Tutor Managed Learning Model This page explores the role of the tutor in terms of administration, facilitation and learning management.

At a time when e-learning is automating the lecture out of the training loop it may seem an anomaly to recommend tutor managed learning. Yet to deliver the higher levels of managerial learning the tutor plays a vital role - a role that extends beyond facilitation to that of learning management. This page explores this and the way the tutor can ensure effective and consistent learning in a learner centred and controlled environment.

I see the tasks of the tutor [1] comprising:

• Administration
• Facilitation
• Learning Management

And, although this page describes the Tutor Managed Learning Model in the context of computer simulation, much of this model is applicable to other learner centred learning initiatives (case-studies, tutor led discussion, role-plays etc.) Also, it seems to me a viable model for the trainer in this e-learning world.

Administration

For computer simulations this task has been progressively been reduced but there is still a need to keep records (for the review and to answer questions), to ensure that suitable facilities are provided (computers, team rooms, comfortable chairs etc.) and for interactive business simulations where decisions are entered into a single computer for the tutor to do this

Facilitation

The term facilitation is commonly used to describe the role of the trainer in active, learner centred learning situations. However, I find the blanket use of this term confusing. At one extreme there is the passively reactive tutor and at the other the proactive tutor. So, here I use facilitation to describe the passively reactive work.

Here facilitation involves the trainer responding to requests for rule clarification, information about simulation results and knowledge support. Just as any new job, the simulation as procedures that need to be learnt and, although a well designed simulation minimises these, some rules will need to be clarified (especially how to fill out forms clearly and legibly). Next, the business reports produced but the simulation may need explanation (such as financial terms or how results were calculated). Again a well designed and documented simulation will simplify this task. Finally, as the simulation progresses, the learners may realise gaps in their business knowledge (for example it may be necessary answer questions about pricing policy etc.)

Learning Management

I feel that it is this task that is the most important. Although some aspects overlap with passive and reactive facilitation, it is proactive and involves the tutor assessing team progress and them if and only if necessary providing suitable feedback.

Assessing Progress involves observing teams, analysing their decisions and results to see whether there is a problem. If a problem seems to exist, the tutor must determine the cause. A cause that may be with understanding (cognition (C)) or with feelings (affection (A)) or a combination of both (B). Then depending on these the tutor must decide feedback content and feedback style. For example, team decisions may indicate a lack of business knowledge. Here, rather than telling the teams about this, I suggest that the tutor should ask open questions about the problem area and encourage the team to discuss the topic drawing on their experience and knowledge.

Another example is where a team at the start of the simulation is feeling somewhat confused and overwhelmed. Here they may be making sensible decisions and so the feedback should address the problem with affection and, the tutor should praise the team and ensure that it is "early days". Equally, a team may arrogantly feel that they are much better than they really are. Here the tutor can take on the role of "head office" and challenge the team by asking them questions and requesting detailed plans.

The manager of learning must not be prescriptive or be seen as critical and should only become involved when absolutely necessary or where a significant learning opportunity occurs.

Tutoring Support

Because of the importance of the tutor's role, I feel that a simulation must include a comprehensive Tutor Support System that provides support to all his or her tasks.

1 Hall, Jeremy J. S. B. (1994) Computerized tutor support systems: the tutor's role, needs and tasks The Simulation and Gaming Yearbook Kogan Page London

© 2002 Jeremy J. S. B. Hall

Most recent update: 06/09/08
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