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Wading into the conversation. This is one of those topics …

Here is a redacted email I sent recently to some folks at my college.
_______________________________

Hey folks,

…Learning preferences and modalities exist; attempting to teach students according to perceived or believed learning styles is the error.

https://urldefense.proofpoint.com/v2/url?u=https-3A__www.aft.org_ae_summer2005_willingham&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=suULNATg9ErPkZoRjLa0o5IUfST0JcyFiEeDpdRn7kk&s=21PblcYXMsaT7MLF33-K9gQ7vlhN14UvvpHUHULPFCQ&e=

I read this more than 10 years ago and it initiated the crack in the grand learning styles structure I had been taught. When our colleague at … Psychology Professor… and I discussed it years later she said something to the effect that she gave up trying to convince people because they believed it so strongly.

This is a good reminder and object lesson that we ought (note the prescriptive term) seek and use evidence and that this evidence ought (more prescriptions) to be tested, retested, evaluated, picked at, poured over, and tested again. Only then, and with some skepticism, ought (that’s three) we to adhere to the findings. ;)

An interview with Dr. Willingham: https://urldefense.proofpoint.com/v2/url?u=https-3A__news.virginia.edu_content_tailoring-2Dinstruction-2Dlearning-2Dstyles-2Dstill-2Ddoesnt-2Dhelp-2Dstudents&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=suULNATg9ErPkZoRjLa0o5IUfST0JcyFiEeDpdRn7kk&s=JeH3lUSaEOIXV4_9hKn4xX9j6lGqx7tmWLHJNdSnsFs&e=

Best on this Election Day,
~Ray



From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of Paniccia, Loreta
Sent: Tuesday, November 6, 2018 10:32 AM
To: [log in to unmask]
Subject: Re: Learning Styles in Tutoring

Here a few more articles...

https://urldefense.proofpoint.com/v2/url?u=http-3A__psychlearningcurve.org_learning-2Dstyles_&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=suULNATg9ErPkZoRjLa0o5IUfST0JcyFiEeDpdRn7kk&s=0kbUpEg_Ao1t5eUWZ4-1KGrTHo5JKIZqa8XJ7pGvPbg&e=<https://urldefense.proofpoint.com/v2/url?u=http-3A__psychlearningcurve.org_learning-2Dstyles_&d=DwMFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=l3Xln1RlALpuV88mMOOkJ_DD0NHpUhC1xDX0Dc7UXPI&s=TCDJUAZi2gdq7FcP1yWFPRFW0iqAyEKoovP53nDYxc0&e=>


Cuevas, J. A. (2015). Is learning styles-based instruction effective? A comprehensive analysis of recent research on learning styles. Theory and Research in Education, 13(3). 308-333. doi: 10.1177/1477878515606621 https://urldefense.proofpoint.com/v2/url?u=http-3A__tre.sagepub.com_content_current&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=suULNATg9ErPkZoRjLa0o5IUfST0JcyFiEeDpdRn7kk&s=6ncs2ZTEbfc5akz9yMmjvLjEN7QxmIHXh-8ASH4JttM&e=<https://urldefense.proofpoint.com/v2/url?u=http-3A__tre.sagepub.com_content_current&d=DwMFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=l3Xln1RlALpuV88mMOOkJ_DD0NHpUhC1xDX0Dc7UXPI&s=nC9npK8TcS0DV_4e_9fzFPZwXv6w9-zQeA37WiUIYXA&e=>

Cuevas, J. A. (2016). An analysis of current evidence supporting two alternate learning models: Learning styles and dual coding. Journal of Educational Sciences & Psychology, 6(1). 1-13. https://urldefense.proofpoint.com/v2/url?u=http-3A__jesp.upg-2Dploiesti.ro_index.php-3Foption-3Dcom-5Fphocadownload-26view-3Dcategory-26id-3D24-3Ajournal-2Dvol-2Dvi-2Dlxviii-2Dno-2D12016-26Itemid-3D16&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=suULNATg9ErPkZoRjLa0o5IUfST0JcyFiEeDpdRn7kk&s=iALSjUF-EFQhaM0g--6S-V3MGNVX_LB5k0FNWtk7O54&e=<https://urldefense.proofpoint.com/v2/url?u=http-3A__jesp.upg-2Dploiesti.ro_index.php-3Foption-3Dcom-5Fphocadownload-26view-3Dcategory-26id-3D24-3Ajournal-2Dvol-2Dvi-2Dlxviii-2Dno-2D12016-26Itemid-3D16&d=DwMFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=l3Xln1RlALpuV88mMOOkJ_DD0NHpUhC1xDX0Dc7UXPI&s=KVMdPE3_Tl8qUWsWRXx41s7btQXz0xeieeuud5Igewg&e=>

