The document discusses the evolving role of the e-tutor. It describes how the role has changed from early definitions that focused on technical and communication skills, to later definitions that encompassed facilitating learning processes. More recent definitions propose additional functions to address informal and social learning strategies enabled by Web 2.0 technologies. These proposed additional functions include community manager, e-coach, and e-mentor. The document also discusses proposals for a "next generation" e-tutor role focused on supporting e-knowers and skills like searching, critical thinking, and connecting. It suggests potentially adding new functions like media educator, discrete connector, serendipitous fellow, and problem setter.
Microlearning: a strategy for ongoing professional development eLearning Papers
In this paper we introduce microlearning in online communities as a learning approach triggered by current patterns of media use and supported by new technologies, such Web 2.0 and social software.
Authors; Ilona Buchem, Henrike Hamelmann
Overview Web2.0 Tools For Collaborative LearningDavid Brooks
A presentation given at the EuroCALL 2009 Conference at the UPV Gandia Campus of the Universidad Polytechnica Valencia, Spain, held on Sept 9-12, 2009, session by David L. Brooks, Associate Professor, English as a Foreign Language, Kitasato University, Sagamihara, Japan
Didactic architectures and organization models: a process of mutual adaptationeLearning Papers
Authors: Eleonora Pantò, Laura Gonella.
This article aims to establish a parallel between the organizational models and the didactic architectures used by businesses to manage internal training. The objective is to understand whether so-called "eLearning 2.0" (eLearning based on the tools and approaches typical of web 2.0) can be useful in different frameworks and organisations. In this context, the paper looks at whether it is possible to identify a mutual process of adaptation among the organizational and training models we term didactic architectures.
Educational Social Software v.1 2010
Niki Lambropoulos, Margarida Romero
Broadcasting in Spain about the book
http://www.youtube.com/watch?v=au7tqIQY4LI
Microlearning: a strategy for ongoing professional development eLearning Papers
In this paper we introduce microlearning in online communities as a learning approach triggered by current patterns of media use and supported by new technologies, such Web 2.0 and social software.
Authors; Ilona Buchem, Henrike Hamelmann
Overview Web2.0 Tools For Collaborative LearningDavid Brooks
A presentation given at the EuroCALL 2009 Conference at the UPV Gandia Campus of the Universidad Polytechnica Valencia, Spain, held on Sept 9-12, 2009, session by David L. Brooks, Associate Professor, English as a Foreign Language, Kitasato University, Sagamihara, Japan
Didactic architectures and organization models: a process of mutual adaptationeLearning Papers
Authors: Eleonora Pantò, Laura Gonella.
This article aims to establish a parallel between the organizational models and the didactic architectures used by businesses to manage internal training. The objective is to understand whether so-called "eLearning 2.0" (eLearning based on the tools and approaches typical of web 2.0) can be useful in different frameworks and organisations. In this context, the paper looks at whether it is possible to identify a mutual process of adaptation among the organizational and training models we term didactic architectures.
Educational Social Software v.1 2010
Niki Lambropoulos, Margarida Romero
Broadcasting in Spain about the book
http://www.youtube.com/watch?v=au7tqIQY4LI
Presentació de la conferència "Informació abundant, nous valors i excel·lència en l'aprenentatge de llengües", de Dolors Reig, dins el cicle Amalgama 09, organitzat pel Servei de Llengües de la UAB
Conferència d'Isidor Marí, "Les universitats i la política europea de multilingüisme", dins el cicle Amalgama 09, organitzat pel Servei de Llengües de la UAB (19.06.09)
Conferència de Joseba Ezeiza sobre "Didàctica dels llenguatges d'especialitat en el marc universitari europeu" dins la Jornada de competències comunicatives i gèneres discursius, organitzada pel Servei de Llengües de la UAb el 30.01.09
Conferència de Joseba Ezeiza: "La producció lingüística a la universitat: criteris, metodologies i eines per gestionar-la, estudiar-la i dinamitzar-la: aproximació social", dins la Jornada de competències comunicatives i gèneres discursius, organitzada pel Servei de Llengües de la UAb el 30.01.09.
