DITL Scenario 2 — Transcript

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1. 0:00Let's go to the second scenario.
2. 0:04In this scenario, you get to put yourself in the role of a novice supervisor.
3. 0:09Imagine a situation where you have a new group of students of about eight people. You have their theses to supervise.
4. 0:17You have met with the group about two times, and during this time the students are to prepare their own research plan and return it to Moodle two days before the meeting.
5. 0:27The meeting is approaching and you thought the day before the meeting that now would be a good time to go through this student work.
6. 0:34You go to the Moodle area and find that only about half of the students in your group have returned their research plan by the deadline.
7. 0:41Next, consider what kind of thoughts does this scenario evoke? Have you possibly been in a similar situation, either as a teacher or as a student?
8. 0:50Once again, answer the task template with your own thoughts and then continue with the videos.
9. 0:58As in teaching, guidance is also an interactive situation. Guidance can be approached from many perspectives, but this video will consider it from the perspective of guidance for students.
10. 1:11Every supervision situation and supervision relationship is different. The supervisor also has a different supervisory relationship with each group being supervised.
11. 1:20Some students are good at regulating their own learning and activities, while others need more support from a teacher or tutor to regulate their activities.
12. 1:31It is therefore worth being aware of your own students' regulatory skills and considering how you as an instructor can adapt your own activities to meet the needs of different students.
13. 1:42As with teaching, there is never a single right way to do things. However, good guidance supports students' learning and helps them to progress in their work, in this case in their thesis.
14. 1:57Many of the principles of coherent teaching also apply to thesis supervision.
15. 2:02It is important that students know the knowledge objectives that they are expected to learn while doing their thesis.
16. 2:10It is therefore worthwhile to have an open discussion with the trainees about the learning objectives and to set clear objectives together, also for the progress of the work.
17. 2:19Whatever the discipline, theses are based on the objective of learning to think scientifically.
18. 2:26In fact, thesis work is an exercise in scientific thinking skills, including critical thinking skills and research skills.
19. 2:36Learning scientific thinking skills is not always easy for students, and research shows that students sometimes face challenges,
20. 2:44for example, in understanding key scientific concepts, formulating research questions and also building a theoretical framework.
21. 2:54Scientific writing is also a skill that requires practice to develop.
22. 3:00It's human nature that we don't always keep to deadlines, and in research and life in general, all sorts of unexpected things happen that cause delays.
23. 3:12In this example situation, I would probably start to look at the possible reasons for these delayed returns.
24. 3:21For example, do students find it difficult to do research or scientific writing?
25. 3:28Is it difficult for them to be motivated to do a thesis?
26. 3:32Or are there other studies going on at the same time, even if they are straining the students' resources?
27. 3:38Once you have an idea of the reasons for the delayed returns, you can develop or consider, perhaps together with the students, ways of helping them to move forward.
28. 3:51Discussions with colleagues are also helpful in such situations.
29. 3:57You must have experience of working on theses, either as a supervisor, a supervisor or both.
30. 4:05In your essays, you may reflect on your experiences and perceptions of different guidance practices.
31. 4:11During this course, you will also have the opportunity to read the essays of other participants, and in reading them you may discover new perspectives and ideas on guidance practices.
32. 4:25Now once again you have reached the end of the video.
33. 4:28Let's reflect on the scenario presented at the beginning: what are the thoughts that come to mind now? How would you possibly advise this particular director to deal with this situation?
34. 4:39How would they be able to support the students in this particular group in the future in this situation or in the present or in the present moment in this particular situation?
35. 4:47Once again, write your own answers there in the task tempalte. If you wish, you can use some of the literature tips that appear in the list to support your reflection here.
36. 4:55These can also be found in the Moodle area. Then you can move on to the next scenario.