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only connect - progress - Mid Project Review | |
This is a rather difficult page to present. It contains the on-line conversation Mike and I had about half-way through the project to try and tie up where things might be going. I have removed any stuff that I think shouldn't be public, and some of the stuff that's personal, and some stuff - well, a lot of stuff. What I've tried to do is to leave in some of the evidence of emotion and differing agendas that were around at this point, as well as give some insight into the progress of the project and the very real problems we were up against. In the end, it's supposed to be more edifying than offensive - I did me best.
Part A – We describe what we think has happened:
Marshal's comments in blue
Mike's comments in red
Marshal's replies to Mike's Comments
1. What are the problems/successes with
1.1 Setting work via e-mail
Obviously haven't done much of this yet - I'm not convinced all of them are
able to deal with attachments - certainly there seem to be no real technical
problems though.
I think we have a problem here – I find the
kids slow to respond, need a lot of nagging; this means it slows it down, and
it becomes boring. It is difficult for them to collaborate when they are so
strung out.
Yes. I'm now quite pessimistic about getting to
the point where they can collaborate. I feel that they need to first get used
to the idea of OLL and engaging with it before we move on and I'm not at all
sure that will happen in the course of Only Connect.
I have had to nag a lot. The most effective way for this to happen is if I see
them. When I've done this, I've also spotted problems they are having which I
can sort out. Thus I haven't been able to separate OC from normal home tutoring
(I regularly see 5 out of the 7 in the group – but I increasingly see OC
has enhancing normal home tutoring, decreasingly as a viable stand alone
project). I think more training in IT skills for some, like Kelly would be
advantageous. For example they need training in file management. Many lost the
sheet you gave them with all the e-mails. Not having a printer is a bugger.
I've had to get Kelly to write down all important info on one sheet and keep it
somewhere accessible. Layla's parents have just bought her a printer –
I've told her to print all e-mails to do with work, and I've given her a folder
to keep them in. I spent half an hour with Kelly getting her to delete old
e-mails. Even so, I don't think Kelly is finding it easy to do anything else
but send e-mails. She has a fantastic amount of anxiety in this whole area.
I find it is time consuming to prepare work – up until now it has been ok,
but in an on-going project, time would have to be allocated for curriculum
development. I would appreciate some face to face brainstorming to plan future
work ideas, so it perhaps becomes more coherent, with clear educational
objectives, and us acting in tandem.
OK - this is a good idea, but I want to keep it in
the context of OC - right now looking ahead to what /might/ happen in the
future is, for me at least, a distraction.
1.2 Students contacting each other by e-mail and on-line
chat socially
I'll know more about this in my second set of
interviews. There's no doubt, looking at the AOL logs, that they are spending a
lot of time on line and quickly sorted out how to get themselves into a chat
room for group discussions. It's very encouraging that two of them actually
met.
There are actual patterns, and it would be
interesting to find out what these are. Amanda tells me that some regularly go
on line at 6ish to chat; they tend to have the same TV programme on, and partly
chat about that. Unsurprisingly, girls seem to chat more than boys. Some of the
group chat a lot; others hardly at all.
1.3 Students asking each other for help
Again - interviews will help. Thus far I have no
particular evidence of this happening and certainly the number of 'I /still/
don't know what to do' messages might suggest that they are not really looking
to each other for support.
I agree
1.4 Students reaction to meeting tutors on-line ad hoc.
I feel that this is quite a negative event. Many
of them are online a lot in the evenings and their chat seems purely social. I
feel that butting in on their conversation is like a teacher interrupting
break-time. They need such private channels and to know that they will be
undisturbed. An important area for my interviews, this.
Chatting is not my strength either, so I've not
actually done this. It is a busy time with family etc for me anyway. However, I
feel we should be consulting them about future possibilities (when you and I
have met to sort out our ideas) and it might be could to try this with
instantaneous chat.
Again, I think it's becoming less
likely that we will reach a point where we use this facility for
tuition.
2. What specific skills have they acquired/have problems with:
2.1 Taglink
SNIP
I would like to try another BB before we finish, but
I will also need to put something up worth discussing.
They have had technical problems using Tag. I
would like to persevere with it: we mustn't underestimate the difficulty. I
would like them to be able to post pictures of planets/moons etc into
publishing space, but don't know how. Would a simple set of instructions be
possible?
Samantha has done a web-page, but many students have not been able to get into
it from AOL (surprisingly!) I got into it from IE5. Do they all have IE5?
All those with AOL 5 have IE 5 - but that
/shouldn't/ be an issue - not sure what the problem is here.