More from Servei de Llengües. Universitat Autònoma de Barcelona (7)
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Mario Rotta UAB Jornada Interuniversitària Argumenta L’e-tutor a l’era del web 2.0
2. Mario Rotta L’e-tutor a l’era del web 2.0 Conference planning 1. Tutoring online: a brief history 2. The e-Tutor: standards and evolution 3. Toward a “next generation” 4. Training policies & professional empowerment
4. The professional profile of the e-Tutor has been completely changed from the beginning of the debate about e-Learning. Mario Rotta L’e-tutor a l’era del web 2.0
5. In the period 1993-1997, according to fundamental contributes by authors as Mason (1992), Berge & Collins (1995) or Rowntree (1995), the “e-moderator” has been described as an expert on mediated communication by e-mails, forums or chat. Mario Rotta L’e-tutor a l’era del web 2.0
6. Between 1997 and 2000, the research (Calvani & Rotta, 2000; Cornelius & Higgison, 2000; Collison & al., 2000; Salmon, 2000) focused on more complex frameworks to define the e-Learning. So, the “Tutor Online” has been involved in a lot of other tasks, such facilitating learners in time management or content understanding, motivating students, supporting technical problems, organizing the virtual learning environment. Mario Rotta L’e-tutor a l’era del web 2.0
7. The main framework, according to scenarios reinforced by Rowntree (1995) and revisited in Italy by Trentin (1999), Calvani and Rotta (2000), identified three “ levels ” of e-Tutoring, matching main goals of different learning processes and the more referred models of online courses: - The Instructor - The Facilitator - The Moderator Mario Rotta L’e-tutor a l’era del web 2.0
8. But these scenarios are changing again in last 4-5 years. The emerging of learning strategies based on informal or social approach (use of blogs and wikis in education; social tagging to share knowledge; social networking to improve skills) emphasized the need of a more articulated description of the role of the “e-Tutor”. Mario Rotta L’e-tutor a l’era del web 2.0
9. 2. The e-Tutor: standards and evolution Mario Rotta L’e-tutor a l’era del web 2.0
10. At now, almost in European vision, the research (Denis & al., 2003; Rotta & Ranieri, 2005) describes the e-Tutor as an expert skilled in a wide set of “ functions ” he could spend in supporting or managing online courses, according to the peculiarity of the context and the complexity of instances of the more and more dynamic instructional strategies set in e-Learning projects. Mario Rotta L’e-tutor a l’era del web 2.0
11. The original model by Denis identifies 11 main functions to set up an “ideal” e-Tutor: 1. The Content Facilitator 2. The Metacognition Facilitator 3. The Process Facilitator 4. The Advisor or Counsellor 5. The Assessor 6. The Technologist 7. The Resource Provider 8. The Manager or Administrator 9. The Designer 10. The Co-learner 11. The Researcher Mario Rotta L’e-tutor a l’era del web 2.0
12. Despite of the accurate articulation, it appears clearly that no e-Tutor (even a professional one with a lot of experience) can be skilled on all the functions identified in the Denis framework: the myth of the “complete” e-Tutor, according to Gardner (2000), does not match with the rising complexity of e-Learning solutions in Web 2.0 scenarios and beyond. Mario Rotta L’e-tutor a l’era del web 2.0
13. Anyway, the same functional framework seems to be uncompleted and it cannot give a real answer to new instances coming from the field, as the growing up of informal approach to learning processes or the social networking as a way to improve the sharing of knowledge in complex organizations. We need more “functions”... Mario Rotta L’e-tutor a l’era del web 2.0
14. The problem has a double consistency: by a side, it involves the research of a more accurate way to put in evidence all competencies, skills and capabilities really needed by an e-Tutor 2.0; by the other side, it is strictly referred to the strategies that, both in regional as in a European perspective, are still building standards in certification or training programs of the e-Tutors, to consolidate his key-role in the e-Learning. Mario Rotta L’e-tutor a l’era del web 2.0
15. [ bracket ] Some regional strategies and the state of the art. Mario Rotta L’e-tutor a l’era del web 2.0
