Hogeschool West-Vlaanderen BELGIUM STUDENTS TUTORING OFFICE

1
Hogeschool West-VlaanderenBELGIUM STUDENTS
TUTORING OFFICE

• DIGITAL SELF ASSESSMENT TOOL FOR STUDY ATTITUDE
•  A DIGITAL TOOL IMPROVING RISC DETECTION IN
  STUDY ATTITUDE FOR UNIVERSITY STUDENTS 

Marcel DESAEGHER Cannes 2005
2
HOGESCHOOL WEST-VLAANDEREN UNIVERSITY OF
PROFESSIONAL EDUCATION IN THE HEART OF WEST
FLANDERS - BELGIUM In Association with University
Ghent BRUGGE - KORTRIJK - OOSTENDE
3
DAMM project

• The idea
• The tool
• The goals
• International project idea ?
• Minerva ?
• Contact seminar (Tomar)
• Communication
• Preparatory meeting (Prague)
• Today
• Tomorrow

4
DISATSA Short History an idea

• Belgian Law structural decree about students
  tutoring - 1995
• The request from teachers for detection tools for
  risk students criteria
• The request from students for help in case of
  study problems target group
• Study of existing tools, literature, tests,..
• 1998 first edition of the ZOSA-tool in Dutch,
  Excel version

5
DISATSA Short History an idea

• Improvement of the tutoring methods at Howest by
  creation of the ZOSA TUTORING TOOL (1999)
• First use and evaluation of the tool in three
  different study areas (architecture, business
  management, applied informatics)
• Comparison of the ZOSA results and results from
  partial and final exams
• Adaptation of the questionnaire

6
DISATSA Short Historyan idea

• Implementation of the ZOSA-tool in
• one university department (2000)
• Implementation of the ZOSA-tool in the five
  departments of Howest (2002)
• Online version of the ZOSA-tool for all students
  of Howest (intranet) (2004-05)

7
DISATSA
Please help me I try to study !
8
DISATSA The Tool Tomar Portugal-May 05

• DISATSA Digital questionnaire
• student profile
• - administrative information
• - status praesens
• global questionnaire orientation

9
DISATSA The Tool

• detailed questionnaire concerning competences,
  skills and study attitude
• study capacities
• study methodology
• dealing with assignments
• time scheduling / planning
• detail studying
• dealing with evaluations/assessments
• motivation

10
(No Transcript)
11
DISATSA The Tool

• score graphical view of the results
• of the detailed questionnaire concerning
  competences, skills and study attitude

12
DISATSA The Tool

• Remedy tutoring and follow-up of
• the student and his/her study results
• - mentoring
• - monitoring
• - individual assistance
• - talking helping!

13
DISATSA The goals

• DISATSA

The MENTOR/MONITOR receives an overview of
reasons, risks and consequences concerning
students study attitude
The STUDENT realises his/her actual situation
concerning study attitude
14
DISATSA The goals

• the student has to think about his/her study
  attitude (awakening, consciousness)
• the score is the start of a good mentoring
  discussion
• detection of the causes of existing study
  problems with the following goals
• - aid in reorientation
• - improvement of tutoring

15
DISATSA SOME EXAMPLES FROM THE DISATSA
QUESTIONNAIRE.
Competence Study Methodology 1. Starting
studying, I do not know what to do Yes No 2.
Studying at home, I am quickly disturbed Yes No
.. 7. I am present in all
lessons Yes No 10.
16
DISATSA SOME EXAMPLES FROM THE DISATSA
QUESTIONNAIRE.
Competence Time scheduling / Planning My
study time is planned for a whole
week Yes No .. Even if the exams are far away,
I am studying regularly Yes No .. 10. I
hardly spent time to sideline activities Yes No
17
DISATSA The goals
MENTOR / TEACHER
STUDENT
DISATSA
18
DISATSA as MINERVA PROJECT ?

