The Student as Tutorial Designer

                                                    The Student as Tutorial Designer

As an educator, I can see that student tutorials can be used in all subjects. Some things that I believe would be best suited for tutorials would be how-to, step-by-step, or discussions about different issues and information for the chosen topic. I have viewed many tutorials on students in math lessons, science lessons, social studies, and language arts.  Some examples of tutorials that I have also reviewed are on YouTube. After reviewing these tutorials, I can see why students would be more interested in teaching others this way because it makes the students feel that they are more important to their classmates and others in the world who can also review their creative work.  

Math examples- area, perimeter, range, mode, median, and mean. 

Science examples-physical science, earth/ space science, life science, planets, water cycle, plants, animals, motion, and sound. 

Social studies- Culture, People, Places, and Environments, Power, Authority, and Governance, Production, Distribution, and Consumption.

Language Arts examples- How to write an essay, Before, during, and after, how to make a mind map, how to write a paragraph, and a tutorial on a conclusion paragraph. 

Beyond the benefits for students who use the tutorials, can you identify educational benefits for students who do the work of tutorial design? 

Some educational benefits would be that educators can watch their students teach others the information that has been taught to them by using examples from other peers and sources.  Using a tutorial design can give us feedback on the work that we produce. I see that this would be on feedback to creating a tutorial design and it also allows others to review the materials in other areas of the world. Something that is learned also from the tutorial design when creating it yourself you have to make sure the information is correct. Not only do you want to make sure you know the information, but others will also be reviewing and giving feedback on your tutorial. 

How does the work of student tutorial designers fit within Daniel Pink's analysis of PURPOSE as a key motivator of high-quality student work? 

I mean after reviewing Daniel Pinks's analysis I would personally have to agree. I could see that high-quality work is done mostly when there is more of a purpose and a want to do something out of interest and is fun. I can see that rewards can close the thinking mind like I must hurry up and get this done to make more money and this can cause an issue with the product of the work and not learning as much. I like how he gave the example of the candle stick because there were many ways that he had given but only one way worked. Autonomy, mastery, and purpose. Autonomy is where there is an objective, and you are allowed to produce your way to figure out morality rather than an influence. Mastery is how one can master the content and teach it back with our control and knowledge of what we have learned and its purpose. The purpose is what makes the tutorial meaningful the why of its creation. Daniels Pinks analysis makes sense because it is allowing the students to take their learning into their hands for example if I needed to teach about volcanos, I can say you have 20 minutes to gather information about volcanos to help them present this information instead of giving a deadline make ways that the students can present as they go so other students can also benefit from what they had learned from. This would allow the students to look at different options to use to learn such as dictionaries, online resources, books, and magazines about volcanos, and power points or presentations can be made and put into an online file that students can look through to find more information to create their project at the end instead of one grade this assignment can get feedback instead of a personal grade of A, B, C, or D. This should help all students learn the way they learn best with their learning while creating meaningful and purposeful work that can also benefit others that allows feedback from other peers.