DESIGN AND IMPLEMENTATION OF A CO- STUDENT TUTOR

ABSTRACT

This project is intended for students whom were trained as tutors in the paired reading technique and were teamed up with students. The focus of the project was on how the role of tutoring impacted on the literacy levels students, who were on averagely behind their chronological pairs. Improvement was measured by reading age improvements, observations of attitudinal changes and increased levels of reading. It also looked at the impact on self-esteem and confidence on these students, as well as the impact of the role of the tutor. This was to be ascertained through the use of questionnaires and the completion of observational logs. Participating schools activities improve the willingness of the students to exchange ideas. Students became more aware of the skills involved in reading and tutoring peers. The students took on their role very responsibly, enjoying the status of the role with no instance of misbehavior noted. Both groups enjoyed the positive one-to-one relationship and all wished it to continue when the projects were finished. The project had a very positive effect on the students by improving coordinators and teachers reporting improved attitudes and confidence in their activities. The positive encouragement and affirmation worked well. When asked how the project coordinators would change if they were to run the programmer again only minor changes were noted, such as changes in the times of sessions and record keeping. The enthusiasm with which the students embraced the role of being tutor was to the forefront of all the feedback from schools, as they thoroughly enjoyed working with the younger students.

                             Chapter 1: Introduction

1.1 Overview

A co-student tutor is a type of website, usually maintained by an individual with regular entries of commentary, descriptions of events, interaction, or other material such as graphics or video. Entries are commonly displayed in reverse-chronological order.

Educators are using co-student tutors in many ways including as online portfolios, for teachers and students for provision of course content, as a record of field notes, as discipline specific spaces for knowledge sharing, as a space for student dialogue and for class administration.

Co-student tutors can be used to facilitate group working and discussion forum between the lecturers and students, a number of commentators argue that co-student tutors encourage reflective learning (Chen 2005); they can be used as a diary to keep a record of achievement and of interesting material. The way that co-student tutors are typically organized allows the reader/viewer to re-contextualize posts according to categories and dates as well as allowing the user to use key words to search for posts on any topic. Co-student tutors can decrease feelings of isolation for distance students (Dickey, 2004), and promote the shift from surface to deep learning (Bartlett-Bragg, 2003; Oravec, n.d., in Williams & Jacobs, 2004). Ferdig and Trammel (in Williams & Jacobs, 2004) argue that the immediacy and commentary based systems of co-student tutoring lead to reflection and analysis and contextualization of learning via hyperlinks. They further contend that co-student tutors are more successful in promoting interactivity that is conversational as opposed to other online discussion. Research also suggests that co-student tutors allow a more creative response from students (Oravec, 2003) and that the open and interlinked nature of co-student tutors connects learners to contexts beyond the classroom (Baim, 2004; Halavais, 2004).

1.2 Background of study

In the past two decades, the increase in the use of personal computers and information & communication technology has revolutionized the way the world works. This digital revolution has changed the work domain greatly affecting sectors like agriculture, education, transportation, manufacturing, communications, healthcare, finance, trade and commerce at all levels - locally and globally. ICT has a far-reaching impact on almost every aspect of human life. Information and Communication Technology (ICT) and the Internet have become a powerful tool in today’s business world; in such a way that it is now becoming the ‘heart’ of business, without which most businesses cannot stay competitive in today’s ever competitive business environment. In this regard, it has globally transformed the way production, market access and distribution of goods and services are organized, leading to changes in the way enterprises relate to student.

An online system will be developed to enable student exchange ideas and do organize tutorials online without any inconveniences or any difficulties. By developing an online system, we are bridging gap between students and peers to help them benefit from each other efficiently and effectively.

1.3 Problem Statement

1. Students have to travel a long distance to learn or organize a group assignment which is a total waste of time and resources.
2. Unnecessary intermediaries between the Students and their peers i.e. Student always go an extra miles to get help on school activities, while incurring extra costs, time and efforts.
3. Lack of realistic demand assessment: Production targets are set by lead admin, without considerations of quantity information about production situation and market demand of products. As a result, question – of how much to produce remains in a vacuum

1.4 Aim and Objectives

Online Blogging System is a perfect platform for students, teachers, institutional administrative purposes.

The basic objective of developing this project is:

1. To promote collaboration between students and teachers. Mutual learning between students and teachers.
2. To have fun. Yes, you heard it right. It is wonderful when students think that they are having so much fun, they forget that they are actually learning.

• To increase motivation for reading and writing.

1. To establish a home-school or home-college connection in order to make the parents/guardians aware about the happenings or events. Parents with internet access can check their child’s work and writings.
2. To improve the writing and digital literacy of the students.
3. To showcase the student’s accomplishments, talents, ideas or anything that they can’t express.

• To give a voice to students.
• To give students a global and authentic audience – no longer working for a teacher who checks and evaluates work but a potential global audience.

1. To create a digital portfolio of students.
2. To create a cross-curricular environment.
3. To develop critical thinking skills.

• Work is permanently stored, easily accessed and valuable comparisons can be made over time for assessment and evaluation purpose.

 

1.5  Significant of the Project

The Online Blogging System will allow the users to publish the writings, videos, images or audios if he/she should have credentials to login. The main users of this project are students, teachers and administrators.

