scholarly journals Back To Basics: A Student Tutor Matching Program

2020 ◽  
Author(s):  
Mukul Shirvaikar ◽  
Ron Pieper ◽  
David Beams
Keyword(s):  
Student Tutor

An Approach to Identifying Meaningful Action Patterns in Student-Tutor Interactions

1993 ◽  
Vol 37 (18) ◽  
pp. 1281-1285
Author(s):  
Anna L. Rowe ◽  
Nancy J. Cooke
Keyword(s):  
Intelligent Tutoring Systems ◽  
Scoring Method ◽  
Tutoring Systems ◽  
Knowledge Based ◽  
Scaling Procedure ◽  
Student Tutor ◽  
On Line ◽  
Pathfinder Network ◽  
Network Patterns ◽  
Initial Research

Part of the success of computerized intelligent tutoring systems will be associated with their ability to assess and diagnose students' knowledge in order to direct pedagogical interventions. What is needed is a methodology for identifying general relationships between on-line action patterns and patterns of knowledge derived off-line. Such a methodology would allow an assessment and diagnosis of knowledge, based only on student actions. The focus of this initial research is the development of a means of identifying meaningful action patterns in student-tutor interactions. Actions executed by subjects on a set of verbal troubleshooting tests (Nichols et al., 1989) were summarized using the Pathfinder network scaling procedure (Schvaneveldt, 1990). The results obtained from this work indicate that meaningful patterns of actions can be identified using the Pathfinder procedure. The network patterns are meaningful in the sense that they can differentiate high and low performers as defined by a previous scoring method. In addition, the networks reveal differences between high and low performers suggestive of targets for intervention.

Workshop on Analyzing Student-Tutor Interaction Logs to Improve Educational Outcomes

2004 ◽  
pp. 909-909 ◽  
Author(s):  
Joseph Beck (Chair) ◽  
Ryan Baker ◽  
Albert Corbett ◽  
Judy Kay ◽  
Diane Litman ◽  
...  
Keyword(s):  
Educational Outcomes ◽  
Student Tutor

Introduction of a student tutor-based basic obstetrical ultrasound screening in undergraduate medical education

2019 ◽  
Vol 300 (1) ◽  
pp. 59-66 ◽  
Author(s):  
A. Hamza ◽  
J. C. Radosa ◽  
E.-F. Solomayer ◽  
Z. Takacs ◽  
I. Juhasz-Boess ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Ultrasound Screening ◽  
Student Tutor ◽  
Obstetrical Ultrasound

The grey space in the middle: Using drawing to meet the object half way

2019 ◽  
Vol 4 (2) ◽  
pp. 341-353
Author(s):  
Martin Morris ◽  
Paddy Molloy
Keyword(s):  
Virtual Reality ◽  
Visual Communication ◽  
Physical Space ◽  
Works Of Art ◽  
Student Tutor ◽  
New Ideas ◽  
Individual Voice

Abstract Through the concept defined by David Bowie as the 'grey space in the middle', a theoretical space through which the meaning and worth of a piece of art is defined, this text looks at how Martin Morris and Paddy Molloy teach and develop processes towards drawing on the Illustration Animation BA (Hons) course, part of the Design School at Kingston School of Art (KSA), Kingston University. Their pedagogic process is examined through a set of six images made by three different students (covering life drawing, copying, memory drawing and Virtual Reality [VR]) alongside the respective students' responses to their work and their experience of drawing the images. Through the mental and physical space between observer and object in which new ideas are generated and filtered through the myriad of internal and external processes involved with drawing, Morris and Molloy analyse and investigate this 'grey space' with the aim to quantify the interaction and outcomes that occur between viewer (student/tutor) and object (drawing) and furthermore consider insights gleamed from the process and questions raised. By sharing these observations this paper seeks to demonstrate that the interaction that happens in this theoretical space between viewer and object, which is the malleable mental and physical space between, can be considered as fundamental to both the development of visual communication and how we come to read works of art. This can be applied to the teaching of drawing enabling students to gain insight, ask questions, inform their understanding of draughtsmanship and discover their individual voice.

scholarly journals “Hi, Madam, I have a small question.” Teaching QM online: Guide to a successful cross-cultural master-course

2009 ◽  
Vol 5 (3) ◽  
pp. 36-63
Author(s):  
Anne Ryen
Keyword(s):  
Social Sciences ◽  
Foreign Aid ◽  
Qualitative Methodology ◽  
Special Focus ◽  
Teacher Interaction ◽  
The South ◽  
The North ◽  
Student Tutor ◽  
The Individual ◽  
Online Group

A few years ago Centre of Development Studies at my Faculty, Faculty of Economics and Social Sciences, started an online Master’s Programme in Development Management. The programme was implemented by a network of universities from the North (University of Agder/UiA) and the South (Sri Lanka, Tanzania, Ethiopia, Uganda, Ghana) recruiting students from across the world. The evaluation is very positive characterising it as a big success. I will now look into one particular element of this study, teaching the qualitative methodology (QM) courses with a special focus on the South context. Each course QM included has been sectioned into modules based on a variety of students` activities including student-student and student-tutor/teacher interaction, plus a number of hand-ins across topics and formats. Evaluation of the students` performance is based on both online group activity and written material submitted either into the individual or the group portfolio. My focus is twofold. First, how did we teach qualitative methodology and how did that work? Second, what about the contemporary focus on neo-colonial methodology and our QM courses? In a wider perspective the study is part of foreign aid where higher education is a means to transfer competence to the South. As such this study works to enable and to empower people rather than being trapped in the old accusation of sustaining dependency (Asad 1973, Ryen 2000 and 2007a). This study then is embedded in a wider North-South debate and a highly relevant illustration of the potentials, success and hazards, inherit in teaching QM.

Sign in / Sign up

Export Citation Format

Share Document