Be careful introducing something new unless it is really easy to use. One
request I have is that when the project ends, it would be nice if those still
with computers could still chat. Could we make recommendations to them about
this, about ISP and chat software; could we even get this running before the
end, so we can sort out teething problems?
I think that's up to them - their best be would be
to get a copy of AOL instant messenger and create accounts on that. However,
lets not even mention that yet - I don't want them having the confusion of
multiple screen names while the project is running.
2.2 Websites
There's certainly a tonne of stuff out there, but
thus far I haven't felt that I could make use of it. I feel that there are
several stages emerging - some are general to home ed., others more specific to
OLL. First and foremost I want to get them doing /any/ work I send - until we
have reached that level or commitment I don't feel I want to go on with more
complex stuff.
Again we need time recognition for this aspect. As
I've said before, we need to post good web-sites somewhere like Tag library,
but with reviews – this saves time for others (eg unconfident home tutors
roped into a future project!)
Again - let's drag it back
to focussing on OC - right now it's not an aim to produce libraries of links
for other tutors and remember the TagLink site will vanish end of July - along
with its content.
2.3 Editing skills - copy, paste, attach
Looking at such history work as I got back it's
plain that at least some understand the Windows cut'n'paste system - they
simply cut and pasted chunks of the web page. As said above, I'm not sure
they're all able to deal with attachments.
They all need to be up to a certain standard of IT
skills before such a project starts to be able to participate effectively
– again training implications
2.4 Managing the filing system
Difficult to know ATM. The couple I've seen do
seem to understand how the filing system works, but they are not very adept at
organisation; building up lots of files in one place, not deleting old e-mails
etc.
Training!
2.5 What is the impact of different levels of hardware provision
Directly the 3 with the DCC machines are
completely excluded from SIR. I also /feel/ that lack of printers might be a
problem - though I'm not sure those that have them are making good use of them.
There are problems with those (again, DCC) machines that still only work on
640x480 resolution. It makes it very difficult to manipulate windows on the
desk top and very easy to loose them. I feel that 800x600 is a minimum - that's
what the NGfL demands.
Don't forget that Kelly does have a CD ROM
Not having a printer is dire!
I think I can organise a printer for Kelly - watch
this space.
3. SIR
3.1 ILS
SNIP
there are technical issues connecting via AOL - this
only affects Jenny, but I have had to turn off all parental control to make it
work.
Having said that - those parts of it that do work hold a certain amount of
promise. I agree it doesn't /seem/ age-appropriate to some students - and those
we might think really need it can't access it - but I think that aiming at 15
mins a day on it to provide a sort of limbering-up in basic skills can't be
bad. When you compare it to school or F2F tuition, it's very lacking, but
compare it to the nothing they (or most of them) currently get and it looks
quite good.
Could you give me some simple instructions that I
can give them. For example, there are 2 icons on the desk top – which does
one use?
Click Discovery On-line. Enter password - it
should log on to the sir site, send/get data then log off. Students do stuff
then when they quite it logs on briefly to upload results. Situation slightly
more complex for Jenny due to AOL being ISP.
I feel we should investigate using straight maths. For example FOSMA indicated
that Jenny had never done fractions (this is very common with home tutees)
– is it possible for her to get some fractions work from SIR?
Maybe - but I'll just be happy to get the basic
stuff we have up and running.
3.2 FOSMA
Not seen this.
Potentially a good diagnostic tool for home tutors
in some cases. One of the problems I find with home tutees generally is that if
they have missed a lot of school, they have big, hidden gaps in their Maths
– this is more serious for Maths than any other subject. We used FOSMA to
home in on Jenny's gap in fractions. I think it is good for GCSE students, and
bright pupils like Amanda. The problem is that there are 11 separate tests,
each taking between ¾ and 1 hour.
OK - I really don't see this as part of OC.
Edventure only accesses the colour discs (orange in our case) and it requires a
totally different set-up (that I don't even think exists yet) to run any other
programs via the web. With only a month to go any use of OC time/effort on this
is a distraction and I'm certainly not willing to support it technically. If
you trial it as a resource for F2F tutoring fine - but that's completely
outside my remit.
4. Spin-offs
Absolutely fantastic! This type of project could
really help match pupils for swapping and sharing.
They are at the same school, and have similar
problems. Jenny has had a good deal from the school in terms of work and
support; Ryan a terrible deal. By telling Ryan's Mum about this I persuaded her
to be more assertive with the school. If June had continued, both Jenny and
Ryan would have had an enhanced tutoring with no extra cost to the authority.
4.2 Kelly/Layla share
Nothing to add here.
At the end of the first session, when I did a
science investigation with a paper helicopter, they just collapsed giggling. I
have never seen Kelly so happy! While Juine is off, and Liz is not replacing
her, I am continuing to do joint sessions, so Layla does not lose out. It is
hard work for me, but I think it is worth it.