Jessen, F., Heun, R., Erb, M., Granath, D. O., Klose, U., Papassotiropoulos, A., & Grodd, W. (2000). The concreteness effect: Evidence for dual coding and context availability. Brain and Language, 74, 103-112. doi: 10.1006/brln.2000.2340 https://urldefense.proofpoint.com/v2/url?u=http-3A__www.ncbi.nlm.nih.gov_pubmed_10924219&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=suULNATg9ErPkZoRjLa0o5IUfST0JcyFiEeDpdRn7kk&s=WKo6f2AyV2hrUOeXoJw25tq_Zu4t3LDiSx7G5N5gDBk&e=<https://urldefense.proofpoint.com/v2/url?u=http-3A__www.ncbi.nlm.nih.gov_pubmed_10924219&d=DwMFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=l3Xln1RlALpuV88mMOOkJ_DD0NHpUhC1xDX0Dc7UXPI&s=-5Pr8Hcoqkv_inKz7zzcNXn9hMio8lo3k7-u2_bieWY&e=>

Paivio, A., Walsh, M., Bons, T. (1994). Concreteness effects on memory: When and why? Journal of Experimental Psychology, (20)5, 1196-1204. https://urldefense.proofpoint.com/v2/url?u=http-3A__psycnet.apa.org_index.cfm-3Ffa-3Dbuy.optionToBuy-26id-3D1995-2D04383-2D001&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=suULNATg9ErPkZoRjLa0o5IUfST0JcyFiEeDpdRn7kk&s=ANo3uaiD2hXnJrOaL4D-PC94PjzJ6JxgMmYfryt66f0&e=<https://urldefense.proofpoint.com/v2/url?u=http-3A__psycnet.apa.org_index.cfm-3Ffa-3Dbuy.optionToBuy-26id-3D1995-2D04383-2D001-26-5Fga-3D2.258523722.1309881036.1541528510-2D1719030601.1541528510&d=DwMFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=l3Xln1RlALpuV88mMOOkJ_DD0NHpUhC1xDX0Dc7UXPI&s=hq3UzamIkJ084VxCNOa-g2E7CHmbGn0MmjNeUM4D5MA&e=>

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9, 105-119. https://urldefense.proofpoint.com/v2/url?u=https-3A__www.psychologicalscience.org_journals_pspi_PSPI-5F9-5F3.pdf&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=suULNATg9ErPkZoRjLa0o5IUfST0JcyFiEeDpdRn7kk&s=rIcc_r0tIfTpLSEIgbzQ6doBSSuxO63e_fx4rEwh4Ok&e=<https://urldefense.proofpoint.com/v2/url?u=https-3A__www.psychologicalscience.org_journals_pspi_PSPI-5F9-5F3.pdf&d=DwMFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=l3Xln1RlALpuV88mMOOkJ_DD0NHpUhC1xDX0Dc7UXPI&s=NQ7PJb8Uquq_zO8uSQM-yCpPNIvNKV_Yd1nksMvNRpc&e=>

Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning style to instructional method: Effects on comprehension. Journal of Educational Psychology, 107(1), 64-78. doi: 10.1037/a0037478 https://urldefense.proofpoint.com/v2/url?u=https-3A__www.apa.org_pubs_journals_features_edu-2Da0037478.pdf&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=suULNATg9ErPkZoRjLa0o5IUfST0JcyFiEeDpdRn7kk&s=W4-EEmlZd427U-3UH-x5WBv8902jslXW1PUXY1KzBqg&e=<https://urldefense.proofpoint.com/v2/url?u=https-3A__www.apa.org_pubs_journals_features_edu-2Da0037478.pdf&d=DwMFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=l3Xln1RlALpuV88mMOOkJ_DD0NHpUhC1xDX0Dc7UXPI&s=UPX3mBIgATaAykRWqwzb9GqEX-mQYx6JiP6e_Xm9A00&e=>

Sadoski, M., Goetz, E. T., & Avila, E. (1995). Concreteness effects in text recall: Dual coding or context availability? Reading Research Quarterly, 30(2), 278-288. https://urldefense.proofpoint.com/v2/url?u=http-3A__www.jstor.org_stable_748038&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=suULNATg9ErPkZoRjLa0o5IUfST0JcyFiEeDpdRn7kk&s=yDC6WMlTyhDqSTmN559HGJ0g2K3tkVcyKSEFcxdFXzM&e=<https://urldefense.proofpoint.com/v2/url?u=http-3A__www.jstor.org_stable_748038&d=DwMFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=l3Xln1RlALpuV88mMOOkJ_DD0NHpUhC1xDX0Dc7UXPI&s=UIUaze4QqSKJRSQdacMIM6yYqoKigoKx4ggil_IP904&e=>

