The Making of SLCC’s Mandatory Online Tutor Training (Tutor Training on a Budget)
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Transcript of The Making of SLCC’s Mandatory Online Tutor Training (Tutor Training on a Budget)
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The Making of SLCC’s Mandatory Online Tutor
Training
(Tutor Training on a Budget)
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Do It Yourself!A Workshop for Low Budget
Programs
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About SLCC Tutor Training
• We have numerous campuses and sites where tutoring can take place.
• We have multiple tutoring programs.• Each program, inside the LCP and out,
have their own training initiatives.• The only standardized training we offer is
CRLA Certification for individual tutors (not a program certification).
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SLCC Learning Center Data 2007
Students served 5 year mean
Unique students
Contact hours
Contacts
Learning Center
4,167 10,253 36,384
Student Writing Center
1,387 1,544 3,379
ESL Lab 258 1,130 2,466
5,812 12,927 42,229
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Since then…
• We added expanded the Reading Lab• We hired new coordinators• We added a new program with 25 new
tutors and a full-time position.• We have been told to prepare for a 17%
budget cut college wide.
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DIY Online Training Workshop
• What expectations do you have for this workshop?
• Why are you considering online?• Why are you considering a do-it-yourself
program?
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DIY… WHY?
• Plain and simply…cost.• DIY is inexpensive.
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DIY… WHY?
• But DIY is also time consuming and takes some courage.
• It makes sense to ask yourself what the benefits and costs are in time and (human) resources because you have to rally the forces toward a project that can potentially consume some of your staff resources.
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Online… WHY?
DIY online is:easily duplicatedconvenientstandardized instructionally reliableresponsive to program needsresponsive to the end user
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DIY Online Training Workshop
• Roll up your sleeves. • Get out your writing utensils.• Get your packets ready.• We’re ready to start.
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Ten Steps
1. Get buy in2. Elect a champion3. Organize a team4. Pick a process5. Make a plan
6. Design a prototype7. Get feedback8. Review and learn9. Launch the pilot10.Revise it again
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Step 1Get buy-in.
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Step 1: Get buy-in
1) Be committed to a solution… no matter what.
2) Be more committed to the “no matter what” than the “what.”
Key word: FLEXIBILITY
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Who’s who…
• identify the stakeholders of this project. • In our case:
• It was simple to identify those stakeholders for us because they are already members of a task force designed to address tutoring and learning support issues.
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Stakeholders
• Who are your stakeholders?• Look at administrators, tutoring programs,
employees (tutors), and students. Anyone else?
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Step 2Elect a Champion
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Step 2: Elect a champion
Be careful what you ask for… you just might end up doing it yourself.
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Championing a project
• To do it right, you don’t have to do it yourself…
• And then again, sometimes old adages are true.
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We are the champions…
• Are you willing to start this ball rolling?• What if it rolls back to you?• Are you prepared to delegate?• Who in your staff is savvy or courageous
enough to do this?
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If it’s less about doing it “right” and more about doing it at all…
It is by no means a solitary task, but it certainly requires initiative.
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Step 3Organize a Team
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Step 3: Organize a team
• At our institution, there is a formal team assigned through Distance Education for an online class.
• Marc Lundstrom
• However, a formal online classroom may not be the strategy that we take. So, a subcommittee is also a good idea.
• Ryan Hobbs, Clint Gardner, Gary Campbell
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Your resources…
• Who can you call? • Distance Education Dept?• Your IT dept?• Your supervisor/colleagues?• Work study students in CIS?• A media or communications dept?
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Step 4Pick a Process
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Design
BuildReview
Plan
The Simplified Process
Take in feedback at every stage and learn
all you can about online teaching
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Step 5Make a Plan
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Step 5: Make a Plan
• The actual content may or may not need a complex planning process.
• Our content was, more or less, already determined.
• Get ready to develop some important questions to ask.
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SLCC
• At this point, we have selected online training for just newly hired tutors.
• The impetus for this training is that, outside of tutor certification, we have no standardized training for tutors college-wide.
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How much training?
• How much of your training do you want to offer online?
• Do you feel online training is sufficient? Or should it be a supplement to other training?
• Do you already have a live training? Will this replace or supplement it?
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Step 6Design a Prototype
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Step 6: Design a prototype:
• Traditional lesson plans are always a good launching point.
• Online work is generally organized into modules.• SLCC is only covering one workshop for now.
So, it’s simpler to divide the content.
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What to do in drafting
• The lesson outline could be sketched out in a PowerPoint presentation like this one.
• Alternatively, create a website • Or a low-tech story board• Don’t forget you are drafting four things:
• Content, assignments, interactivity, and layout/design.
