Case Study: Teach and/or support learning – Digital Learning tutorials

It is common for students to require 1:1 support when it comes to the digital components of their course. Despite the general assumption about students being digital natives, they join us with vastly differing levels of digital expertise and confidence. However, for good reason, many courses require students to complete assessments with various digital tools. For example, some courses expect their students to present their reflections using Myblog (WordPress) or submit digital portfolios using Workflow (Mahara). To complicate matters, feedback from individual tutors tells us that some of the tasks being asked of our students are beyond their own digital know-how.

The challenge is to then get all students in a position where they can complete their assessment requirements without feeling like they have compromised their output. As well as minimizing stress levels. Especially in the context where their course tutors are unable to provide this support. This is where the Digital Learning team can fill a critical gap. We can do this by providing extra 1:1 support to those students that need it.

Students on the PG Cert recently attended an induction session on Myblogs. There were a few students that were unable to make the session. So, I was able to meet those students individually. I was able to discuss the issues they were facing, to try and find out how much they know. I can then guide them to solving those issues. I could also offer them extra tips on how to make the blog work and make it easier for people to navigate. One of the key benefits of this type of support is that you can offer reassurance and encouragement. Hopefully getting them to a place where they are confident enough to continue on their own. Occasionally, I might need to research something to find the answer or signpost them to more appropriate support.

I believe it is important to offer this type of support to our students. It means that we can scaffold the students in a way that is appropriate to them. According to van de Pol, Volman, and Beishuizen, scaffolding is a process that is finely tuned to the learners’ needs, but it is also essential that the learner needs to maintain actively engaged. Making ourselves available for individual appointments, helps to put our students in control of their own learning. They must recognise their own needs, seek appropriate help and be prepared to openly discuss the issues they are facing.

In my view, this type of support is most effective when used in conjunction with embedded sessions. That way I can understand what it is the students are working towards. This means you can be sure the advice you are giving them is relevant. One of the students that I met took the time to email me directly to thank me for the support. She said it really got her started and she felt much more confident using my blog.

The example I have given above is where 1:1 support came about after we had provided an embedded skills session. Often, contact with the student is not embedded. They will seek help directly without any ‘introduction’ from the course team. While in every case I will endeavour to help those students to the best of my ability. It’s difficult to effectively ensure your support is relevant if you are unsure of what it is their tutors are expecting of them.

I think there are several steps we could take to increase the amount of support given to students that is directly linked to their course. The first is to make more inroads into promoting the value of embedded support in the wider college community. The second is that we could also offer ‘training the trainer’ sessions, which would help to ensure more support by their course tutors. Finally, we could also look at developing a Digital Champions programme where students could support their peers.

Evidence

Original submission on workflow

Unit-1: Theories, Policies and Practices workflow portfolio

Reference

Pol, Janneke van de, Monique Volman, and Jos Beishuizen. “Scaffolding in Teacher–Student Interaction: A Decade of Research.” Educational Psychology Review 22, no. 3 (September 1, 2010): 271–96. https://doi.org/10.1007/s10648-010-9127-6.