Japanese Town Hall
A few weeks ago, during a chat on Skype, J.A. and I came up with the idea to run a forum for students and tutors to get together to share ideas about what works and what doesn't work on eduFire.We figured that students have a wide variety of learning preferences and tutors also have their own way of doing things. We wanted to get them together, because students and tutors need each other to make vibrant learning communities.
The sessions were non technical and open to anyone who is or has ever thought of studying Japanese online. We found that even though we had intended the class for the Japanese speaking community, people teaching and learning a variety of languages came to share what they knew about online learning.
Discussion
Right from the moment the first Japanese Town Hall opened people were coming forward with ideas on how to make eduFire an exceptional learning environment. Some of these idea may never see the light of day, but it was good to see people throwing them around all the same.How about some of these ideas for size?
rating systems for tutors and students
a flag for disruptive students
tutor evaluations by more experienced tutors
options for tutors to co-teach paid lessons
a mentor system for tutors
a flag for disruptive students
tutor evaluations by more experienced tutors
options for tutors to co-teach paid lessons
a mentor system for tutors
These things are mostly a features wish-list, but I wanted to make sure the conversation was squarely focussed on getting tutors and students to work together as a team to improve the quality of the eduFire experience.
Early on in both sessions I made sure people realised that they were a part of something special, and something that governments, school boards and education departments were scrambling to recreate. Edufireans need to believe that they are part of a revolution. Where students vote with their patronage of good tutors, and tutors and students work together to promote positive outcomes for all.
As is the case with many online communities authenticity is a big issue, with students wishing to make use of available information to evaluate tutors before they sign up for classes. How students do this, and methods that tutors use to establish credibility both on and off eduFire are seen as crucial.
The veracity of testimonials and class feedback were also brought into question, as some participants felt as though people are unlikely to make disparaging comments about tutors on a site where they spent a lot of time. I reassured (probably not the best word) everyone that I too have had to deal with negativity and disruptive students in the past.
Lauren A. made the point that no one on eduFire "has to" learn, that most people are there because they want to learn something. This has effect of creating overwhelmingly positive class environments. To answer a few of the questions about motivation for studying Japanese, we floated a few polls that J.A. had lovingly crafted in the weeks leading up to the discussion.
Polls
J.A. and I got together on gtalk later to make some sense of the polls, you'll see our "expert" analysis below each pie chartI'm learning Japanese because...
Not surprisingly, few people who responded to this poll (20) are studying Japanese because they “have to”.
I’m learning Japanese because I…
- have to (1 response)
- want be more self-sufficient during my stay (8)
- want to read manga (5)
- want to have fun and/or keep my brain young (6)
- am a japanophile (8)
- have other reasons (7)
| Brett: let's take a look at some of these charts shall we? J. A.: alrighty then going there...now! Brett: In this one, respondents could choose more than one option, and the top two reasons given were self sufficiency and love of all things Japanese J. A.: is that bit in the blog already? Brett: I don't think so, but it's worth saying anyway ;) J. A.: def. worth saying...was thinking that should be in the blog Brett: lols, don't worry, I'll edit the chat so it makes more sense... What I found interesting was that only one person out of 20 respondents said they had to learn Japanese. J. A.: so we had 20 people total for both town halls... J. A.: minus the ones who came to both, yes? Brett: There were more people, but sometimes they chose not to respond, as you'll see in other graphs Brett: that's right, I didn't count duplicates, I assumed their answer would be much the same. Brett: What I wondered was how eduFire differs from other school settings where people "have to" be there. I've taught in a few situations like that. J. A.: me, too...hence...i now only teach people who want to learn...haahha Brett: It really changes the dynamic of the classroom and effects how much work you can get done. J. A.: for me, it effects how much of a positive reciprocal energy exchange is occuring Brett: There is also something about the mild anonymity that a chat room gives you, especially when no one compels you to come forward and speak. J. A.: for me...as i am always doing my best to put out positive energy, i choose to be in situations where that positive energy is reciprocated Brett: Would you think it's fair to say that eduFire is a low pressure, supportive, nurturing environment? J. A.: i'd say that it depends on the host/instructor Brett: I guess that's true, I've never taken a lesson with an instructor I haven't "got to know" outside of the classroom, through forums or social networking etc. J. A.: and...as i do my best to honor people's privacy..."the buck stops here".. shall we go to the next entry??? or is that what ur typing about now? |
The thing I need to practice most is...
When 18 participants were asked what language skill needed most practice, they overwhelmingly responded speaking. On this graph speaking dwarfs the neglected productive skill of writing. What kind of balance do learners needs between productive and receptive skills? What is perfect practice, and does it really make perfect?
