[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598671-105":59,"doc-detail-598671-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","using-technology-for-tutor-and-student-learning-exchange","Using Technology for Tutor and Student Learning Exchange","","Using Technology for Tutor and Student Learning Exchange examines how negotiated, technology-enabled teaching and assessment can better support diverse learning styles in higher education. Grounded in the AchieveAbility and InCurriculum initiative, the three-year project tests practice intended to improve student retention and attainment within art and design modules. Evaluation combined questionnaires, interviews, focus groups, and learning-style tools, highlighting the accessibility limits of text-based surveys and the value of visual and aural strategies for engagement and confidence.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-technology-for-tutor-and-student-learning-exchange/598671/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-technology-for-tutor-and-student-learning-exchange/598671.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the core purpose of using technology in the tutor-student learning exchange?","Question",{"text":112,"@type":113},"To enhance the student experience through interactive, negotiated use of technology that supports understanding of both tutor and student learning styles.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the project evaluated?",{"text":117,"@type":113},"Through a mixed-method approach using questionnaires for baseline and exit tracking, one-on-one interviews for deeper insight, and focus groups to assess assessment practice effectiveness.",{"name":119,"@type":110,"acceptedAnswer":120},"What key finding emerged about questionnaires for different learning approaches?",{"text":121,"@type":113},"Text-based questionnaires were prescriptive and not fully accessible to students using a range of learning approaches, leading to the use of open-ended and scaled questionnaires.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598671,1792963624,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","25  \nUsing Technology for Tutor and Student Learning Exchange  \nKatherine Hewlett  \nNorwich University College of the Arts  \nThis project built upon the AchieveAbility initiative, which develops materials and training for teaching specific learning difference learners in schools and colleges. AchieveAbility devised the conceptfor the ‘InCurriculum’ Project and brought together a consortium of United Kingdom higher education institutions to deliver the practice: Norwich University College of theArts, the University of Westminster, and De Montfort University. All partners delivered a range of art and design courses, using a variety of complementary learning techniques.  \nThe project was set up to investigate how changing teaching and assessment practice could be beneficial to different learning styles. The contextual justification for this action research project was to investigate effective practice to retain students within their higher level courses and to support their successful attainment. The project was funded by the Higher Education Academy for a three year period, during which the United Kingdom educational landscape changed rapidly from a widening access perspective to a more business-orientated model of delivery. To make these changes, technology was shown to be essential to the negotiation that evolved for the learning exchange between the student and staff.  \nIntroduction  \nvidence  \nEAgency  \ndrawn from Higher Education Statistical (HESA, 2005) shows that students with  \na learning difference (dyslexia) tend to take arts or vocational courses. By this definition, they ghettoize themselves by collecting in educational places that provide a teaching experience conducive to their learning. The visual approaches to learning in art  \nand design are known to be valuable for students in any discipline (Steffert, 1999) .  \nThis project investigated such learning and assessment to develop and transfer to other areas of higher education, and sought to look at art and design curriculum, especially with an emphasis on studio critique, aural, and visual learning. The purpose was to develop a student-centred approach in both teaching and assessment that could be transferred to  \nother subject areas thereby supporting measurable improvement in levels of student achievement and retention for all students with the ability to progress. The project was set within an inclusive learning context.  \nFrom the outset of this project, there was a growing realization that technology would emerge asan important element of the negotiated learning and teaching relationship. The evaluation confirmed this to be the case and if utilized could provide a range of learning interactions, as a consistent negotiated mechanism. The result was teaching and assessment practice that included a wide range of students at different learning levels.  \nThe purpose of this paper is to look atthe notion of a student experience enhanced by technology, if used in an interactive and negotiated way between the student and the tutor. Underpinning this negotiated learning exchange was the use of technology to understand better both tutor and student learning styles practice.  \nEach institution worked with three modules during the life of the project. The institutional tutors came to the consensus that a learning strategy could only be developed in dialogue with the student. The underpinning principle for this approach is that a connection has to be made to bridge the gap between the learning and the activity. A depth of student and staff understanding can then happen to enable strategies for student engagement.  \nThe practice bridged this gap and enabled students to develop strategies that allowed them to engage with a range of assessment tools, making the link between learning style and assessment task. Visual and aural strategies were used to develop cognitive thinking. The outcomes were: increased learner confidence in their studies, and the development of student m","cbCaib8QnRlmyzBC","https://ap.wps.com/l/cbCaib8QnRlmyzBC","pdf",747974,"English","# Introduction\n## Project background and aims\n## Negotiated learning exchange\n# Methodology\n## Participants and evaluation design\n## Questionnaire structure and findings\n## Talking head diaries and resources","[{\"question\":\"What is the core purpose of using technology in the tutor-student learning exchange?\",\"answer\":\"To enhance the student experience through interactive, negotiated use of technology that supports understanding of both tutor and student learning styles.\"},{\"question\":\"How was the project evaluated?\",\"answer\":\"Through a mixed-method approach using questionnaires for baseline and exit tracking, one-on-one interviews for deeper insight, and focus groups to assess assessment practice effectiveness.\"},{\"question\":\"What key finding emerged about questionnaires for different learning approaches?\",\"answer\":\"Text-based questionnaires were prescriptive and not fully accessible to students using a range of learning approaches, leading to the use of open-ended and scaled questionnaires.\"}]","Using Technology for Tutor and Student Learning Exchange | PDF",1792087363,13]