16. [ bracket ] The UK e-Tutor is both an “e-Moderator” expert in Computer Mediated Communication, than a content facilitator with a special expertise in asynchronous team working. The framework applied to the Training Foundation certificates usually identifyes a profile called e-Tutor and an upgraded profile, called e-Teacher. Mario Rotta L’e-tutor a l’era del web 2.0
17. [ bracket ] Another UK contribute to the project ISEeT focuses on e-tutoring skills for Life Long Learning “reflecting differing views of e-Learning practice, from online facilitation of learning groups through to definition as any electronic intervention, not necessarily online, or web-enabled” and “reflecting different ideas on etutor roles: eFacilitator, eMentor, eTutor, eDeveloper, eTrainer”. Mario Rotta L’e-tutor a l’era del web 2.0
18. [ bracket ] In some countries in which the e-Learning is not yet so diffused (Greece, Austria) the core competencies of the e-Tutor are still identified in technical expertise and in the capability to manage platforms, to design simple learning objects and to support them in delivering. Mario Rotta L’e-tutor a l’era del web 2.0
19. [ bracket ] In countries with a more important background (Finland) the focus is on the training of trainers, with a particular attention to the difference of learning needs between different e-Tutors involved in educational programs based on a wide range of objectives. Mario Rotta L’e-tutor a l’era del web 2.0
20. [ bracket ] In the French perspective a consolidated debate and research (Jacquinot, 2002; Rodet, 2008) aims to put in evidence the metacognitive role of the e-Tutor, focusing especially on psychological skills. Mario Rotta L’e-tutor a l’era del web 2.0
21. In Italy, a two-years inquiry sponsored by AIF (the Italian Association of Trainers) and supported by a lot of stakeholders (universities, the e-Learning Italian Society or SIeL, public and private organizations) defined the e-Tutor as the first certificated e-Learning professional. Mario Rotta L’e-tutor a l’era del web 2.0
22. In defining profile, skills and training policies for e-Tutors, the AIF research team accepts the theoretical framework of Denis (2004) comparing it with other models (Kemshal-Bell, 2001) and considering the Training Foundation quality assurance strategy. It also focuses on the relationship between e-Tutor skills and the learning experience as a complex process. But two important upgrades are introduced... Mario Rotta L’e-tutor a l’era del web 2.0
23. The primary innovation is in the articulation of the certification program. It considers a double-level opportunity for professional e-Tutors. So, an e-Tutor can firstly request a “basic” certificate, called simply e-Tutor. Then, a “basic” e-Tutor can request an “advanced” certification as “Content Expert”, “Educational Manager” or “Community Facilitator”. Mario Rotta L’e-tutor a l’era del web 2.0
24. The “Content Expert” is not simply a SME (as defined in management studies or even in Instructional Design), neither an e-Teacher as in Training Foundation programs: he is an e-Tutor with a deep expertise in facilitating students on a defined content (Lentell, 2003), able in sharing an epistemological vision of the matter and in designing learning strategies strictly oriented to the content itself. Mario Rotta L’e-tutor a l’era del web 2.0
25. The “Educational Manager” (in Italian “manager didattico”, a profile usually scheduled in universities as in complex organizations, even in a more traditional role) is an expert in managing the virtual learning environment from a methodological perspective, but above all he is an “evaluator” of the whole learning process. Mario Rotta L’e-tutor a l’era del web 2.0
26. Finally, the “Community Facilitator” identifies the main profile of the e-Tutor ready for the challenge of Web 2.0 and related instances. He has been described as a professional capable to start up a virtual learning community, as in collaborative scenarios, as in experiences based on a more informal approach, focusing on the engagement of members of various kinds of social networks (communities of practice, professional communities, alumni groups and other). Mario Rotta L’e-tutor a l’era del web 2.0
