Tutor experiences of training, support and teaching in Elluminate for the 2009B presentations of L120, L203 and L211 Dr Simon J Cross Learning and Teaching

Tutor experiences of training, support and teaching in Elluminate for the 2009B presentations of L120, L203 and L211

Dr Simon J CrossLearning and Teaching Development Team Institute of Educational Technology

Project Aims

Associate Lecturer training prior to the course start – what training was useful?

Planning and preparation for tutorials – how did ALs structure their tutorials and how were the tutorial dates arranged?

Pedagogical design of tutorials – what were the challenges and solutions to designing effective tutorials using Elluminate and face-to-face tuition?

Tutor experiences of delivering the tutorials – what was difficult to learn and how did students react?

Associate Lecturer recommendations and suggestions – what advice and guidance could help future course teams, students and tutors in using Elluminate?

Training Provided (early 2009)

Tutor Experience (2009B)

Student Experience (2009B)

Report Scope

Report Contents

6 2 Training programme and resources

77

2.1 Tutor feedback 2.1.1 Usefulness of training materials

9 2.1.2 Issues with the training and support materials

11 2.1.3 Interview data

11 2.1.4 Suggestions for additional support and training

12 2.1.5 Time spent on the self-study materials

13 2.2 Tutor’s advice to new tutors

14 3 Teaching in Elluminate

14 3.1 Background literature

14 3.1.1 Synchronous audiographics at the OU

15 3.1.2 Broader perspectives

16 3.2 Structure of Tutorials

16 3.2.1 Arranging tutorials

17 3.2.2 Attendance at Elluminate and Face-to-face tutorials

19 3.2.3 Use of breakout rooms

20 3.3 Effectiveness of Elluminate for specific learning and teaching objectives

21 3.4 Issues with using Elluminate: differences between Elluminate and face-to-face tutorials

22 3.4.1 Loss of the visual

22 3.4.2 Technical issues

24 3.4.3 Emotional responses

24 3.4.4 Teaching time

25 3.4.5 Social Interaction

25 3.4.6 Changing teaching strategies

27 3.4.7 Additional tutor comments and advice

29 3.4.8 Using Elluminate outside the tutorial

30 3.5 Tutor reflections on teaching with Elluminate

30 3.5.1 Has Elluminate Enhanced the Quality of Teaching

30 3.5.2 How did students respond to Elluminate

31 3.5.3 Is Elluminate an effective way of conducting an ECA

31 3.5.4 Would tutors use Elluminate again if given a choice?

Respondent Profile

Number of survey respondents

L120: 18L211: 7L203: 12Total: 37

Number Interviewed

L120: 2L203: 2

Respondent Profile

Number of survey respondents

L120: 18L211: 7L203: 12Total: 37

Number Interviewed

L120: 2L203: 2

Profile

84% women

32% Over 60, 38% 51-60 years old

46% Significant Lyceum experience*14% Some Lyceum experience38% No prior experience

2 interviewed positive about software2 interviewed neutral about software

Tutor Training

I felt adequately supported in myplanning and teaching withElluminate:

Agree/Somewhat Agree: 66%Disagree/Somewhat disagree: 22%

Tutor Training



I had satisfactory amount oftraining in Elluminate beforedelivering the first tutorial:




Tutor Training







Time spent on self-study materials

Over 8 hours 51%4-8 hours 13%2-4 hours 31%

Tutor Training



How useful were componentsOf the training and support [n=]

Activity resources supplied by course teams: 19 (12) [37]

Advice of course team or coursebriefing: 11 (17) [36]

Previous F2F tutoring: 8 (15) [34]

Other OU advice or staff adviceon teaching in Elluminate or/andElluminate champion: 11 (4) [22]

Previous experience of usingLyceum: 10 (10) [23]

External guidance (e.g. fromElluminate company): 5 (3) [13]





Time spent on self-study materials

Over 8 hours 51%4-8 hours 13%2-4 hours 31%

Tutor Training

'I gained most from Elluminate's self-study materials, I was able to do them in 'bite-sized' pieces at my own pace.

The L120 team provided sessions which helped me consolidate this knowledge, and many individual

problems were shared on the forum. The online ECA, which was my main worry, was well explained

beforehand.’

Tutor Training

'I attended the on-line training sessions, which were well-conducted, but had already mastered

much of the system. I always find it easier to learn by experimenting with the software. The on-line

manual [probably the Elluminate manual] I did not find particularly user-friendly and there were

features which just did not work at certain times near the start of the course.

