VCL Didactical Design Patterns

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patterns:supervision_of_participants:tutoring [2020/10/01 23:07]
editor 		patterns:supervision_of_participants:tutoring [2022/09/19 10:08] (current)
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 ^**Framework** |complex case study; learning and group process have relevance for the assessment/evaluation/research| ^**Framework** |complex case study; learning and group process have relevance for the assessment/evaluation/research|
 ^**Solution** | \\ * Identification of potential conflicts and problems; in this case timely intervention or information of a consultant or instructor/organiser \\ * Availability as the central contact person for the group for any occurring question (which does not mean that the e-tutors must be able to answer all questions on their own) \\ * Providing the groups with a sense of security: they are not left alone \\  \\ Groups in a VCL project have to find their own solution. Finding the solution and making appropriate decisions are an integral part of a VCL-project learning experience. Hence, while the e-tutors should answer questions from the groups (such as organisational questions, understanding problems), they do not provide any suggestions with regard to the actual task solutions. \\  \\ //Example: \\ Permissible question: “Do we understand the task correctly that we have to … ?” Not to be answered by the e-tutor: “Is this a good alternative? Are our results correct?”// \\  \\ The e-tutors work autonomously, adapting their mentoring style to the needs of the groups, but they ought to be easily able to contact other e-tutors, consultants or organisers. It is helpful to provide an internal communication area for the e-tutors, where they can exchange in case of questions or problems or simply to share experience. \\  \\ Depending on the aim of the VCL project as well as the intended role of the e-tutors, it has to be determined how the e-tutors’ access to the groups can be ensured. If the e-tutors have a central role and their observation will be an important part of the assessment, it has to be made sure that they will be able to access as much of the groups’ communication as possible. This can be done for example by requiring the groups to communicate through set platforms or tools, requiring the groups to give their e-tutor access to their communication (i.e., invite him or her to the platforms/tools used), or requiring the groups to provide protocols of any communication outside thee-tutors access. The e-tutors have the best view on the groups’ communication and hence best insight into the groups’ learning and working processes. This knowledge can be important if these processes are a part of the assessment. In this case the e-tutors can provide first assessment of the groups work. To make these first assessments comparable (in case several different e-tutors take part or in case the e-tutors are not staff members), the e-tutors should use predefined assessment criteria.| ^**Solution** | \\ * Identification of potential conflicts and problems; in this case timely intervention or information of a consultant or instructor/organiser \\ * Availability as the central contact person for the group for any occurring question (which does not mean that the e-tutors must be able to answer all questions on their own) \\ * Providing the groups with a sense of security: they are not left alone \\  \\ Groups in a VCL project have to find their own solution. Finding the solution and making appropriate decisions are an integral part of a VCL-project learning experience. Hence, while the e-tutors should answer questions from the groups (such as organisational questions, understanding problems), they do not provide any suggestions with regard to the actual task solutions. \\  \\ //Example: \\ Permissible question: “Do we understand the task correctly that we have to … ?” Not to be answered by the e-tutor: “Is this a good alternative? Are our results correct?”// \\  \\ The e-tutors work autonomously, adapting their mentoring style to the needs of the groups, but they ought to be easily able to contact other e-tutors, consultants or organisers. It is helpful to provide an internal communication area for the e-tutors, where they can exchange in case of questions or problems or simply to share experience. \\  \\ Depending on the aim of the VCL project as well as the intended role of the e-tutors, it has to be determined how the e-tutors’ access to the groups can be ensured. If the e-tutors have a central role and their observation will be an important part of the assessment, it has to be made sure that they will be able to access as much of the groups’ communication as possible. This can be done for example by requiring the groups to communicate through set platforms or tools, requiring the groups to give their e-tutor access to their communication (i.e., invite him or her to the platforms/tools used), or requiring the groups to provide protocols of any communication outside thee-tutors access. The e-tutors have the best view on the groups’ communication and hence best insight into the groups’ learning and working processes. This knowledge can be important if these processes are a part of the assessment. In this case the e-tutors can provide first assessment of the groups work. To make these first assessments comparable (in case several different e-tutors take part or in case the e-tutors are not staff members), the e-tutors should use predefined assessment criteria.|
-^**References** | \\   \\  \\ [[:patterns:supervision_of_participants:external_consulting|]] \\  \\ [[:patterns:rating:rating_system:individual_assessment|Individual Assessment ]] \\  \\ [[:patterns:rating:rating_scheme|Rating Scheme ]] \\ |+^**References** |[[:patterns:supervision_of_participants:external_consulting|]] \\  [[:patterns:rating:rating_system:individual_assessment|]] \\  [[:patterns:rating:rating_scheme|]]|
  
  

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