Brett: So yes privacy is important . OK This was no surprise to me, that people want to practice more speaking. Brett: But it is also in very stark contrast to the actual amount of speaking they do in class. Brett: Listening and speaking were massive here, and writing was much maligned, as a productive skill it's often over looked. One of the things I dig most about apps like nihongoup and iknow is that I get a chance to practice typing Japanese at speed. J. A.: i am one of those that keeps a high level of privacy...so if u want a tutor who tells...check out another tutor. lol. i used to say it was to maintain this peaceful real vs. surreal life of fame...and that's still a bonus. but the real reason is more altruistic vs. highly personal one. Brett: Maybe people come to eduFire because they want someone to talk to, and someone that will listen to them. Brett: And maintaining privacy is one important aspect of that. J. A.: maybe... i'm guessing we'll find out... maybe we'll do a poll on that one day Brett: hahaha J. A.: so, back to the charts,... |
I'm planning to go to japan in...
One of these respondants is already in Japan! The 16 others see planning a trip there as a long term goal. I wonder how closely these goals are aligned with those of learning the language?
Brett: *bc I don't know how it is with other subject matter, but I believe people serious about learning a language appreciate that it is a long term thing. Also that it normally involves some time exploring culture through travel or some other means. J. A.: u know...that spread(on the pie chart) looks pretty nice to me...the listening, reading, and writing are pretty even(-looking)...and they all seem to have contributed to better speaking skills based on my own experiences...as i think off the top of my head, i.e. that thought could change after some...(u see it coming ppl)...after some more thought or shall i say you, brett...and the imaginary people we'd like to read this conversation Brett: Hmm, it is good that the other parts of the pie haven't completely shrunk away J. A.: hahaha Brett: they are out there, eagerly awaiting our expert analysis :P J. A.: yes...analysis Brett: What this chart about when people plan to take a trip says to me is that learning the language isn't a last minute thing you do on the way to the airport J. A.: いきますよ。。。into 'expert by virtue of...my yet-to-be-shared live experiences'...mode Brett: Often it's tied into other goals as well that have to do with things other than just travel. These goals are always highly personal, and have meaning for them in ways that aren't always apparent. J. A.: that's good that we have learners not waiting till they arrive at the airport Brett: you reckon I should set up shop there to give them a few pointers before they leave? J. A.: yes! ur next business venture is awaiting u at the airport! Brett: I'm sure there are plenty, but that's the thing we never see them at eduFire. Maybe that'll change if and when everything goes mobile. J. A.: what's ur selling point going to be...? Brett: At the airport? Brett: I think it's important to recognise as a tutor that you need to adapt to the reasons that people want to learn, even though their motivation may not be immediately obvious. This can only be done through getting to know them over the long term. J. A.: i'd say long & short term... Brett: OK, what sort of short term goals? J. A.: meaning 'getting to know certain things right away' in coaching, they do what is called 'discovery sessions' Brett: Now this is interesting, tell me more. J. A.: in l_life_ coaching, that is so i adapted that technique to tutoring i call them 'exploration sessions' Brett: how do they work? J. A.: ...maybe because i like to explore...in various senses of the word, i.e. i'm adventurous so they work like this... the 'form'...it has questions like... actually, i share the subject headings vs. actual questions...it's easier & faster that way Brett: I've been reading about the work smart.fm are doing with Adaptive Path and it sounds like a similar concept J. A.: subject heading 1: Current and Desired Ability Levels Brett: At the moment smart.fm is organised around lists, and not around goals. Missions or goals are easier for people to form groups around. J. A.: yes, i did see that...i was very impressed and watching the video made me want get students and myself to sign up right away Brett: Take for example, ordering food in a restaurant vs. 25 basic expressions was there a video? J. A.: this is for u readers... ah, the video...is on the homepage near the bottom Brett: Perhaps, those smaller missions or functions like ordering a meal can be accomplished in one highly focussed session, which is supplemented by other material outside the classroom. I'll have to go have a look in a moment. J. A.: right...that's what the choice 'special topics' is about Brett: Oh, I see, I wondered how people might see that, and what special topics meant to them. J. A.: i.e. not just 'shooting the breeze' ;) |
As a student I'm looking for...
No surprise, the people love free! The next best thing is superpass classes at next to nothing and of course, all of the above. I think we need to rephrase the question.