... another problem is, for somebody like me who has only one group, I have ample time to forget between classes.. I then feel terrible at having to keep asking

the same stupid questions.’

Tutor Training: Suggestions and advice

More hands on sessions

Smaller online group trainingsessions

Step-by-step guide focused oneducation and teaching & a reference sheet

Individual support for those whojust want to get on a learn itthemselves

Have more advice on how to Increase Elluminate attendance

Ensure timing of activities nottoo late

Better signpost materials

Better ensure the suppliedmaterials align with the assessment activities studentswill have to do

Tutor Training: Suggestions and advice

Be prepared for problems (e.g.plan in time for resolvingtechnical issues) and morerigorous, structured planning

Individual support for those whojust want to get on a learn itthemselves

Be prepared to spend some timeusing tutorial material andpractising with it

Learn basics first and thenexperiment: take things slowlyand avoid technical overkill

Don't hesitate in asking forsupport, keep calm and take alltraining available

Encourage students to use it from the start and ensure theyunderstand importance of testingbefore session starts



Elluminate is different to Lyceum

Anticipate student emotionalresponses: anxiety, stress,motivation, confidence…

Tutor Experience

Strong sense that tutors had madegreat efforts to engage with thesoftware

Were tutorials effective in:

Practice in speaking: 62% (19%)

Practice in collaboration: 48% (32%)

Etiquette of online collaboration: 43% (41%)

Training in operating Elluminate: 38% (51%)

Sense of being part of group: 38% (32%)

Helping prepare for TMA/ECA: 38% (38%)

Providing formative feedback: 35% (46%)

Enhancing motivation: 27% (38%)

Providing general support: 24% (38%)

Resolving content problems: 14% (46%)

Tutor Experience


Elluminate was an effective wayof conducting a speaking ECA

Agree: 47%

Disagree: 41%












Problem with software: 97%

Tutor Experience


Elluminate was an effective wayof conducting a speaking ECA

Agree: 47%

Disagree: 41%

Would use Elluminate again in teaching if given the choice:

Agree: 53%

Disagree: 25%

Neither Agree nor Disagree: 22%












Problem with software: 97%

Student Experience

End of Course Survey

Satisfied with quality of face-to-faceTutorials I attended:

2009B: 84.5% - 89.5% - 87.0%

Satisfied with quality of online tutorials/workshops took part inUsing Lyceum or Elluminate:

2009B: 47.9% - 51.2% - 36.0%

Student Experience



2009B: 84.5% - 89.5% - 87.0%


2009B: 47.9% - 51.2% - 36.0%

Students responded well to Elluminate:

Agree: 30% Disagree: 22%

Neither agree nor disagree: 47%

Student Experience



2009B: 84.5% - 89.5% - 87.0%


2009B: 47.9% - 51.2% - 36.0%

Attendance at tutorials




Student Experience



2009B: 84.5% - 89.5% - 87.0%


2009B: 47.9% - 51.2% - 36.0%

Attendance at tutorials

'Most' of the students attending F2F tutorials were also thoseattending Elluminate sessions:

Agree/Somewhat: 70% (26 of 37)

Disagree/Somewhat: 30%




Elluminate compared to Face-to-faceSubject of observation

Number of responses on this subject

Not being able to see the students both the individual student and the student group

Loss of paralinguistic information: 20Loss of ability to check comprehension: 7Harder to interpret silences: 7New pedagogic challenges: 6

Technical problems and difficulties Total: 22

Increased stress, anxiety and lack of confidence with technology Total: 9

Less can be taught in a comparable length of time because things take longer

Total: 9

Less complex social interaction, cohesiveness and greater sense of isolation

Total: 9

Lack of spontaneity and immediacy Total: 5

Lack of familiarity with Elluminate Total: 4

Great auxiliary support tool Total: 2

The challenge of multi-tasking Total: 2

Loss of ability to use physical resources Total: 2

Ability to have breakout rooms Total: 2

New opportunities to work with media Total: 2

A tool for the ‘communicative people’ Total: 2

Miscellaneous Total: 10

Summary / Changing teaching strategies

• Greater use of breakout rooms

• New media opportunities but inclusivity issue

• Pragmatic and accept limitations

• Transferral or redesign?

• Role of F2F changing?

• Focus on task

• Next time will be better...

Documents

Tutor experiences of training, support and teaching in Elluminate for the 2009B presentations of L120, L203 and L211 Dr Simon J Cross Learning and Teaching