• As DISATSA concerns an electronic web- based
  system for self assessment, the tool implements
  the critical and responsible use of ICT for
  educational purposes.
• The DISATSA Tool ensures that pedagogical
  considerations are given proper weight in the
  development of ICT and multimedia-based
  educational products and services in Open and
  Distance Learning.

19
DISATSA as MINERVA - AIMS

• elaborate the self assessment study attitude tool
  on an international multi- lingual basis
• critical review of the questionnaire
• bringing the tool to the students through the web
  
• making statistics about the study attitudes in
  the different study fields

20
DISATSA as MINERVA - AIMS

• disseminating the tool over Europes Higher
  Education institutions
• implementation of study counselling and coaching,
  tutoring
• translations in several European languages
• DISATSA tool can also be used for tutoring /
  coaching during work placements

21
DISATSA as MINERVA - deadlines

• Until September 2005
• - Partner search
• - Preparation of the pre-proposal based on the
  partners expertise
• 1 November 2005 submission of the pre-proposal
• 1 March 2006 submission of the full proposal (if
  pre-proposal is approved)

22
DISATSA as MINERVA - TOMAR

• and then there was the Minerva Contact Seminar in
  Tomar Portugal
• 11 15 May 2005

DISATSA BECOMES
The D A M M Project
23
DAMM MINERVA PROJECT

• DAMM
• Digital Self Assessment in Mentoring and
  Monitoring

24
DAMM Partners

• Hogeschool West-Vlaanderen project co-ordinator
  - Belgium
• DLTC (Bucharest) - Romania
• IMBD (Brno) - Czech. Republic
• Univ Ninho (Guimaraes) - Portugal
• New College (Durham) - United Kingdom
• METU (Ankara) - Turkey
• IMBD (Almeria) - Spain
• Businet - EU

25
DAMM Summary

• DESIGN AND USE OF WEB-BASED
• ASSESSMENT TOOLS
• FOR MENTORING AND MONITORING
• STUDENTS IN VOCATIONAL
• AND ACADEMICAL CONTEXT

26
DAMM Objectives

• Detection/Diagnosis/Identification of study
  attitudes and skills
• Remedy and feedback in study methodology
• Improved awareness of appropriate learning
  attitudes and strategies
• Provide the teacher with insight to the preferred
  learning style

27
DAMM Outputs

• Comparison of assessment systems
• Tools and products for self assessment
• Improved quality of learners experience
• Awareness by teachers and managers in education
  of the importance of self assessment, mentoring
  and monitoring

28
DAMM Main activities

• Study of existing systems (B)
• Designing the tools
• Building and pilot testing (B)
• Translations
• Validation and evaluation of the tools
• Sustainability of the system and tools
• Dissemination (B)
• BUSINET and/or Businet partners
  involvement

29
DAMM Methodological approaches

• Research, study and evaluation of existing
  systems and tools (B)
• Technical approach of web based tools (ICT, MCT)
  (B)
• Pilot testing by local partners in different
  study fields with feedback (B)
• Validation by quality experts
• Dissemination strategies (B)

30
DAMM Dissemination

• Internal dissemination in and by the partners
  institutions (B)
• External dissemination during and after the
  project (B)
• - Eurashe Conference
• - Businet Conference
• - EAIE Conference
• Local, national and international press

31
DAMM non funded Prep. meeting

• The partners agreed to take part and contribute
  in the non funded preparatory meeting in Prague
  (8 9 September 2005)
• .
• The Project Preproposal texts were discussed and
  written in a preparatory meeting with most of the
  partners
• .
• work goes on intensively towards
• the 1st November !

32
D A M M as MINERVA - CONTACT

• HOGESCHOOL WEST-VLAANDEREN
• INTERNATIONAL OFFICE
• MARCEL DESAEGHER
• Rijselstraat 5
• B 8200 BRUGGE
• T. 32 50 40 20 54 F. 32 50 38 11 71
• international.office_at_howest.be