Yes, that was a joke (special topics) really that relates back to my eikaiwa days. J. A.: B-) cuz i'm "cool like dat"...intuitive like that is that so...interesting... Brett: Often you'd see new instructors come out of a room, beaming and saying what a great lesson they'd had and the students storming out to cancel lessons. All because the tutor spent most of their time talking. J. A.: mmm...again, interesting... Brett: There is a real art to encouraging people to talk to each other, and actively participate. It's conversation after all, no matter what language. Brett: So your exploration sessions are free? J. A.: Oh, not anymore...but i'm thinking to start offering a couple group exploration session on edufire whether they'll be free or not...i don't know yet Brett: Were you present for Ron's session on using "As seen on TV" techniques to market classes? J. A.: as i want to start promoting donation to charities through edufire classes...they maybe ala carte and/or superpass we'll see...i'm open to suggestions Brett: He had some really good ideas, I hope he releases the slides. J. A.: Nope... D: ooo...i hope he releases the slides, too... Brett: He was talking about understanding peoples problems and being able to provide them with a solution in a way that encourages them to act now to fix it. J. A.: did he really?,,,,that totally what i do! I'm doing something right! Brett: He some good numbers in the class, and he really addressed everyone's need, they all wanted numbers in there classes. So in a way he was demonstrating. Showing, not telling. What about this graph? J. A.: what you said...that he said...is what the exploration sessions are about & how my mind works J. A.: we are SO over time...this has been fun... Brett: this surprised me a little, in that there were no 1:1 or a la carte represented, although the option was there. Brett: Yes it has been good, I hope the people enjoy it! J. A.: oh...NO ONE chose a la carte and 1:1? Brett: no one J. A.: er? Brett: Maybe because we were in a free class? J. A.: meaning the tv sitcom Brett: Lauren also pointed out that people with superpass tend not to take 1:1 sessions and vice versa. J. A.: @ maybe cuz we were in a free class aaaah...really Brett: I'm not sure, we had a small sample size and they were all there in a free class, so that would have skewed things. J. A.: i have a 1:1 student who takes group classes...he actually requested it...albeit indirectly...or maybe he just meant the activity would be more fun with more people...i'll have to... ask Brett: Going back to the data J. A.: yes... so u wrote "i think we need to re-phrase the question"...any ideas already come to mind as to re-wording it? Brett: out of 6 respondants not one said they were after 1:1 or a la carte session Brett: I'd like to see questions with a scale of 1-5 to grade things like importance, or satisfaction etc. eg. how important is getting the maximum value for money? Brett: how important is getting 1:1 tuition. etc. J. A.: that's what i wanted to dooooo...but have yet to figure out a way to do it. Brett: One thing that has come out of this for me is that I need to ask my students these kinds of questions more often. I think you can do the poll where only one option is selectable. Brett: 1. not important at all -- 5. very important |
As a tutor my main focus is...
Tutors love a good chin wag as much as the next person, and sometimes it’s a struggle to keep the tutor talk time down. Special topics, hmm… I wonder if this is just another way to say shooting the breeze? Perhaps we need to balance this this poll by asking students what they’d like tutors to focus on?
Brett: Oh yeah, this one shows tutors reporting on their own behaviour in class. Where it should be balanced with what students percieve about their tutors as well. http://rainbowhill.tumblr.com/post/153613385/as-a-tutor-my-main-focus-is J. A.: alright, last one... Brett: So the other question might be "what does your tutor focus on in class". broken down again from 1-5 J. A.: it's like a race, this is Brett: how much time does your tutor spend on grammar? 1. none - 5 the whole lesson J. A.: yes...that could be a good question for next time...shall we have a next time...do we want a next time? Brett: sure we should do a next time, mostly for ideas and the good vibe it generates. Even before the blog post comes out ;) J. A.: i do agree about a 'balancing graph' one that actually asks what the heck we tutors are doing in class Brett: there has to be some kind of accountability honest feedback is a really valuable thing, because it puts you on the straight and narrow. J. A.: i used to, and want to get back to writing down 'course of events' after my online classes...and go back to doing part of the lessons like i did my very first one's...little grammar point...then, putting into action in round-robin type mini-skits people seemed to have liked those Brett: I've had similar responses when I blog about the stuff that comes up in class, I think you have to be responsive to students. J. A.: they felt 'fullfulled'...like they had accomplished something...and since they each part was only 1 or 2 words...even the most shy decided to participate *fullfilled Brett: That's it, even if they only play a small part, it's something they "own" J. A.: exactly Brett: feedback validates the experience you almost always got to find a way to work that into the lesson/ J. A.: i openly and non-apologetically request that people who dislike Brett: yes that's the only way you can stay responsive to their needs, you gotta listensomething, or the whole method to send me a message w/ they're suggestion then see if i change it..._then_ leave feedback...because that's how i treat people in class and truly believe the class deserves a 2nd chance J. A.: that would be interesting hahahahaha alright, mr. editor Brett: thanks for hanging out. J. A.: i'm looking forward to the product my sincere pleasure |
Thank you
The Japanese Town Hall I and II were a great success and I would like to thank everyone that turned up, J.A. for co-hosting and contributions, and eduFire for providing a fantastic platform for getting together people who love learning.Some of the ideas we discussed I'll certainly be incorporating into future class and workshops. I was particularly interested in the possibilities that arise when working with other tutors. If you are interested in co-teaching or other forms of collaborating please get in touch.
There were also plenty of ideas that came up in the session chats that haven't made it into this post. If you were there, and would like a copy of the chat transcripts, let me know through eduFire and I'll get a copy to you.
What ideas do you have for making it more fun to learn a language online?