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You may also want to find out…
• Is there anyone in your team savvy with other presentation tools like Google sketch up?
• Does anyone in your team write HTML?• Who has online teaching experience?• Who has educational and materials design
experience/training?
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Some questions to ask your peers:
• How much time do you want your tutors to commit to viewing the material?
• Will you include exercises for completion during and/or after?
• Do you want to require a practicum?
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Adding assignments requires extra tools
• Try printed links• Try using Vista/Blackboard or your other
online campus platform.• Try Quia (Quia.com) as an inexpensive
tool for creating online assessments.• Or do as we do and hyperlink documents
into the presentation.
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Step 7Get Feedback
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Step 7: Get feedback
• Like I said before, get feedback at every stage.
• Expect to change EVERYTHING… THRICE.
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Getting Feedback
• During the stages of development, gather suggestions from your professional peers
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Getting Feedback
Professional peers may include:• Program coordinators• Site coordinators• Experienced tutors• Faculty• Support staff• Sometimes… students (e.g. student
senate)
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Goals of feedback…
Content: Organization:
Modes of delivery:
Language: Visual design:
• Meets your training goals• Make manageable and
logical chunks. “Manageable” is relative.
• Make accessible, reliable, responsive, and (most of all) affordable.
• Be clear.• On a budget, shoot for
inoffensive… or tolerable.
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Gathering peer responses should be:
• Systematic• Organized• Extensive• Inclusive• Responsive
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Gathering peer responses should be:
• Systematic• Organized• Extensive• Inclusive• Responsive
Collecting peer feedback validates your choices (if you use it.)
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Gathering peer responses should be:
• Systematic• Organized• Extensive• Inclusive• Responsive
Publishing organized results makes the process transparent.
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Gathering peer responses should be:
• Systematic• Organized• Extensive• Inclusive• Responsive
Make sure you have a majority of your peers’ responses such that no one is “disenfranchised.”
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Gathering peer responses should be:
• Systematic• Organized• Extensive• Inclusive• Responsive
Make sure that, even if you are only considering your own agency’s training needs, you consider secondary audiences like programs that benefit from your tutoring.
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Gathering peer responses should be:
• Systematic• Organized• Extensive• Inclusive• Responsive
Alter your training to include your peers’ responses.
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Gathering peer feedback will be:
• Time consuming• Slow going• Like pulling teeth (at times)• Fraught with challenges• And absolutely essential to
developing a training program that your peers will trust.
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Get your peers involved using:
• Free online surveys • Surveymonkey.com• Very specific and detailed
• Paper surveys • Meetings (esp. Department)• Fast and furious. • Focused on their priorities.
• Conversations• Focused on their priorities.
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Online Survey
Benefits: -User friendly on both ends.-Professional layout.-Convenient-Extensive feedback per respondent-Easy to track/compile
Drawbacks: -Some were intimidated by the
extensive info requested.-It is easy to ignore email requests.
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Survey Summary Question1 part 1
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Question 1 part 2
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Question 2 part 1
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Question 5 part 1
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Paper Survey
• Benefits• Short and sweet• Distributed and collected immediately• Reaches more people reliably• Gets more responses
• Drawbacks• Can only get at basic information
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The Paper Survey
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Conversations
• In person, by phone, on email, at meetings…• Benefits:
• Free, no real prep time, immediate feedback• Can be spontaneous
• Drawbacks:• Time consuming• Not easy to track or verify for transparency.
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Feedback From the Audience
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Sample of success: tutor feedback
• Feedback from past participants in tutor training produced measurable improvements in the training.
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Sample 1
• Following is an excerpt of my original online tutor training.
• Lesson learned:• Live workshops don’t always translate
into online formats!
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Introduction to Tutoring
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What is a “paraprofessional”?
• par·a·pro·fes·sion·al• A trained worker who is not a member of a
profession but assists a professional.
• http://wordnetweb.princeton.edu/perl/webwn?s=paraprofessional
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What is a “professional”?• Noun• S: (n) professional, professional person
(a person engaged in one of the learned professions)
• S: (n) professional, pro (an athlete who plays for pay)
• S: (n) master, professional (an authority qualified to teach apprentices
• http://wordnetweb.princeton.edu/perl/webwn?s=professional
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Is a tutor a “professional”?
• Traditionally, a tutor is considered a paraprofessional. Tutors are intended to support professionals (teachers) and the students.
• While some tutors and tutoring organizations consider their work a “profession” it is still intended as a support system, not a replacement for, teachers.
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So, why does that matter?
• There are certain boundaries that a tutor should consider regarding their interactions with students and teachers.
