APV Subject Introduction and Tutorial Logistics

Technical Logistics and Semester Commencement

  • Initial Setup and Troubleshooting:

    • The session began with the speaker attempting to verify and share contact details.
    • The speaker encountered technical difficulties with the Learning Management System (LMS), which was described as "being weird."
    • An specific Error Code was received during the process: AccessDenied.
    • Specific technical metadata from the error included:
      • RequestID: RWX16X7MK19Z36TK
      • HostID: DCQbMj39XkVWy66var+7TZRfzmAYoh+2b9ekAQGCAQA5LRjJB5w+uV34+UoY0iRv5BbI+tUSUlc=

  • Semester Observations:

    • The speaker noted the presence of approximately five attendees at the start.
    • The speaker shared an anecdote regarding a different tutorial held on Monday from 3:00 PM3:00\,PM to 5:00 PM5:00\,PM for a subject they do not coordinate.
    • During that specific Monday session, the Zoom link failed ("the Zoom link died"), requiring the speaker to scramble and send a panicked email to students to manage the situation.

Course Coordination and Subject Personnel

  • Subject Context (APV):

    • The subject being discussed is referred to as APV.
    • The speaker expresses a high regard for the subject, noting that the "lecture bellies thing" is a highlight.

  • Staff Roles:

    • James: The primary Coordinator for the subject APV.
    • The Speaker: Serving in the role of Assistant Coordinator for APV.
    • Erin: Identified as the Subject Support Tutor, a role dedicated to reaching out and assisting students needing extra help.

Attendance Policies and Student Support

  • Mandatory Requirements:

    • Attendance for this subject is not mandatory.
    • There is no hurdle requirement tied to attendance.
    • This policy is consistent across all Psychology subjects at the university; hurdle requirements for attendance are never implemented in this department.

  • Data Collection Rationale:

    • While not mandatory, attendance data is still gathered for specific strategic reasons:
      • Subject Support Program: The data assists Subject Support Tutors (like Erin) in identifying and reaching out to students who may be struggling or requiring extra assistance.
      • Analytics: The information is used to run analytics to ensure students are deriving the maximum benefit from the subject.

Supplementary Resources and Recordings

  • Tutorial Recordings ("Shoot Run-Throughs"):

    • Tutorial content will be made available as recordings for those unable to attend or who need a refresher.
    • These recordings are expected to be uploaded by Friday or early the following week.
    • Duration and Scope: The recordings are intentionally brief, lasting approximately 55 to 1010 minutes.

  • Pedagogical Strategy:

    • The goal of the recordings is to provide a "balancing act."
    • They are designed to catch people up on what occurred in the session without being so comprehensive that they serve as a "full-blown replacement" for attendance.
    • The speaker notes that while the recordings are short, coordinators and tutors are happy to elaborate on the material if students require further information.

Tutor Teaching Philosophy and Anecdotes

  • Interaction Strategies:

    • the speaker identifies "rabbit holes" as a passion project when tutoring.
    • Icebreakers are used to gauge student opinions on random topics and to settle friendly arguments.

  • Specific Examples:

    • The speaker previously tutored for a subject referred to as SFP.
    • A specific icebreaker/argument settler mentioned was: "Which is the best McDonald's thick shake flavor?"
    • The speaker uses these to "crowdsource" information and gather the "strange thoughts and opinions" of students.

Institutional Context

  • University Identity:
    • The institution is identified as La Trobe.
    • The session included an acknowledgement that the presentation was being delivered from La Trobe grounds.