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Tutor skills in_online_courses_final

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  • A metaphor for online tutoring - like spinning plates, so much you have to consider and you can’t let any plates drop. Another way of looking at it may be to think about adapting skills or learning new skills.
  • Transcript

    • 1. Tutor skills in online courses
      Anastasia Andros
      Kate Burden
      Hazel Llewellyn
    • 2. Tutor roles in online courses
      Reference Clive Shepherd
    • 3. Tutor roles in online courses
      Reference Clive Shepherd
    • 4. learning
      Moderation models:Gilly Salmon5 stages of computer mediated communication
      Reference Gilly Salmon
    • 5. Getting Started
      Access
      • Clear structure & path to learning outcomes
      • 6. Clear deadlines & priorities to provide logical framework for students to follow
      • 7. Set individual exercises to give students time to think & be comfortable before they need to share
      • 8. Ensure students know how to enlist your help if needed
      • 9. Provide technical support e.g. a forum for questions
    • Getting started
      Building and Sustaining Motivation
      • Deal with lurking in a constructive & sensitive manner
      • 10. Use praise & encouragement as building blocks to success
      • 11. use leading & guiding questions to deepen desire to learn more
      • 12. Always give quick feedback to maintain interest
      • 13. Maintain tutor presence throughout
    • Going Deeper
      Information Exchange:
      • Integrate available resources
      • 14. Create a context and environment that enables sharing of ideas
      Online Socialisation:
      • Allow time and room for socialisation
      • 15. Build group cohesion early on
      • 16. Set netiquette and deal with flaming
    • Autonomous Learning
      Knowledge construction:
      • Facilitating process
      • 17. Encouraging reflection
      Development:
      • Supporting and responding
      • 18. Summarising and weaving
      • 19. Referring
    • challenges & Solutions
      Chats, discussion and online content
      Chat:
      who starts discussions
      How long are they
      Managing closure
      Flaming
      jumbled threads
      Questions following questions
      Use of humour?
      Moderating chat:
      specific focus/topic
      Assign roles
      Whispering technique
      Address people by name
      Use CAPITALS to re-gain focus and attention (with caution)
      Use…. to indicate… …continuation
      6 – 8 max capacity
      Splinter groups
      Reference Howard Rheingold
    • 20. challenges & Solutions
      Chats, discussion and online content
      Discussions:
      How long are they/how many posts?
      Level of formality?
      Fear of posting
      Over-sharing
      Misinterpretation
      Balance between public & private communication
      Slow or non-stop discussions
      Moderating discussion forums:
      Mix of probes/supportive comments
      Allow anonymity
      Guidelines for posts
      Teach Stds how to use content filters
      Cut off dates for posting on forums
      Splinter groups
      Reference Howard Rheingold
    • 21. Concerns & Suggestions
      Chats, discussion and online content
      Contentconcerns:
      Relative ease of use
      Cohesive units of study
      Interaction
      Learning activities
      Using the internet
      Pace – online doesn’t mean self-paced
      Assessment strategy
      Keeping materials up-to-date
      Class size
      Options and limitations of the VLE
      Orientation
      Designing content:
      Plan the content design
      Attention & relevance
      Present, Engage, Assess,
      Materials should read more like a tutorial
      Give people a reason to complete a task – measurable learning outcomes
      Post the syllabus, tasks, assessment and overall expectations
      Reference Howard Rheingold
    • 22. Resources
      delicious.com
      Aggregate group blogs
      Create a group page
      Polls, surveys, feedback
      surveymonkey.com
      pageflakes.com
    • 23. conclusion
      E-moderation requires new ways of thinking how to achieve learning objectives
      Taking an online course yourself is a good way to learn the skills by doing
      Adapt current skills and learn new ones
      Tutor support and interaction is the biggest factor in perceived learning and satisfaction
      Above all else remember that, “persons of commitment and talent can overcome the deficiencies of a system but no system can cover up the deficiencies of uninterested people.” David Murphy, Instructional Design for Self-learning in Distance Education
    • 24. References
      Australia Flexible Learning Network, Effective Online Facilitation: http://pre2005.flexiblelearning.net.au/guides/facilitation.html
      Murphy, D. Instructional Design for Self-Learning in Distance Education, The Commonwealth of Learning Knowledge Series
      Rheingold, Howard. The Art of Hosting Good Conversations Online: http://www.rheingold.com/texts/artonlinehost.html
      Richardson, W. , Blogs, Wikis and Podcasts, 2nd Edition
      Salmon, G (ed) 2000b, E-moderating: The Key to Teaching and Learning Online, Kogan, London.Shepherd, Clive. Online Tutoring Skills: http://www.fastrak-consulting.co.uk/tactix/features/tutoring/tutoring.htm