27. The AIF framework is clearly more complete than other international programs. But the real innovation is in a parallel inquiry on how to extend the Denis “functional” scheme to the specific competencies to be spent by the e-Tutor in 2.0 growing marketplace. So, thinking to the related certificated profile of the “Community Facilitator”, we added other 3 “functions” to the 11 described by Denis, all strictly oriented toward a new configuration of the role of the e-Tutor. Mario Rotta L’e-tutor a l’era del web 2.0
28. First we defined the e-Tutor as a community manager : this function requires advanced skills and capabilities in building working groups, activating and planning communities of learners (Rosenberg, 2001), facilitating the start up of communities of practice (Brown & Duguid, 2000), addressing all the participants as to their own as to shared goals and motivating learners in effective sharing knowledge and social interacting (Mason & Weller, 2000; Salmon, 2002). Mario Rotta L’e-tutor a l’era del web 2.0
29. Applying a perspective coming from andragogy as from metacognition studies, we can also argue that the e-Tutor performs this function every time he tries to drive a group of learners toward a more independent level of social interaction. Mario Rotta L’e-tutor a l’era del web 2.0
30. Then we identified the e-Coach function (in Italian it could sound like “allenatore”, referring to sport activities, or “master”, referring to a games rule’s expert) as an evolution of community management capabilities, more focused on supporting individuals in improving their performances in a collaborative group, in a virtual community or in a more complex social network. Mario Rotta L’e-tutor a l’era del web 2.0
31. The e-Tutor as “e-Coach” must also support learners in educational role-games or in a lot of other active and collaborative learning strategies - such Problem-Based Learning or Project-Based Learning - in which factors like time management, team working, problem solving and rules knowledge are absolutely important (Rotta, 2007). In an extended interpretation of the meaning, this function can be associated also to the role of an e-Tutor when he is coordinating a team of colleagues with less experience. Mario Rotta L’e-tutor a l’era del web 2.0
32. Finally, we described the e-Tutor as an e-Mentor (otherwise called “supporter”, as in Thorpe, 2002; but see also: Milne, 2005). This function identifies a set of skills to be used in supporting various kinds of complex social interactions (i.e. social tagging and social bookmarking, as knowledge sharing strategies in communities of practices) and to be activated in the planning of sustainable support services for life long learners. Mario Rotta L’e-tutor a l’era del web 2.0
33. But the core of this function is in the mentoring paradigm itself: can an e-Tutor act as a strategic mediator between the end of a formal learning experience and all the outcomes the learner could reach empowering his own knowledge in a continuous education perspective? We think he can do it, even it could be not so easy. Mario Rotta L’e-tutor a l’era del web 2.0
34. After this deep inquiry, we can summarize an extended framework to describe the e-Tutor’s role by 14 main functions and related primary and secondary skill areas to be empowered to improve the capability of the e-Tutor in every function he could perform. Mario Rotta L’e-tutor a l’era del web 2.0
36. 3. Toward a “next generation” Mario Rotta L’e-tutor a l’era del web 2.0
37. New researches have a double aim: exploring possible new “features” to set up a “next generation” e-Tutor, more actual than the profile encoded by learning organizations or international standards, and at the same time focusing on a more simple framework to describe the e-Tutor’s role. Mario Rotta L’e-tutor a l’era del web 2.0
38. Firstly, we may focus on the conceptual definition of “e-Knowledge” (as a wider scenario than the e-Learning) and more in detail on the profile of the so-called “e-knower”, as an evolution of the profile of the “e-learner”, or “virtual student” (Palloff & Pratt, 2003). Mario Rotta L’e-tutor a l’era del web 2.0
39. By this way, to identity the new role of the e-Tutors in their interactions with learners we must firstly ask us what really means to be a really “good” e-knower today. Comparing literature and reflecting on these assets, we can identify a set of emerging issues. Mario Rotta L’e-tutor a l’era del web 2.0
