Working OnlineTutor skills for handling online chats, discussions & content. Encouraging online participation / motivation Tutor skills for handling synchronous and asynchronous work online Sample rubric(s) that give rationales for course design decisions
Encouraging Online Participation & Motivation• Use pre-course questionnaire and communicate expectations clearly.• Well staged tasks with in detail information including assignments, due dates and resources set a positive attitude.• Use a variety of media with different group interactions.
Encouraging Online Participation & Motivation• Design meaningful high quality tasks that seem reachable but challenging• Too many tasks in a module, might make them feel frustrated and it can demotivate participants.• Offer choices to learners different students learn in different ways
Encouraging Online Participation & Motivation • Feedback impacts • Inspire learners motivation. • Give students falling behind to Include both move on in strengths and• Encourage the benefit of weaknesses in learners to the doubt , don’t positive manner. easy to evaluate jump to understand their own conclusions comments. progress
Encouraging Online Participation & Motivation• Use participants’ reflections to improve your future courses and tasks.• Create a pleasant and relaxed atmosphere in the course.• Develop a good relationship with the learners. Create a Café or Common room to encourage students to socialise.• Create private channels to spot students’ frustration
Encouraging Online Participation & Motivation relies on having a good guidethat is actively present, offering feedback andcreating ways to make participants contributeand socialise with each other.
Synchronous and Asynchronous Work Online• Set a code of conduct or Netiquette rules for all participants to follow.• Set tasks to promote collaboration and encourage all students to participate.• Praise the dominators participation but point out that all should have a voice.• If issues arise, be prepared to step in and deal with them straight away.• Keep students on task .
Synchronous and Asynchronous Work Online Synchronous Asynchronous• Use it when you want an instant • Use it when learners need time to response . prepare what youre going to say.• When a message is not enough. • When difficult for participants to be• It’s important for participants to see and available at the same time. hear each other. • Use email when is important that• Like in any meeting ,it needs to have a everyone gets the message. purpose and a timeframe. • If you require a written record of your• Set rules for communication. E.g. the message. procedures to follow to make a • When delivering sensitive information, comment. use the phone or better meet in person• Ask questions directly to quiet when possible. participants. • Create group tasks to encourage• Summarise outcomes at each stage of students to start their own threads the discussion. • Summarising and weaving at the end of• Be aware that the technology can fail. each discussion will make it clear that it Have a plan B for when this happens. is closed.
Synchronous andAsynchronous Work Online A tutor can play a useful role in ensuring that synchronous and asynchronous discussion facilities are used effectively.
Rubrics for Online Learning• Use rubrics to make grading easier and to clarify expectations for the student.• Establish peer feedback activities using rubrics or checklists to provide an opportunity for students to revise and improve assignments before final submission to the dropbox.(Time Management Strategies for Online Instructors–http://www2.uwstout.edu/content/profdev/rubrics/time_management.html)
Rubrics for Online LearningGuidelines• Rubrics should be easy for teachers to use, and easy for students to understand. Along with clear instructions of any given task, they give students something to aim for.• When possible, they should be adaptable with the possibility of adding (or omitting) categories or band scores when necessary.• They should come with clear guidance for use (e.g. suggests key features that may be typical of a certain band score for each construct to be assessed).
Rubrics for Online Learning Sample Rubric for Conference Chat Activity Participation Language Chat Punctuality* Interventions Excellent: Full Fully Coherent 8+ Early Bird participation Very Good: Minor lapses that do 5-8 On time Demonstrates not affect message willingness to participate Adequate: Keeps up Generally clear 3-5 Late-ish with chat, despite some (1-5 minutes) demonstrates some instances of willingness to incoherence participate. Interacts only when Often difficult to Less than 3 Late (5-20 prompted sporadic understand/or not minutes) participation sufficient language produced No Relevant Limited language None Better late participation than never (20 minutes +)
Rubrics for Online Learning Chat Rubric Rationale• Part of the aim of this rubric would be to motivate participation. Marks for punctuality encourage participants to log on early. Chat interventions & participation show how they can pick up bonus points (or gain the bare minimum). Language explains that they are not expected to communicate perfectly and that clarity of message is the key (should reduce any language anxiety)• For this particular task an extra element could be Number of Questions Prepared, especially if this were a requirement of the chat as per the one we participated in.
Rubrics for Online Learning Chat Rubric Rationale• A follow up activity requesting that students edit their own participation from the Chat Script document and mail it to the moderator could as a form of self-assessed reflection.• The rubric should also serve in the establishing of clear expectations.
REFERENCES• Engagement and Motivation in online courses, COFA online UNSW http://www.youtube.com/watch?feature=player_embedded&v=Dv JuzE-g7OM• Claudia Jordan Building Motivation into Online Education http://www.train2do.com/moodle/pluginfile.php/38650/mod_reso urce/content/0/jordan_motivation.pdf• Dornyei and Csizer ‘Ten Commandments for motivating language learners: results of an empirical study’ 1999 Language Teaching research.• http://www.fastrakconsulting.co.uk/tactix/Features/realtime/realti me.htm• Time Management Strategies for Online Instructors http://www2.uwstout.edu/content/profdev/rubrics/time_managem ent.html• Contributions made by all the participants of the current e- moderators course. http://www.train2do.com/moodle/course/view.php?id=235