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

    1. 1. Tutor skills in online courses<br />Anastasia Andros<br />Kate Burden<br />Hazel Llewellyn<br />
    2. 2. Tutor roles in online courses<br />Reference Clive Shepherd<br />
    3. 3. Tutor roles in online courses<br />Reference Clive Shepherd<br />
    4. 4. learning<br />Moderation models:Gilly Salmon5 stages of computer mediated communication<br />Reference Gilly Salmon<br />
    5. 5. Getting Started<br />Access<br /><ul><li>Clear structure & path to learning outcomes
    6. 6. Clear deadlines & priorities to provide logical framework for students to follow
    7. 7. Set individual exercises to give students time to think & be comfortable before they need to share
    8. 8. Ensure students know how to enlist your help if needed
    9. 9. Provide technical support e.g. a forum for questions</li></li></ul><li>Getting started<br />Building and Sustaining Motivation<br /><ul><li>Deal with lurking in a constructive & sensitive manner
    10. 10. Use praise & encouragement as building blocks to success
    11. 11. use leading & guiding questions to deepen desire to learn more
    12. 12. Always give quick feedback to maintain interest
    13. 13. Maintain tutor presence throughout</li></li></ul><li>Going Deeper<br />Information Exchange:<br /><ul><li>Integrate available resources
    14. 14. Create a context and environment that enables sharing of ideas</li></ul>Online Socialisation:<br /><ul><li>Allow time and room for socialisation
    15. 15. Build group cohesion early on
    16. 16. Set netiquette and deal with flaming</li></li></ul><li>Autonomous Learning<br /> Knowledge construction: <br /><ul><li> Facilitating process
    17. 17. Encouraging reflection</li></ul> Development: <br /><ul><li>Supporting and responding
    18. 18. Summarising and weaving
    19. 19. Referring</li></li></ul><li>challenges & Solutions<br />Chats, discussion and online content<br />Chat:<br /> who starts discussions<br />How long are they<br />Managing closure<br />Flaming<br />jumbled threads<br />Questions following questions<br />Use of humour?<br />Moderating chat:<br /> specific focus/topic<br />Assign roles<br />Whispering technique<br />Address people by name<br />Use CAPITALS to re-gain focus and attention (with caution)<br />Use…. to indicate… …continuation <br />6 – 8 max capacity<br />Splinter groups<br />Reference Howard Rheingold<br />
    20. 20. challenges & Solutions<br />Chats, discussion and online content<br />Discussions:<br />How long are they/how many posts?<br />Level of formality?<br />Fear of posting<br />Over-sharing<br />Misinterpretation<br />Balance between public & private communication<br />Slow or non-stop discussions<br />Moderating discussion forums:<br />Mix of probes/supportive comments<br />Allow anonymity<br />Guidelines for posts <br />Teach Stds how to use content filters<br />Cut off dates for posting on forums<br />Splinter groups<br />Reference Howard Rheingold<br />
    21. 21. Concerns & Suggestions<br />Chats, discussion and online content<br />Contentconcerns:<br />Relative ease of use<br />Cohesive units of study<br />Interaction<br />Learning activities<br />Using the internet <br />Pace – online doesn’t mean self-paced<br />Assessment strategy<br />Keeping materials up-to-date<br />Class size<br />Options and limitations of the VLE<br />Orientation<br />Designing content:<br />Plan the content design<br />Attention & relevance<br />Present, Engage, Assess, <br />Materials should read more like a tutorial<br />Give people a reason to complete a task – measurable learning outcomes<br />Post the syllabus, tasks, assessment and overall expectations<br />Reference Howard Rheingold<br />
    22. 22. Resources<br />delicious.com<br />Aggregate group blogs<br />Create a group page<br />Polls, surveys, feedback<br />surveymonkey.com<br />pageflakes.com<br />
    23. 23. conclusion<br />E-moderation requires new ways of thinking how to achieve learning objectives<br />Taking an online course yourself is a good way to learn the skills by doing <br />Adapt current skills and learn new ones<br />Tutor support and interaction is the biggest factor in perceived learning and satisfaction<br />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<br />
    24. 24. References <br />Australia Flexible Learning Network, Effective Online Facilitation: http://pre2005.flexiblelearning.net.au/guides/facilitation.html<br />Murphy, D. Instructional Design for Self-Learning in Distance Education, The Commonwealth of Learning Knowledge Series<br />Rheingold, Howard. The Art of Hosting Good Conversations Online: http://www.rheingold.com/texts/artonlinehost.html<br />Richardson, W. , Blogs, Wikis and Podcasts, 2nd Edition<br />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<br />

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