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This paper discusses adversity intelligence, tutor’s performance, and the contribution of adversity intelligence towards the performance of tutor in Learning Activity Center (SKB). The discussion in this paper is presented based on the research findings, where the research was done by using correlation research design and all tutors in Learning Activity Center of West Sumatra as the population. From the discussion, it can be concluded that there were many tutors in Learning Activity Center of West Sumatra whose adversity intelligence and performance were still low and the adversity intelligence had a significant contribution towards tutors’ performance.
DRS Learn X Design 2019 Fifth International Conference for Design Education Researchers “Insider Knowledge”
Crossing the Finish Line Together: Collaborative Team Learning in Design Studios2019 •
Shaped by technological advancements and external forces, the narratives of contemporary architecture practices shift from the celebration of the master architect to the collaborative team player in explorative enterprises. Curiously, our studio culture remains lukewarm to such disruptions. The studio pedagogical framework embedded in our design studios of how design tutors teach plays a quintessential role in shaping future architecture educational discourses. It is argued that the traditional one-on-one desk crits have limited potential for breeding new modes of cross-industry design practices. To date, the relevancies of such ubiquitous hierarchical master and apprentice teaching pedagogical structure remains unchallenged. This paper argues for a collaborative design studio characterised by collective actions and mutual support as an alternative. This research examines the repercussions of an experimental model of facilitating architecture design studios with a reinforced focus on collaboration (Collaborative Team Learning-CTL) comparing against the traditional one-on-one (OOO) studio pedagogy. CTL's pedagogical strategy situates the design tutor as an enabler, engaging students in a cross-pollinative and collaborative approach. At the end of the academic year, students were invited to complete a paper-based questionnaire to gauge their learning experience. Preliminary analysis revealed that CTL students accomplished improved academic performance, instillment of self-directed peer-to-peer learning and lower attrition compare with OOO students. This research advocates that these CTL experiences play a pivotal role in inculcating collaborative mindsets for emerging modes of architectural practices that centre on effective communications, emotional intelligence and negotiations.
Education constitutes a rapidly changing and challenging environment, therefore, a shift from reporting to actionable interventions based on data is almost imperative. At the same time, Learning Analytics is incorporating increasingly advanced tools and methods. Artificial Intelligence and cognitive science allow us to study in depth the behavior of students, creating patterns and prediction models. All the above summarize the scope of the newly established Big Data Analytics and Anonymization Laboratory (BAT Lab) in the Hellenic Open University. This paper presents the vision and the work in progress of the BAT Lab in an attempt not only to produce interpretable results but also to organize and present these results in a highly usable way for non-experts. Additionally, PRIME-EDU software, which is the team's latest work, is presented.
Mentoring & Tutoring: Partnership in Learning
Autoethnography of tutoring in the Russian university: from theoretical knowledge to practical implementation2019 •
Unlike traditional teachers, tutors now are much less able to confine their practice to the classroom setting. Herein, we address the challenges of actual tutoring practice at one Master’s degree program comprising offline and online learning activities along with student work placements. Building on the autoethnography and narrative analysis we highlight core themes structuring tutoring experience. We examined the challenges we met. We offer suggestions for tutors supporting students in a blended learning environment, and we argue acknowledgment of different roles and strategies applied by tutors across learning contexts make them more productive and less vulnerable towards conflicting messages of other actors involved in instructional communication.
Tutors confront great challenges in their teaching practices, including changes in subject content, new instructional methods, changes laws and procedures and students' needs. In online learning (OL), more changes can be added, namely, the massive and accelerated advance in technology. Therefore, online tutors need to be provided with CPD that develops their skills and experience to improve the effectiveness of their distance learning courses. This paper investigates how Egyptian Higher Education (HE) online tutors are provided with Continuing Professional Development (CPD) to pursue their work. Data for this paper was collected form 20 online tutors from two major Egyptian universities. This paper explores the current situation of CPD provided for HE online tutors with its affordances, limitations, and proposed recommendations that can help to overcome these challenges.