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So, why does that matter?
• We can reason our way through important ethical choices wisely by asking the question:
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So, why does that matter?
• We can reason our way through important ethical choices wisely by asking the question:• “Is this the kind of thing a
paraprofessional would do?”
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Sample 2: New and improved
• The following was constructed under the advice of tutors who recently attended Level 1 Tutor Certification.
• They identified confusion about why we discussed paraprofessional vs. professional roles.
• They liked my explanation (and the visual) about all the programs fitting under the umbrella of tutoring… but no program is alike.
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Introduction to Tutoring
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Section 1: Tutoring Roles
• SLCC has many programs that fit under the umbrella of “tutoring.”
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Is your program listed below?
• Student Writing Center• America Reads• Math Lab• The Learning Center• The Reading Center• ESL Lab• Focused Tutoring• Computer Lab• Disability Resource Center• Language Lab• Trio/Student Support Services• Science Resource Center
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Are they all the same?
• Student Writing Center• America Reads• Math Lab• The Learning Center• The Reading Center• ESL Lab• Focused Tutoring• Computer Lab• Disability Resource Center• Language Lab• Trio/Student Support Services• Science Resource Center
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Tutoring Roles
• Though they are all “tutoring” programs, there is no program at SLCC that is exactly alike.
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Tutoring Roles
• For this reason, it is difficult to say exactly how you should act or what is appropriate in every tutoring situation.
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In the following section:
Ask yourself “what is appropriate in my program?”
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Credits…
Participants from the current
Tutor Certification program, Spring 2009,
collaborated to produce the new
“umbrella” concept.
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Ask your self…
• Do you have a reliable group of experienced tutors to utilize in this process?
• Are they on your “peers” list?• How many ways can you involve your
tutors in the training?
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Step 8: Review-or…Lather, Rinse, Repeat.
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Lather, Rinse, Repeat.
Did your goals change at any time?
Where should you reflect those changes: content, organization, mode of delivery, language, or visual design?
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Step 9Launch
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Launch your pilot
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Step 10Revise… again?!
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Revise it again?
• The beauty of a DIY training• you design it with existing resources • you can alter the program without consulting
an outside IT • You can alter it without additional costs.
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You CAN do it.I have faith in you.
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Easiest revisions
• PowerPoint presentations• Youtube productions (series of 10 minute
videos)• HTML written by your employees• Webpage builders (like Yahoo)• Online “groups” (like Yahoo)• Embedded quizzes and surveys• Links to word and pdf documents.
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If you don’t use video
• Scripts are great!
• http://legacy.nationalserviceresources.org/learns/web-based/emily_joyce/emily_joyce2.php
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If you don’t use video
• Read and react with discussion board
• http://www.cambridgestratford.com/emastertutor/online_demo/discsample.htm
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If you don’t use video
• Make your own materials in a hard copy packet.
• Traditional training manuals can accompany interactive materials.
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HEADLINE – GEORGIA 44 pt
• This page and the title slide are set up in the Master Templates. Simply hit new slide and select the layout.
• Headline should be all caps.• Bullets should be lowercase and brief.• This text is Georgia 28 pt
• The second level is Georgia 24 pt• The third level is Georgia 20 pt
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ANOTHER OPTION
• This slide option will need to be copied/pasted (not a Master template).
• Good option if you want to show a photo.
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ANOTHER OPTION
• This slide option will need to be copied/pasted (not a Master template).
• This design would be good for photos, graphs or charts.
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OPTION
• This slide option will need to be copied/pasted (not a Master template).
• Illustration slide to break up the presentation.
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SECTION HEADERWith Illustrations
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COLORS
To select a specific color, click on “more colors” in the font or fill menus. Then click on the “custom” tab. Fill in the RGB formulas shown below.
R: 238
G: 178
B: 17
R: 255
G: 238
B: 198
R: 103
G: 153
B: 200
R: 153
G: 71
B: 8
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SAMPLE CHART
This is what a sample chart could look like:
Number of Responses
Percentage
Not at all 8 30%
Probably not 3 11%
Maybe 6 22%
I’m leaning towards it 5 19%
Definitely 5 19%
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SAMPLE GRAPH
64%
14%
8%
5%
2%
1%
6%
1%
0% 10% 20% 30% 40% 50% 60% 70%
Earn degree at SLCC/ transfer to 4-year school
Earn degree/ certificate at SLCC & work in that field
Take courses/ transfer before earning a degree atSLCC
Looking for new/better career opportunity
Take courses to upgrade skills in current job
Take courses to apply for a new job
Miscellaneous
Don't know