40. - Searching - Knowledge hunting - Critical Thinking - Self-mentoring - Self-evaluating - Managing knowledge - Interacting effectively - Connecting and Networking - Re-mediating - Envisioning Mario Rotta L’e-tutor a l’era del web 2.0
41. New “e-knowers” need to be supported in performing the issues described. This may involve the empowerment of some well identified e-Tutor’s functions, so the encoding of new functions to be added to the Denis framework and related extensions. Mario Rotta L’e-tutor a l’era del web 2.0
42. The functions to be empowered seem to be almost the “process facilitator”, the “advisor/counsellor”, the “resource provider”, the “co-learner” and the “e-Coach”... Mario Rotta L’e-tutor a l’era del web 2.0
43. But by this way we could also re-think the functional framework for the e-Tutor’s profile, adjusting some definitions or adding new functions more oriented to these scaffolding needs. Mario Rotta L’e-tutor a l’era del web 2.0
44. For example, it appears easy adding a function we could call “ motivator ”, widely described as a soft set of skills to improve the need of e-learners and e-knowers to be driven in their user-centred and process-oriented experience (according to several studies focusing on the relevance of motivational role of the e-Tutor, i.e. the same OTIS research or the ISEeT framework). Mario Rotta L’e-tutor a l’era del web 2.0
45. Then, we could imagine more sophisticated functions (not yet explored by the research). Mario Rotta L’e-tutor a l’era del web 2.0
46. A. The “ media educator ”: a function to be spent in supporting envisioning and re-mediating needs of e-knowers, but also a well studied instructional role to help learners in understanding new media. Mario Rotta L’e-tutor a l’era del web 2.0
47. B. The “ discrete connector ”: a specific extension of the community manager skills, focused on the back-end actions needed to drive e-knowers in a more effective self-evaluation of their own networking and communicating capabilities. Mario Rotta L’e-tutor a l’era del web 2.0
48. C. The “ serendipitous fellow ”: an advanced co-learning function integrated with information brokering skills, applied to the e-knowers’ need to explore non-conventional resources on the Web. Mario Rotta L’e-tutor a l’era del web 2.0
49. D. The “ problem setter ”: a function to be spent in problem-based and problem-solving educational strategies, i.e. the educational role of the e-Tutor when he is helping a student to identify and compare resources and points of view to solve a simple problem (like in a web quest) or more and more complex problems, like in case-study solution searching. Mario Rotta L’e-tutor a l’era del web 2.0
50. But this speculative inquiry is really useful? It might only help us to built a too much complicated theoretical framework (up to 19 main functions at the moment!), with a few possibility to be applied. So, we had to evaluate other hypotheses, focusing on the more relevant e-Tutor’s actions in emerging scenarios, starting from the relationship between learners and learning in the upcoming lifelong education. This is probably the way to plan an experimental strategy for next years... Mario Rotta L’e-tutor a l’era del web 2.0
51. The primary concept to be explored was the “Integrated Personal Learning Environment” (IPLE). An IPLE can be described as a dynamic answer to lifelong learning needs of every e-knower enough aware (or motivated by the context, i.e. if he is a professional with less time to spend or an adult with just-in-time or just-in-case needs) to learn usually following a three-way integrated strategy: a formal approach, an informal approach and a social approach. Mario Rotta L’e-tutor a l’era del web 2.0
52. This is a visual synthesis of an Integrated Personal Learning Environment framework Mario Rotta L’e-tutor a l’era del web 2.0
53. Actually, most of e-Tutors are involved only in the formal area, supporting courses, assessing learning or driving e-tivities. So, we have to complete the framework strategically addressing e-Tutors toward a more integrated scaffolding. First, we can allocate the e-Tutors in all the areas of the integrated environment, focusing on the roles he can interpret in such a scenario. Mario Rotta L’e-tutor a l’era del web 2.0