Campus-wide Information Systems
Synchronous support and monitoring in web-based educational systems2006 •
Purpose - The purpose of this paper is to present the design of a context-aware service for synchronous support in web-based educational systems. Design/methodology/approach - The proposed service supports synchronous interaction among tutors and students, based on their current context, thus increasing the communication channels, the reasoning and the exchanging of ideas. Findings - The proposed service introduced here gives
International Conference on Technical and Vocational Education and Training (TVET) Theme : Technical and Vocational Education and Training for Sustainable Societies
ISBN : 978-602-1178-11-9 th 4 International Conference on Technical and Vocational Education and Training (TVET) Theme : Technical and Vocational Education and Training for Sustainable Societies2017 •
Journal of Music, Technology and Education
A New Medium for Remote Music Tuition2017 •
It is common to learn to play an orchestral musical instrument through regular one-to-one lessons with an experienced musician as a tutor. Students may work with the same tutor for many years, meeting regularly to receive real-time, iterative feedback on their performance. However, musicians travel regularly to audition, teach and perform and this can sometimes make it difficult to maintain regular contact. In addition, an experienced tutor for a specific instrument or musical style may not be available locally. General instrumental tuition may not be available at all in geographically distributed communities. One solution is to use technology such as videoconference to facilitate a remote lesson; however, this fundamentally changes the teaching interaction. For example, as a result of the change in communication medium, the availability of non-verbal cues and perception of relative spatiality is reduced. We describe a study using video-ethnography, qualitative video analysis and conversation analysis to make a fine-grained examination of student–tutor interaction during five co-present and one video-mediated woodwind lesson. Our findings are used to propose an alternative technological solution – an interactive digital score. Rather than the face-to-face configuration enforced by videoconference, interacting through a shared digital score, augmented by visual representation of the social cues found to be commonly used in co-present lessons, will better support naturalistic student–tutor interaction during the remote lesson experience. Our findings may also be applicable to other fields where knowledge and practice of a physical skill sometimes need to be taught remotely, such as surgery or dentistry.
The Envisioning Report for Empowering Universities - 4th edition
A/B/C-TEACH Framework: The Application of AI in Blended Learning2020 •
Learning Management Systems (LMSs) under a blended (b-) learning modality can efficiently support online learning environments at Higher Education Institutions (HEIs). Thus, mining of LMS users’ data, involving Artificial Intelligence (AI) and incertitude modelling, e.g., via fuzzy logic, is a fundamental challenge (e.g., Dias et al., 2017). In addition, LMSs like Moodle, despite their proliferation, are commonly used as educational material repositories, solely providing some basic analytics that are not integrated as constructive feedback within the educational process. A/B/C-TEACH (http://abcteach.fmh.ulisboa.pt/) attempts to renovate this status by proposing a holistic educational approach, which integrates affective (a-), blended (b-), and collaborative (c-) learning within an intelligent LMS (iLMS) environment, by providing tangible, dynamic and personalized indices, i.e., quality of interaction (QoI), quality of collaboration (QoC) and affective state (AS) of the LMS users, as novel tools for rethinking the way knowledge is delivered.
nthoffice.cs.wpi.edu
Why Do Students Using Interactive Learning Environments Game the System?European Journal Of Dental Education
Group interaction in problem-based learning tutorials: a systematic review1971 •
Studies of Changing Societies: Comparative and Interdisciplinary Focus
The Writing Center as a Mechanism for Preventing Plagiarism in Students' Works: Foreign and National Universities Experience2019 •
The Interdisciplinary Journal of Problem-based Learning (IJPBL)
Problem-based and Project-based Learning in Engineering and Medicine: Determinants of Students’ Engagement and Persistance2009 •
Mentoring & Tutoring: …
Patterns of Scaffolding In Computer-Mediated Collaborative Inquiry2005 •
Learning, Culture, and Social Interaction
Dual-eye-tracking Vygotsky: A microgenetic account of a teaching/ learning collaboration in an embodied-interaction technological tutorial for mathematics2019 •
2011 •
Learning and Instruction
Tutor Scaffolding Styles of Dilemma Solving In Network-Based Role-Play2005 •
"African American" Anglophone Caribbean Writers in A Historically Black University Writing Center
K. Mitchell African American Anglophone Caribbean Writers2019 •
Communication Center Journal
Masters of fate or victims of circumstance? Connecting communication centers with locus of control2017 •
Science and technology education: Current challenges and possible solutions
SCIENCE AND TECHNOLOGY EDUCATION: CURRENT CHALLENGES AND POSSIBLE SOLUTIONS2019 •
Proceedings 2 nd International Conference on Visual Culture and Urban Life
Silek Movement Analysis for Martial Arts Animators Using a Dance Studies Perspective2019 •
International Conference on University-Community Enggagement
MENTORSHIP AND LAW SOCIALIZATION FOR TREATING PEDOPHILE VICTIMS IN CHILD PROTECTION INSTITUTION (LPA) IN MALANG2018 •
International Journal of Learning Technology
Affect-aware tutors: recognising and responding to student affect2009 •
Studies in Higher Education, vol. 2, no. 2, pp. 191-201
Staff Experience of Lectures and Tutorials1977 •
INTERNATIONAL OPEN AND DISTANCE LEARNING CONFERENCE PROCEEDINGS BOOK
Digital Transformation, MOOCS, Micro-Credentials and MOOC-Based Degrees: Implications for Higher Education2019 •
Cuesta, L. (2013). Phrasal verbs for business professionals: Exploring learners’ engagement through the lexical set strategy. EDEN Conference 2013. June 12-15.
Phrasal verbs for business professionals: exploring learners’ engagement through the lexical set strategyJournal of Educational Psychology
Cognitive anatomy of tutor learning: Lessons learned with SimStudent2013 •