Scott, C. (2010). The enduring appeal of “learning styles”. Australian Journal of Education, 54(1), 5-17. (EJ889818) https://urldefense.proofpoint.com/v2/url?u=https-3A__www.ofs.edu.sg_resources_plc-2Ddifferentiation_wp-2Dcontent_uploads_sites_49_2014_10_Enduring-2Dappeal-2Dof-2Dlearning-2Dstyles.pdf&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=suULNATg9ErPkZoRjLa0o5IUfST0JcyFiEeDpdRn7kk&s=gZyArTp4U1HiwWkk1xXTcsz2f8crESr9oGXasQ4CHKk&e=<https://urldefense.proofpoint.com/v2/url?u=https-3A__www.ofs.edu.sg_resources_plc-2Ddifferentiation_wp-2Dcontent_uploads_sites_49_2014_10_Enduring-2Dappeal-2Dof-2Dlearning-2Dstyles.pdf&d=DwMFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=l3Xln1RlALpuV88mMOOkJ_DD0NHpUhC1xDX0Dc7UXPI&s=nqYN3tgvLRVkAkMxcxk1BdEWa-arGYYwUQhB-Y_CKmw&e=>



Loreta Paniccia

Coordinator, Tutoring Program
Coordinator, Supplemental Instruction
Club Advisor, International Student Organization
SUNY Broome Community College
1017 Front Street
Binghamton, NY 13902
607-778-5162


On Tue, Nov 6, 2018 at 11:57 AM Saundra Y McGuire <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Kelly is right on target.  I address this in our book, Teach Students How to Learn.  I’m speaking at WPI in 5 minutes so I’ll send a more comprehensive response later.  In the meantime read the article at this link https://urldefense.proofpoint.com/v2/url?u=http-3A__www4.ncsu.edu_unity_lockers_users_f_felder_public_Papers_LS-5FValidity-28On-2DCourse-29.pdf&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=suULNATg9ErPkZoRjLa0o5IUfST0JcyFiEeDpdRn7kk&s=fP1egknaa5s9oeAhaYd34JxGOC2VakQjccLp3wXFOqU&e=<https://urldefense.proofpoint.com/v2/url?u=http-3A__www4.ncsu.edu_unity_lockers_users_f_felder_public_Papers_LS-5FValidity-28On-2DCourse-29.pdf&d=DwMGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=OvPFjqS9oQN1A947GWipuhSW6GqoWAFnDOyXo4ANXXw&s=wUofF7VHPB1rxFUdkgEns-dQ9hYoK-iJr2sbU8rYSn0&e=>  and keep doing those learning styles assessments.  Just call them learning style preferences.

More tonight,
Saundra

Saundra McGuire, Ph.D.
New Online Course on Teach Students How to Learn (https://urldefense.proofpoint.com/v2/url?u=https-3A__optimizelearning.org_workshops_teach-2Dstudents-2Dhow-2Dto-2Dlearn&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=suULNATg9ErPkZoRjLa0o5IUfST0JcyFiEeDpdRn7kk&s=vJ7OkLleZHp7w-kCJ5oS3vq0bLl4YJN_JKTu_5XdoXs&e=<https://urldefense.proofpoint.com/v2/url?u=https-3A__optimizelearning.org_workshops_teach-2Dstudents-2Dhow-2Dto-2Dlearn&d=DwMFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=l3Xln1RlALpuV88mMOOkJ_DD0NHpUhC1xDX0Dc7UXPI&s=bjHJHMhLueZZB-a7x_dygwcKtltwjCGibCbhhgprttQ&e=>)
Author of Teach Yourself How to Learn (Info at https://urldefense.proofpoint.com/v2/url?u=http-3A__tinyurl.com_y9aqwhhx&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=suULNATg9ErPkZoRjLa0o5IUfST0JcyFiEeDpdRn7kk&s=mPXkF4_xhbgsV8v4XQk-5vBYMbGsmaMq3wNLa6cTMS8&e=<https://urldefense.proofpoint.com/v2/url?u=http-3A__tinyurl.com_y9aqwhhx&d=DwMGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=OvPFjqS9oQN1A947GWipuhSW6GqoWAFnDOyXo4ANXXw&s=J-q1MFdTTXBzOgXacETVu25221kcZL4grQbVGmetRKs&e=>)
Author of Teach Students How to Learn (Info at https://urldefense.proofpoint.com/v2/url?u=http-3A__tinyurl.com_ogfktwp&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=suULNATg9ErPkZoRjLa0o5IUfST0JcyFiEeDpdRn7kk&s=C90A7HeY58546n3rOT4-xeUrY-RlKs-V1rHQKj2CaNM&e=<https://urldefense.proofpoint.com/v2/url?u=http-3A__tinyurl.com_ogfktwp&d=DwMGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=OvPFjqS9oQN1A947GWipuhSW6GqoWAFnDOyXo4ANXXw&s=f2Z_uzgBdrC9efalEoSATqcAyG6dIHUUQlTnFxa0gFk&e=>)
Director Emerita, Center for Academic Success
(Ret) Assistant Vice Chancellor  & Professor of Chemistry
Louisiana State University

From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]<mailto:[log in to unmask]>] On Behalf Of RoseAnn Osmanian
Sent: Tuesday, November 6, 2018 10:15 AM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: Learning Styles in Tutoring

Hi, Kelly.

