaviours needed for this path, it will give our learners the
confidence to move forward.
In addition to being an example and building on students’ attitudes towards the pursuit of
learning and knowledge, in my case the business landscape is ever-changing and a certain
mental flexibility needs to be developed in tomorrow’s learners as leaders. This is a mentality
which takes into account the many different situations, experiences and knowledge to make
constructive decisions. That is who we are guiding, those who will shape the New Zealand or
even global landscape, guided by passions they have made their own and driven by the need to
know more and do more.
’Tools’: Learner Engagement
So, I call these tools, but they are really just aspects of teaching that I consider when planning
and preparing at a practical level for a tutorial. Here I have touched on a few key tools that
work for me in how I engage with students, which may or may not work for others because we
are all different and tutor in different contexts.
Mental preparation: Firstly getting in the right mind-set for openly conveying information
is important. Losing personal inhibitions and also breaking down assumptions can hinder our
tutoring. Being aware that humans make judgemental calls about people almost instantly
means that we can accept the fact and put it to the side, because as we build rapport and learn
more about students, we can paint a better picture of who they really are as learners.
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The tutoring space: The environment in which we teach or tutor plays a huge part in students’
engagement and can make learning difficult for them. One example is when we try to run a
team-oriented tutorial in a lecture theatre – it is incredibly challenging to get students to work
comfortably in groups. Also, the layout of the rooms, placement of the projectors, ventilation,
and lighting impact on how easily students can engage with learning activities.
Technology: I rely heavily on technology to communicate and organise my tutorials, mostly
through Facebook. Social media may feel inappropriate for some, but conversing with learners
through a medium that they are comfortable with and experienced with means they adopt it
very readily. It also allows us to segue to a conversation around professional conduct in online
settings and the skills they will need around communicating online.
Structure: Enthusiasm and passion by themselves cannot capture students’ attentions for
long periods of time which means tutors need to mix it up a bit – break up the structure of
a tutorial with an activity, a chance for them to present something, videos, a quick quiz, or
maybe application practice with a case, for example. Having variety between sessions is also
important, where you may focus on group activities one week and individual activities in
another tutorial.
Strategy has driven the structure behind ‘why’ I teach, where I initially have a vision of where
I want students to arrive. Then I work towards ‘how’ – figuring out the best way to convey
information so that our learners can reach their goals and objectives. HRM has guided my
beliefs around the ‘who’ I am and ‘who’ I am as a tutor, and the best ways to bridge any gaps
between these two. I also endeavour to apply this vision to my tutoring by reducing the gaps
between students as ‘who’ they are and ‘who’ they are as leaners. Once applied, this vision can
shift students’ own personal development and understanding where they can become more
than just critical and contextual thinkers, and move towards becoming more holistically, longterm minded leaners who can lead while acknowledging the complexities of people and the
world. This kind of approach will hopefully create a leader more in-tune with the state of our
societies and planet, guiding everyone into a brighter future.
Mahatma Ghandi encouraged us to “live as if you were to die tomorrow. Learn as if you were
to live forever”. Developing a passion for life-long learning is one of the most important things
that should be developed in students. Through developing a passion for both the subject and
learning in general, delivering in a way that builds rapport which takes into account who
students really are, and taking into consideration factors that affect students’ engagement we
can ensure students enjoy learning in any tutorial space.
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TIPS ‘FROM’ AND ‘FOR’ STUDENT
MENTORS
by Dr Arezou Zalipour, Lecturer, Teaching Development Unit
In the past months, I have been invited by Ms. Rangihurihia McDonald, the student mentor
coordinator in FASS, to conduct several support sessions for student mentors. We had very
productive sessions and this edition of TDU Talk is an opportunity to share ideas, strategies,
and good practices as well as the challenges that student mentors discussed in those sessions.
With Hurihia’s consent I have summarised below the key themes and points that emerged
from our FASS support sessions.
The key word in student mentoring practice is ‘referral’. This was a turning point in our
discussion where student mentors realised that they were exceeding the expectation within
the parameters of their roles. Knowing the main role of a student mentor is referral does not
mean, however, to completely refer a student to someone else every time they come for help.
