This presentation will give an overview of the different types of e-Communications Tools. It goes on to highlight the fact that an e-tutor needs a specific set of skills in order to utilise these e-Communication Tools.
There are two main types of e-Communication Tools Asynchronous – time-independent such as email and discussion boards Synchronous – real-time such as chat.
The second presentation in the e-Tutoring module will concentrate on Wikis & Blogs but some information is included below:- Wikis – - permit asynchronous communication and group collaboration across the Internet - non-technical users can edit web pages - any changes are instantly visible to other users - can be accessed from any location with Internet access - uses include: collaborative projects, repositories for meeting notes, multimedia presentations (can incorporate sounds, movies and pictures) - May need to be monitored to ensure inappropriate language or content is not added (time-consuming) Blogs – - Personal online journals posted to public Web sites for others to read and respond to - Way to let students generate and share information (good for peer-to-peer knowledge sharing & acquisition) - Blogs are used in a variety of ways: single authors, specific topics, family blogs, community blogs etc - Good for knowledge sharing, reflection and debate - Simple to create and maintain - Can include biased or inaccurate information since they are maintained by individuals - They are unmediated – may hold inappropriate content - They are highly volatile since posts can be edited or deleted - Guidelines & expectations need to be set to ensure blogging is an effective teaching & learning tool – (set - structured exercises and clear goals)
Participants will be asked to participate in a discussion board during Activity 1.
Through time and experience virtual communication can have some richness of real-time f-2-f communication. Lecturers need to: - Encourage use of non-verbal elements e.g :-) or LOL (laugh out loud) – can help build rapport if this is used during induction/orientation - Consider the size of the group – small the group then more students will take an active part - Develop incentives to encourage participation - Provide help for those new to the environment (i.e an induction)
Lecturer needs to learn a new set of skills They are required to set the rules – monitor activities Encourage use of tools – e.g they could award marks for student participation It’s important that they ensure students are comfortable with the technology It will take time to set up activity and ensure technical difficulties have been resolved
In this model – every learner needs to master certain technical skills (shown in blue) and moderating skills (shown in grey) The amount of interactivity between participants increases gradually with a return to individual pursuits at stage 5
Planning outcomes is vital. Need to ensure activity is at the appropriate level for the learner Encourage participation of group Bring in new questions when appropriate Refer to outside materials/course content Reflect on student input It is important to ensure session is summarised
Asynchronous <ul><li>Email – can be sent quickly to groups of students and/or instructors </li></ul><ul><li>Wikis – a web page which can be modified - good for group collaboration </li></ul><ul><li>- e.g. wikipedia (online encyclopedia) </li></ul><ul><li>Blogs (Web log) – online chronological collection of personal commentary & links </li></ul>
Asynchronous (cont.) <ul><li>Bulletin/Discussion Boards </li></ul><ul><ul><li>Allow students to post and read messages outwith class time – chance to think before posting and reflect on thoughts before sharing </li></ul></ul><ul><ul><li>Useful as support tool for group work </li></ul></ul><ul><ul><li>Archiving facility – can keep a record of what’s said – assessment possibilities </li></ul></ul>
Synchronous <ul><li>Chat </li></ul><ul><ul><li>Used to debate /discuss aspects of a course </li></ul></ul><ul><ul><li>Less formal than classroom environment </li></ul></ul><ul><ul><li>Guest speakers could participate </li></ul></ul><ul><ul><li>Needs to be well organised – everyone needs to be online at the same time </li></ul></ul><ul><ul><li>Tutor will need e-moderating skills </li></ul></ul><ul><ul><li>Easy to loose thread of discussion if more than 4 or 5 people participate </li></ul></ul>
Tutor as e-moderator <ul><li>Tutors will need to monitor student activities and turn tools off if necessary </li></ul><ul><li>Facilitate discussion - encourage and support student use of tools </li></ul><ul><li>Need to organise/set up discussions and be aware of technical support procedures </li></ul>
Learning online: The Five-Stage Model (Salmon, 2000)
E-moderator skills <ul><li>Keyboard skills </li></ul><ul><li>Communication/discussion skills </li></ul><ul><li>Time Management skills </li></ul><ul><li>Interactive and collaborative skills </li></ul><ul><li>Negotiate ground rules </li></ul><ul><li>Encourage social interaction </li></ul><ul><li>Beware of overload </li></ul>
References <ul><li>Educause (July 2005) 7 things you should know about…wikis </li></ul><ul><li>http://www.educause.edu/ir/library/pdf/ELI7004.pdf - accessed 17/01/06 </li></ul><ul><li>Educause (August 2005) 7 things you should know about…blogs </li></ul><ul><li>http://www.educause.edu/ir/library/pdf/ELI7006.pdf - accessed 17/01/06 </li></ul><ul><li>Netskills: Effective Learning with VLEs http:// www.netskills.ac.uk </li></ul><ul><li>Gajadhar j & Green J (2005) The Importance of Nonverbal Elements in Online Chat, Educause Quarerly No. 4 2005 </li></ul><ul><li>http://www.educause.edu/ir/library/pdf/eqm05411.pdf - accessed 17/01/06 </li></ul><ul><li>Suleman s (2003) Use of communications Tools within VLEs </li></ul><ul><li>http:// ferl.qia.org.uk / – accessed 17/01/06 </li></ul><ul><li>Salmon, G (2000) Emoderating: The Key to teaching and learning online, London:Kogan-Page </li></ul>
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