5. Students (our perceptions)
5.1 Student morale and motivation
Morale seems fine from where I stand - most
certainly seem to get a lot out of the chat facility and I'm biting back my
instinct to use removal of that as a sanction. Motivation in terms of the work
set is another issue. As above, this in not necessarily just an OLL issue, but
I'm keen to find out if there are aspects of our system that de-motivate when
it comes to actually doing the work set. If this /is/ a 'telepresence' issue -
i.e. the work comes from a remote and (almost) faceless source - then it could
be worse in a situation where students never meet the on-line tutor.
It will be interesting to se what emerges from
your interviews. I feel that the work isn't always appropriate (hence I feel
you and I should meet), there are a lot of problems that we don't realise that
they give up on. Also, it is always difficult for home tutors to get their
pupils to do homework – this was confirmed at a recent meeting with other
tutors: they appreciate direct contact, but get de-motivated being at home all
the time. Hence the need for more contact with us, and grouping. It is
difficult to get excited via e-mail.
I agree about the
inappropriateness of the work which is why I have tried to find stuff that the
students can do at their own level. However - it's at least partly a function
of giving the same work to 7/8 different students - an approach that you
specifically pushed for earlier. Is there an emerging argument for smaller
groups by age/ability?
5.2 Student expectations of tutors
Not at all sure what these are. Presumably they
expect us to provide work that is at least do-able and hopefully relevant. But
what exactly do they expect us to do when work is not done? I guess they expect
support, but wonder if they all feel able to ask for it.
Interesting research area. Unfortunately you may
have a problem now you are both researcher and teacher – they may now feel
less able to complain or explain difficulties to you.
Yes - I hadn't thought of that L
5.3 Tutor expectations of students
I think mine have been too high from the outset -
certainly when viewing them as a group. I don't mean this from the POV of their
standards of work, I think it's more from:
a) their ability to deal with the IT - though I sort of feel that they have no
particular problems sorting out the stuff they /want/ to know.
b) their ability to organise their time and work to deadlines. Again this is
not just an OLL issue, but suddenly we're demanding more of them and it may
take a while for them to understand this. The layout of e-mails I have sent
containing tasks is an attempt to tackle at least part of this problem - to
give them structures to work within.
I think I agree with you. But this has what has
emerged, and probably could not have been predicted. So lets meet and decide
how we can improve matters.
5.4 The place of parents/other significant adults
I'm not sure this is an area I have worked hard
enough on. The parents seemed genuinely enthusiastic at the outset and maybe I
should be harnessing this to put a little internal pressure on the students. I
just really mean that the parents could make themselves aware of what work is
expected and perhaps follow that up to make sure that it is either done or
queried if there's a problem. I think from many points of view there is an
argument for producing some sort of informal, but written agreement with
parents.
I agree it is an untapped resource – is there
anything we can do now?
I will at least talk to
them on the next interview round - maybe we can draw something slightly more
formal when we meet.
Part B – areas that I feel we need to discuss because I believe we may
need a change of direction, or at least advise that things should be
done differently in any future trial
6. Time management by tutors
6.1 Time spent directly on kids
I've worked on the principle that I'm working 3
teaching hours a week which works out at a maximum of 4 hours taking prep time
into account. Setting aside 30 mins each evening seems to be working, with the
additional time for researching ideas for activities. Thus far this has been
more than adequate, but I can imagine that changing if tasks become more
sophisticated.
Personally I'm tending toward the idea that future systems might not involve
home tutors directly. The training and resourcing implications are huge and the
churn rate of both tutors and students exacerbate that. I see it going more to
tutor(s) specifically employed to be on-line tutors, quite possibly working
from a county building rather than at home. While there's an argument that such
tutors should be drawn from the home tutor pool as home tutor experience is
probably more relevant than IT experience which is more easily learned, I think
we are looking for a new kind of specialist.
Hmm!! This worries me. I would like to discuss
this.
I feel I've had to spend too much time on other matters relating to OC. This
has not left me enough time for the kids; it is not just a matter of time. Some
of the curricular issues are difficult. To solve them needs me to be in a good
mood, and feeling creative. My morale has been sapped by frustrations, and it
has meant that my creative potential has not been used to the full. I've done a
good job, but not a great job. I feel there is still time to be a bit creative,
but we have to give ourselves time and space to meet in a relaxed way.
6.2 Time spent on issues essential to the project but not
directly with kids
I have found, so far, that the set 3+ hours is
enough. However I feel this is a very false situation and other solutions (as
above) need to be found in future.