It is to assist them as much as possible and also suggest them to get some additional advice
from someone else/some other services available across the university. It is crucial, therefore,
for the student mentor to be aware of these services and where they are offered across the
University. In other words, it is for the student mentor to recognise that if the student’s inquiry
is not within the domains of their roles, they should feel free to refer students to the right
place and person. The challenge will be to balance the referral role with students’ needs.
There were many interesting points that came up in our discussions including:
•
Students’ subject area should not affect the ways student mentors can provide help, as
their role is not to teach content.
•
With regard to students who have not handed in their work, student mentors can only
try to approach to offer assistance, work with students on the assignments, and ensure
students feel it is safe for them to approach student mentors for help.
•
One important role of student mentors is to provide pastoral advice, particularly in the
case of first year students; it is important for them to feel safe to come to talk about their
challenges, etc.
•
Before the mid-semester break and also in the final weeks when assignments are due,
student mentors get a big rush of students. In such cases, it is effective to plan ahead
as it is anticipated that students will come in before an assignment is due. The best is
to encourage students to come in a number of days before the assignment is due by
casually asking them about their assignments when they come to see student mentors
for another purpose, for instance. This encourages students to start looking at their
assignment task early.
•
When there is a group of students waiting to be attended by the student mentors, there
is a tendency to rush. Students can sense if the mentors are rushing and if they are not
listening well as there are many students for them to attend to. Student mentors should
try to be calm good listeners who are helpful.
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In our conversations, student mentors as well as the student mentor coordinator mentioned it
seems evident to them that students do not have an accurate picture of what services student
mentors provide. It was proposed that one way of reminding students of the type of work
student mentors can do for them is to get permission from the lecturer to go to the lecture
several times in the course of the semester (this is in addition to the first introduction of
student mentors at the beginning of the semester during one of the lecturers).
There has always been an unrealistic expectation from student mentors as they should ‘fix’
things in students’ assignments. There is a need to change students’ perception of the type
of work and services student mentors can provide. It is also crucial for lecturers and tutors to
continuously remind students of the student mentors’ available help and assistance.
TDU Talk issue 2 - Oct 2015
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TDU SUPPORT FOR TUTORS
Charlotte is the TDU support person for
tutors.
4. Tutor Day
A full day cross-campus workshop for tutors
on various aspects of tutoring practice is
run at the beginning of every semester. It
is an opportunity for tutors to share their
experiences and learn how to enhance their
teaching.
5. Tutor Resources
Online materials and resources are available
on various aspects of teaching and learning.
Charlotte Ferry-Parker, Senior Tutor
extn 4116
[email protected]
We provide support for tutor activities in
the following ways:
•
Online materials and resources are
available on various aspects of teaching
and learning.
•
to enhance tutors’ current
understandings about effective tutoring
practices
•
to suggest some teaching strategies to
encourage student participation
•
to work with tutors to provide
discipline-appropriate tutorials
•
to provide guidance about what to
consider in the tutorial session and how
to link it to the lecture
Wednesdays 9am-10am
•
at the Teaching Development Unit in
basement of A block
to arrange discipline-appropriate support
for demonstrators
•
to provide some guidance about
assessment criteria and marking
•
to talk through various strategies for
small-group discussions and ways to
enhance learner engagement
•
to provide understanding of the
importance of effective feedback and
the ways in which feedback can enhance
student learning
TDU support for Tutors comprises five
areas:
1. Drop-in Sessions
Come by for a cup of tea or coffee to:
•
Discuss tutorial roles and activities
•
Share ideas about tutoring with others
•
Meet with folk who are experienced in
tutoring and education in general
Tuesdays 1pm-2pm
2. Individual Support
TDU provides consultation with individual
tutors on all aspects of tutoring practice.
3. Department-based Tutor Workshops
We conduct workshops for tutors (in
conjunction with convenors) at the invitation
of a department or convenor.
