Evaluation of a comms and tutoring system at Dundee

EFFECT show and tell

Aileen McGuiganUniversity of Dundee

25 June 2012

Evaluating feedback for e-learning: centralised tutors - EFFECT

TQFE-Tutor

An integrated tutoring system which promotes communication

• tutor to learner• learner to tutor• learner to learner• tutor to tutor

incorporating

• an email account• a blog• a microblog

Nine tutors come together to act ‘as one’

... questions

Does TQFE-Tutor improve self-direction of learners?

Does TQFE-Tutor improve final results for students?

Does TQFE-Tutor provide benefits in terms of staff development?

What are the workload savings for staff ?

How to improve on TQFE-Tutor effectiveness?

I mean, I have found it easy to get in touch, but I think there’s maybe things you’re not wanting to ask because you’re thinking, ‘that’s a really silly question’. You think I’ll not bother asking because I’ll have to write an email, but if you were face-to-face with someone you’d say, ‘I’m having a problem with this...’ (Participant 1, Group B4)

I think it’s good because all our theory is online delivery. So it helps us put ourselves into the position of the student. It’s like a blended approach. It does help learners to be self-directed. (Participant 2, Group B4)

I think people are increasingly less – decreasingly – looking for one-to-one nurturing; they’re able to deal with things; ‘I just want to get on with this and I need an answer when I need it. From someone I know I can trust. But it doesn’t matter if it’s her, her or her’. (Associate Staff 1, Group B3)

I think it’s excellent. I don’t think this one-to-one support is much needed by people coming in nowadays. I think the old school who needed that are kind of on the way out. (Associate Staff 2, Group B3)

…on self-direction of learners

… improved results?

… not yet established

…benefits in terms of staff development?

Extract from the TQFE-Tutor FAQsWhat if the participant has a question about something the marker has sent them?

Queries raised about marking should in most cases be dealt with by the duty tutor. Look at the marksheet before responding. Occasionally it may be necessary to refer such a query back to the marker to resolve. In such cases, duty tutor should acknowledge receipt to participant, with cc to marker, explaining that the marker will respond fully. (Marker should respond from [email protected] so that duty tutor can access correspondence.)

Is transparent

Facilitates moderation of marking

Ensures consistency

Acts as a virtual mentor for new staff

… workload savings?

Programme B submission process Comparison of time spent Programme B TQFE

Participant mails assignments to Programme Administrator Very variable Not applicable

Assignment is received by University mailroom, sorted and delivered to School of Education

Very variable Not applicable

ESWCE School receptionist sorts mail into staff pigeonholes Very variable Not applicable

Programme Administrator (PA) collects mail from ESWCE mailroom and returns to desk

2 minutes Not applicable

PA opens mail item and date stamps 1 minute Not applicable

PA delivers assignments to marker’s pigeonhole in mailroom 2 minutes Not applicable

Marker collects assignment from mailroom and returns to desk 5 minutes Not applicable

Marker returns hard copy to PA 5 minutes Not applicable

PA emails mark sheet to participant 2 minutes Not applicable

PA prints mark sheet 1 minute Not applicable

PA files hard copy assignment and mark sheet 2 minutes Not applicable

…continuing developments

…conclusions

a briefing paper of EFFECT findings – summer 2012

an EFFECT page at the Design Studio

the EFFECT websitefrom 10 July 2012 https://blog.dundee.ac.uk/effect/

… still to come…

Aileen McGuigan, EFFECT Project Manager, [email protected]