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Workshops to explore student tutor interactions in studio learning environments

Workshops to explore student tutor interactions in studio learning environments. Alison Shreeve Ray Batchelor. Context . These workshops are an outcome of an Art, Design and Media Subject Centre (ADM-HEA) small grant to examine student/tutor interactions in studio based learning

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Workshops to explore student tutor interactions in studio learning environments

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  1. Workshops to explore student tutor interactions in studio learning environments Alison Shreeve Ray Batchelor

  2. Context • These workshops are an outcome of an Art, Design and Media Subject Centre (ADM-HEA) small grant to examine student/tutor interactions in studio based learning • We interviewed 7 students and 7 tutors from a range of subjects and courses. • Interactions are very fluid and depend on situation, awareness of individuals and ability to communicate well. • To support effective learning there are key sets of information for students and tutors which could help to improve learning interactions

  3. Influences on interactions: • The environment – working on live projects off site, summer schools, visits can lead to different roles and relationships • Political pressures – managing time, resources and demands from different stakeholders • Gender and age • Lack of interest and commitment on either side • Different expectations of encounters

  4. University roles • Academic and lecturer • Researcher • Facilitator/enabler • Passionate enthuser • The tutor’s roles • 1 • 2 • 3 • 5 • 7 • 6 • 10 • 12 • 4 • 11 • 14 • 8 • Personal • dispositions • Friend • Mother • Father/father confessor • Leader • Confidante • Social engineer • 9 • Disciplinary practice roles • Professional • Source of information • Expert • Practitioner

  5. University roles • Student* • Researcher* • Passive receiver • Active contributor • Customer • The student’s roles • 15 • 17 • 19 • 16 • 18 • 22 • 20 • 21 • 26 • 27 • 24 • 25 • 22 • Personal dispositions • Friend • Child • Adult • Equal • Disciplinary practice roles • Proto-professional* • Inquirer after information* • Novice • Fellow practitioner • * New categories, not yet monitored

  6. AIMS for TUTOR WORKSHOPS: • To increase understanding of the role and importance of student and tutor interactions in learning in art and design; • To gain empathy for the students’ position and viewpoint in the learning environment; • To share good practice in learning in art and design; • To understand the significance of dialogue as a learning and teaching method in art and design.

  7. AIMS for STUDENT WORKSHOPS: • To support student’s transition into HE studio based learning environments • To explore expectations of students and tutors • To enable students to work with tutors to develop learning, teaching and assessment in the disciplines

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