From an end-user perspective, the Online Blogging System project consists of following functional elements:

1. Dashboard: It is the default page of the site and we can access this option from left hand side anytime. All links are available on this page. We can also find the Quick Draft and Activity section here.
2. Posts: Here we can see all the published contents by clicking on “All Posts” option and we can also publish new content by “Add New” option.

• Media: We can see the uploaded media items (videos, images, audios) by clicking on “Library” option and we can also add new media item from local system with the help of “Add New” button. iv. Comments: In this section, we can check that who, when and what has been commented.

1. Profile: In this section, we can personalize our profile like Password Change, Profile Picture Change, Display Name, Nickname etc.
2. Tools: This option is having additional plugins to install, which may enhance the current functionality.

• Collapse: We can collapse the menu with this option.
• Home Button: It is located at the top left portion and we can use this button to check the timeline where we can view the contents published by everyone.

 

1.6  Project Risks Assessment

You do risk analysis for only one reason: Would you manage the project differently if any of your risks happened? I especially look for risks that could put us out of business, or prevent us from shipping product.

• Risks to getting the project completed. (The machine availability problem above is a great example of that risk.)
• Risks of using the product in the field. (I find use cases or other forms of student-scenario generation work well here.)
• Risks to the business from using the product in the field. (If your students find this problem, could their reaction impair your ability to do business?)

Then you make plans to deal with the risks you never want to come true. In this project, for example, the lack of the machine when it was needed would prevent them from doing load testing. How bad a problem is that, really? Would company have to the product shipped anyway? If so, then there was no risk. (I’m not saying this is good business, but if Team A’s company already decided that the potential down side, the severity, is not high enough, then there is only limited business risk if a server is not available and the testing is not done.)

Risk analysis can’t be exact. If it were exact, you’d be predicting the future. But having a place to start the discussion about what the problem is, and how it affects the project, is much better.

Table 1: Risk Assessment Matrix

Identified Risk	Likelihood of Occurrence	Difficulty in time detection	Potential impact	Overall Risk to Project
Change of system requirement by the client	Medium	medium	High	High
Developers needs to Hw/Sf requirements	low	low	Meduim	Low
Exceeding Budget	medium	medium	Medium	High
Testing and Debugging of errors	medium	medium	Medium	medium
Incompatible Technologies	Low	medium	Medium	Medium
Integration of system modules	low	medium	Medium	medium
Failure of server	Low	low	Low	Low
Delay in Delivery of the overall system	Low	medium	Low	low

 

 

Table 2: Risk Amendment Matrix

Identified Risk	Preventive Action	Contingency plan	Trigger	Owner
Change of system requirement by the client	Agreement with client	Extra charge as compensation	Unambiguous Requirements	Mr Yusuf
Developers needs to Hw/Sf requirements	Select the best available Hw/Sw components	Customization from vendor	Performance of Hw/Sw could be degraded	Mr Yusuf
Exceeding Budget	Cost monitoring	Request funds	Expectations to qualified deliverables	Mr Yusuf
Testing and Debugging of errors	Qualitative and competent programmers/testers	Outsource and reusage of components	System Complexity	Mr Yusuf
Incompatible Technologies	Use compatible technologies	Stable framework	Deliverance of high technology system	Mr Yusuf
Integration of system modules	Integration planed from early stages	Involve system testers in early stages	Improper integration plan	Mr Yusuf
Failure of server	Backup system database regularly	Keep backup server ready as standby	Congestion of traffic and/or hacking activities	Mr Yusuf
Delay in Delivery of the overall system	Set deadline	Increase working hours	Delay in deliverables	Mr Yusuf

 

 

SWOT Analysis

The SWOT analysis provides information that is useful to compare the student online registration system capabilities, advantage and the disadvantage compared to competitive environment in which it operates. It is an instrument in strategy formulation and selection.

Risk of this project are categories as Strengths, Weaknesses, and Opportunities.

Strengths: this will include the following

• Knowledge: our competitors are pushing boxes. But know systems, networks, programming, and data management.
• Relationship: we get to know our co-student, one by one.
• History: we’ve been in our town forever. We have the loyalty of students and vendors

Weaknesses: Include pricing the product to satisfy but the students

• We also have to create more awareness to the in universities.

Opportunities: that may include:

• Training: the major stores don’t provide training, but as systems become more complex, training is in greater demand.
• Service: As our target market needs more service, we have to be convinced to provide more to meetup with the required target.

  Threats

• Prone to computer hackers because it is a web-based system.
• There are similar software are available in the software market.
• System might not be fully utilized after implementation

 

1.7 Scope/Organization

This describe how the remaining chapters of the project are organized. This report basically consists of five chapters that are outlined as below:

Chapter-1 provides a general overview of what the whole project is all about such as background and motivation, statement of the problem, aims and objectives, significance of the project, and project risk assessment.

Chapter 2: provides Literature Review introduction historical overview, related work and summary.

Chapter 3: States Requirement Analysis and Design.

Chapter 4 including Implementation and testing.

Chapter 5: Discussion, conclusion, and recommendation are. Finally reference and annex part is in last part the report

DESIGN AND IMPLEMENTATION OF A CO- STUDENT TUTOR

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