No, I have not been able to avoid spending 5/6
hours a week on OC. I have found the amount of time overcoming problems
frustrating. I get angry when I feel these kinds of problems are not
appreciated.
6.3 Time spent on things that are not actually essential
For me this has included a lot of reading on
curricular stuff to help me take over June's role. It must include stuff that
contributes to my self-development (which is what the dissertation is about)
and I certainly don't see that as being part of paid time - any more than I saw
back-ground reading or attending weekend courses (remember them?) part of my
paid time when I was a teacher. But the culture was different then and what is
and isn't paid for with on-line tutors is a huge area that organisations like
the OU are currently wrestling with.
I've done nothing here. My struggle has always
been to get down to 3 hours a week total involvement with OC, and always
totally failing.
6.4 How to develop focus in 6.1
I guess that's just a matter of starting from that
point. When I sit down for my 30 mins I download e-mail, mark work, answer
queries and send stuff. I also prepare stuff in that time (remember, I've been
doing this a whole week J). That leaves plenty of room for over-run into 6.2 which
might be reading or surfing for ideas.
30 mins is a bare minimum for just those
activities. Scanning new info, or downloading stuff is very time consuming.
6.5 Definition of activities in 5.2 and 5.3
I think I've covered that above.
In a future project, there just has to be
recognition that a lot of setting up time is needed.
7. Project management
7.1 Deciding what are key issues
a) Maintenance/installation of the systems
b) technical support for students/tutor
c) Significant Other issues (dealing with partners and keeping them happy,
dealing with the press
d) Keeping things generally ticking over and making sure we get to the end of
term with the project still running
7.2 Decision making
Research methods and targets - Marshal
Partners - Marshal/Liz
Public Relations - Liz
Financial - Liz/DCC
Student task setting and content - Mike/Marshal
Student domestic and admin issues - Liz
Internal project admin/trouble-shooting (organising rooms, chasing AOL payment
etc.) - Marshal
Yes, this says it all – the way this project
has been set up, I haven't felt an equal partner, and this has affected my
morale. In any future trial, I would want more involvement designing the trial
and in direct project management. I feel I have insights from a home tutor
perspective that would be helpful if Liz wants to involve other home tutors,
who probably lack IT skills. I would like to be involved in designing their
training.
OK Mike, I understand that, but it's difficult for
me to deal with what you think should happen in a future trial. Right now we
are on this trial. There's nothing to stop you suggesting the setting up of
future trials in DCC or beyond - I did this from scratch - so can you, and
you'll be in a position to take things on to some more advanced phase. But try
to understand that right now I can't see further than the end of July - the
data needs to be collected, collated, analysed, reflected upon and conclusions
(most likely just an new set of questions) reached. To dwell on what might
happen with someone else, somewhere else at some future date is just a
distraction from where I sit.
However - when we meet F2F suggest areas which you
feel you /should/ have more of a say - but within the context of
OC.
I would also like face to face brainstorming sessions to come up with creative
ideas and solutions.
OK - agreed, but I want the perimeters fixed on OC
between now and end of July. For the action research cycle to work solutions we
come up with need to applicable in that time-frame. Another point of concern is
that I am reluctant to go in and change lots of stuff when I'm not yet
convinced we have fully explored what we have already put in place. E.g. I
don't want to leap into collaborative projects when I can't even persuade the
students to complete a simple worksheet.
7.3 Communication with Liz
While I agree that this has been bumpy and
certainly the lack of e-mail contact has caused problems, I'm generally happy
with the regular faxing and occasional phoning to keep her informed and get
questions dealt with. However, the fragmented nature of our communication has
meant that we have never really had the opportunity to /discuss/ issues with
Liz contributing and this has meant she has not been able to spot emerging
problems or input her own ideas on an equal footing.
Exactly
7.4 Tutors morale and motivation
I think your contribution here will be most
relevant, Mike - it's almost impossible for me to tease out my tutor feelings
from all the other stuff I'm dealing with. I accept that one of the failures
here has been my lack of structure from the outset - this is largely due to the
fact that I didn't know what that structure should be and it's part of the
project to find that out - but maybe I should have gone with my best guess and
adjusted as things went on. Certainly had firmer boundaries been drawn I think
we might not have lost June.
My own motivation is clear - it's to collect the data that will a) form the
basis of my dissertation and b) provide the material for the promotion of my
career (whatever that is) in what /may/ turn out to be an exciting area of
education.
SNIP
In a project like this, morale and motivation are crucial, to help overcome
inevitable frustrations when things go wrong, but more so to generate an
atmosphere of creativity to come up with creative solutions to problems when
they emerge, and especially to generate curriculum that is exciting for the
pupils which thus motivates them to do hours of self study.