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Peer observation for distance learning e-tutors:

Peer observation for distance learning e-tutors:. Evaluation of a cross-programme trial scheme. Richard Walker & Kevin Hall. University of York. Description of York trial. Breakdown of participants by distance learning programme. Participant feedback on the contracting process.

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Peer observation for distance learning e-tutors:

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  1. Peer observation for distance learning e-tutors: Evaluation of a cross-programme trial scheme Richard Walker & Kevin Hall University of York

  2. Description of York trial

  3. Breakdown of participants by distance learning programme

  4. Participant feedback on the contracting process “I felt in control of the process and quite relaxed. I would have reacted differently if told that I had to do it with a random observer.”(Experienced PPM tutor) “I was excited by working with an external. We have done our own peer observation internally with all following the same approach – this is an opportunity for another pair of eyes although it was slightly nerve wracking.” (Experienced PPM tutor) “I was not concerned about exposing myself – maybe yes if this had been in my first term’s teaching – but I was confident enough to do it”.(Inexperienced PPM tutor) “I am confident about my teaching style but not clear if this is working online –I wanted to find out.” (Experienced Lifelong Learning tutor)

  5. Emergent working models for conduct of peer observation process Observation & Discussion Model Preparation

  6. confirmation & reassurance on tutoring practice (what’s working well) Outcomes: Classification of Key Benefits according to Participants The key benefits reported by participants may be categorised as follows: “confirmed that my tutoring style is OK –posts are not too long; student are getting detailed feedback” “the balance of style and substance in the course was confirmed”

  7. fresh perspectives on current practice (challenging assumptions; surfacing issues & weaknesses in current practice; doing things differently and making improvements to current practice) Outcomes: Classification of Key Benefits according to Participants The key benefits reported by participants may be categorised as follows: “don’t be scared to set boundaries and ground rules for discussion, signalling the beginning and ending of discussions” “introduce video ‘talking heads’ for tutor input to make the course site more engaging - create more of a personal stamp on the course..”

  8. comparative viewing of platforms / technologies Outcomes: Classification of Key Benefits according to Participants The key benefits reported by participants may be categorised as follows: “I learned about technology such as ‘adaptive release’ and the differences between Moodle and Blackboard”

  9. ‘side benefits’: unintended benefits – transferable learning approaches(dealing with overseas students) Outcomes: Classification of Key Benefits according to Participants The key benefits reported by participants may be categorised as follows: “helped me to think about how we work with overseas students – useful advice – step-by-step on preparation for writing at Masters level”

  10. ‘association with a community of practice’(networking with other tutors) Outcomes: Classification of Key Benefits according to Participants The key benefits reported by participants may be categorised as follows: Outcomes recap • confirmation & reassurance on tutoring practice • fresh perspectives on current practice • comparative viewing of platforms / technologies • ‘side benefits’ • ‘association with a community of practice’ “it was very nice professionally to feel part of a group of online tutors -I had not felt that before, nor felt before that I was part of the University”

  11. Lessons Learned • Pairings which engaged in face-to-face negotiation and discussion appeared to develop greater levels of trust • Pairings which worked at a distance (online) tended to adhere more closely to the contract and focus on predetermined themes with objective comments, with limited evidence of critical feedback in their exchanges • This suggests a challenge for the further development of this trial and the conduct of peer observation at a distance in supporting observers and observees to develop relationships of trust through online interaction, enabling them to draw the maximum benefits from peer observation to inform their own professional practice

  12. Questions? Richard Walker & Kevin Hall University of York

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