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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.

Tutor skills in_online_courses_final Tutor skills in_online_courses_final Presentation Transcript

  • Tutor skills in online courses
    Anastasia Andros
    Kate Burden
    Hazel Llewellyn
  • Tutor roles in online courses
    Reference Clive Shepherd
  • Tutor roles in online courses
    Reference Clive Shepherd
  • learning
    Moderation models:Gilly Salmon5 stages of computer mediated communication
    Reference Gilly Salmon
  • Getting Started
    Access
    • Clear structure & path to learning outcomes
    • Clear deadlines & priorities to provide logical framework for students to follow
    • Set individual exercises to give students time to think & be comfortable before they need to share
    • Ensure students know how to enlist your help if needed
    • Provide technical support e.g. a forum for questions
  • Getting started
    Building and Sustaining Motivation
    • Deal with lurking in a constructive & sensitive manner
    • Use praise & encouragement as building blocks to success
    • use leading & guiding questions to deepen desire to learn more
    • Always give quick feedback to maintain interest
    • Maintain tutor presence throughout
  • Going Deeper
    Information Exchange:
    • Integrate available resources
    • Create a context and environment that enables sharing of ideas
    Online Socialisation:
    • Allow time and room for socialisation
    • Build group cohesion early on
    • Set netiquette and deal with flaming
  • Autonomous Learning
    Knowledge construction:
    • Facilitating process
    • Encouraging reflection
    Development:
    • Supporting and responding
    • Summarising and weaving
    • 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
  • 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
  • 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
  • Resources
    delicious.com
    Aggregate group blogs
    Create a group page
    Polls, surveys, feedback
    surveymonkey.com
    pageflakes.com
  • 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
  • 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