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TDU Talk issue 2 - Oct 2015
EVALUATIONS THROUGH BLUE
e-mail to teaching staff
•
If you do not receive this email, ask your administrator to add you to the paper through
JADE
•
Email sent from [email protected]
•
Links straight through to the system so staff can add questions or opt-out if required
•
Due date is included in the email
•
Any changes that are made are applied immediately
•
Other ways to access the system include: Moodle, iwaikato, MyWeb and the Appraisals
and Evaluation webpage
Checking people are there
Only the convenor can opt-out the paper if it is not to be evaluated
If the paper has been opted-out, no teachers are able to have a teaching evaluation
Select the opt-out button next to your name if you do not wish for your teaching to be
evaluated
Ask your administrator to add any teachers who are not listed
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28
Adding Questions
•
Select Question Personalisation in My Tasks in the Paper Management page
•
Read through the options to see what question(s) will be suitable
•
Click the select button next to the question you would like to add
•
Select submit at the bottom of the page to save the questions you have added
Finalise when satisfied
•
When you are satisfied with all of the changes you have made, select the finalize button
in the top-right corner of the Paper Management page
•
Finalising the evaluation will stop reminder emails from being sent
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TDU Talk issue 2 - October 2015
Check your response rates
Live response rates are available while the evaluation is open to students
Encourage students to provide feedback by thanking the students that have completed the
evaluation and asking others to complete it also
Accessing your report
•
Reports are available after the Board of Examiners meeting each semester
•
Email will be sent from [email protected] to let you know when they are
available
•
Evaluation reports are linked to your staff username so if your contract has ended and
you no longer have a staff username you will not be able to access your report
•
If this happens, email [email protected] and a pdf version of your report will be
emailed to your personal email address
The Appraisals and Evaluation Team are available to help you interpret
your evaluation results and make improvements to your teaching based on
student feedback. Please contact [email protected] or call us on
0800 WAIKATO extn 4341 to make an appointment.
TDU Talk issue 2 - October 2015
30
TUTORS’ DAY
TEACHING DEVELOPMENT UNIT OFFERS YOU TUTORS’ DAY
Tutors’ Day is an introductory workshop designed for those who are new to tutoring at the
University of Waikato.
The day includes an introduction to tutoring, discussions on surviving your first tutorial,
facilitating small group discussions, increasing participation and getting feedback on your
teaching.
Morning tea and light lunch will be provided inclusive of hot and cold beverages throughout
the day.
You must attend the whole session to be eligible for a Certificate of Attendance.
Date
TO REGISTER
Tuesday, 23 February 2016
Please contact Lissa Smith
Time
e-mail [email protected]
from 9am to 3pm
or phone extn 4839
Venue
Faculty of Law, Te Piringa, room LAW.G.02
University of Waikato’s Hamilton Campus
Facilitator
Charlotte Ferry-Parker, Senior Tutor
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TDU Talk issue 2 - October 2015
Closing date for registration
5pm Friday, 19 February 2016
TDU SUMMER WORKSHOPS
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32
CELEBRATING TEACHING
The Teaching Development Unit presents
Celebrating Teaching Day
We invite you to join us as we celebrate teaching excellence with a morning of inspiring
presentations by the winners, both current and previous, of Faculty Teaching Excellence Award.
Guest presenters will share their teaching philosophy and practice.
Date
Tuesday, 1 December 2015
Time
9:30am to 12:30pm
Venue
The Upstairs Lounge, Gallagher Academy of Performing Arts
Register on www.waikato.ac.nz/tdu/events
or contact Lissa Smith extn 4839 e-mail [email protected]
by 5pm Friday, 27 November 2015, please state any special dietary requirement/s
Guest presenters at 2014 Celebrating Teaching Day
Dr Alison Campbell
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TDU Talk issue 2 - October 2015
Dr Heather Connolly
AProf Winnie Crombie
enhance your teaching
excite and engage your learners
educate effectively
VISIT THE TDU
Teaching Development Unit
Centre for Tertiary Teaching and Learning
The University of Waikato
Gate 8, Hillcrest Road, A block
Private Bag 3105, Hamilton 3240, New Zealand
Website: www.waikato.ac.nz/tdu
Phone: +64 7 838 4839
Email: [email protected]
© The University of Waikato, October 2015.