I’ve moved away from the Learning Styles inventory and sometimes show students and tutors part of this Ted Talk that argues that the research on it is problematic: https://urldefense.proofpoint.com/v2/url?u=https-3A__youtu.be_855Now8h5Rs&d=DwIGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=suULNATg9ErPkZoRjLa0o5IUfST0JcyFiEeDpdRn7kk&s=cLzfkBoO_cA21L68IVOWbWIrGO6zm7s48Dk7r91gEYM&e=<https://urldefense.proofpoint.com/v2/url?u=https-3A__youtu.be_855Now8h5Rs&d=DwMGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=13oPI5ip06DulsCarmneCnz3CvZ1_3rzxHtMYAADAV4&s=NAzqPSPlpsGlx-l1HPkCetR1abVrGKdCDB3Wdcyp5s8&e=>. Instead, I use Bloom’s Taxonomy to discuss learning strategies.

Nonetheless, I encourage students to be metacognitive about their learning strategies and use what works best for them. So many students are familiar with learning styles, and the strategies are still helpful as long as students and tutors are careful not to pigeonhole themselves into certain categories.

-Rose Ann


Rose Ann Osmanian
Language Success Center: English, Reading, & Writing
909-652-6925

From: Open Forum for Learning Assistance Professionals <[log in to unmask]<mailto:[log in to unmask]>> On Behalf Of Askey, Kelly L.
Sent: Tuesday, November 6, 2018 7:52 AM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Learning Styles in Tutoring

Hi Everyone,

When I became the peer tutoring supervisor, learning styles assessments were part of the intake process for new peer tutoring students. I have continued doing this, and some students say they find it helpful, and tutors also believe it is beneficial. However, I am wondering if there is any research out there on this topic.

I have searched some academic databases, but surprisingly have not found anything on learning styles as it relates to its use in tutoring. So, if any of you have some sources you could direct me to, I’d appreciate it!

Kelly Askey lodes  |  Peer/Group Tutoring & Study Skills Development Supervisor

Academic Support Center at Florissant Valley
3400 Pershall Rd.| St. Louis, MO 63135  |voice 314.513.4073 | email [log in to unmask]<mailto:[log in to unmask]>


From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of Chasmar, Justine
Sent: Monday, November 05, 2018 3:43 PM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: Does anybody use WCOnline for group tutoring? Does anybody use their card reader?

Hi Ira!

I’d love to chat more about my experience. We got WCOnline this year and our Writing Center uses it as well. I’m currently using it for appointments, drop-in sessions, and workshops. I don’t, however, think I’m using the software the best way and am learning as I go. I’d love to hear from anyone who has created internal how-to’s or has any insight. Thanks!

~Justine

----------------------------------------------------
Justine Chasmar, Ph.D.

Director, Quantitative Reasoning Center
Assistant Professor
Center for Data, Mathematical, and Computational Sciences
Goucher College
Julia Rogers 143
1021 Dulaney Valley Road
Baltimore, MD 21204
Office: 410-337-6302

From: Open Forum for Learning Assistance Professionals <[log in to unmask]<mailto:[log in to unmask]>> on behalf of Ira Fabri <[log in to unmask]<mailto:[log in to unmask]>>
Reply-To: Open Forum for Learning Assistance Professionals <[log in to unmask]<mailto:[log in to unmask]>>
Date: Friday, November 2, 2018 at 11:45 AM
To: "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[log in to unmask]>>
Subject: Does anybody use WCOnline for group tutoring? Does anybody use their card reader?

Hi, All.

We offer small group tutoring, by appointment. We are looking at how WCOnline could work, with this option. We are also looking at their card reader to log tutors in and out (and potentially students).

If anybody has information and tips, I would be very interested in hearing them.

Best

Ira

--
Ira Fabri
Pronouns: She, Her, Hers
Assistant Director of Tutoring
Learning Resources Center (LRC)
Division of Undergraduate Academic Affairs (UAA)
UMBC
Sherman Hall East, 342
1000 Hilltop Circle
Baltimore, MD 21250

410-455-3905
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subscription options (including subscribe/unsubscribe), point your web browser to
http://www.lists.ufl.edu/archives/lrnasst-l.html

To contact the LRNASST-L owner, email [log in to unmask]