54. By this way, we can track easily the e-Tutor’s “core actions” referred to the different areas in which the e-knowers can interact, identifying a new vision of the e-Tutor’s strategic role in a perspective beyond the learning 2.0 paradigm. Mario Rotta L’e-tutor a l’era del web 2.0
56. The primary action to be considered as essential is the e-counselling : the e-knowers must to be supported and advised to set all their learning needs and find an integrated solution by a blending of formal, informal and social approaches. Mario Rotta L’e-tutor a l’era del web 2.0
57. The strictly e-tutoring action on the formal approach area is the more similar to the “traditional” role of the e-Tutor: widely analyzed by the literature and explained above, this main action is anyway much important in all its functions, usually the content, the process and the metacognition facilitator. Mario Rotta L’e-tutor a l’era del web 2.0
58. The e-brokering action is quite innovative: the core function related is the “resource provider”, according to its extended definition. But the specialist e-Tutors involved in this area will have also to improve technical skills for effective working with personal information environments (including the capability to program intelligent agents for data mining), and strong attitudes to knowledge management and to a semantic approach to web resources. Mario Rotta L’e-tutor a l’era del web 2.0
59. Finally, in e-networking role the e-Tutor could be an independent third part between the e-knowers and the networks in which they are interested or involved: helping the e-knowers in selecting the more goaled toward their learning (or professional) needs; drawing the architectures of their active participation; motivating them to share expertise, information, problems and more, so they could gather useful resources and build new knowledge. Mario Rotta L’e-tutor a l’era del web 2.0
60. Most part of this framework has been adopted by E-Form (one of the most important Italian consortia between universities and other stakeholders) to activate a support service for lifelong learners called PAL (Personal Assisted Learning). Mario Rotta L’e-tutor a l’era del web 2.0
61. 4. Training policies & professional empowerment Mario Rotta L’e-tutor a l’era del web 2.0
62. How can we become good e-Tutors in next future? For a lot of years teachers or trainers learned to be e-Tutors in two typical ways: attending formal courses, usually on computer mediated communication, e-Learning theories, virtual identity and instructional strategies; and directly by doing, supporting individuals or moderating groups of learners, often without adequate background to do it. Mario Rotta L’e-tutor a l’era del web 2.0
63. The European Core Curriculum for e-Tutors in Vocational Education and Training (VET) defined inside the ISEeT project is yet founded on 5 traditional modules: Facilitating supporting and promoting learning online E-learning theory in practice Using technology in e-learning E-learning and course design Assessment and e-learning Mario Rotta L’e-tutor a l’era del web 2.0
64. Starting from new researches and from the frameworks and the applications explained above, now we are identifying other strategies for more effective “next generation” e-Tutors training policies. A role evolving toward a more and more complex articulation needs firstly a real professional training. Mario Rotta L’e-tutor a l’era del web 2.0
65. Various frameworks (Denis, 2003; Kemshal-Bell, 2001; Salmon, 2000) and specific studies on e-Tutors improvement by a comparative analysis of a lot of quality-oriented experiences (Rotta & Ranieri, 2005), agree on a 7 steps well-structured training strategy oriented to Life Long Learning. Mario Rotta L’e-tutor a l’era del web 2.0
66. 1. Activation 2. Problem setting and critical thinking 3. Building knowledge (core competencies) 4. Modelling and planning strategies 5. Simulations 6. Professional training by apprenticeship 7. Continuous vocational training Mario Rotta L’e-tutor a l’era del web 2.0
67. Most of the e-Tutors training programs are generally restricted to the only step 3 or, sometimes, to steps from 1 to 4, according to more innovative instructional models or more specific needs. Simulations (step 5) are rarely scheduled in the courses for e-Tutors, probably because they are a hard step to be managed. Professional and continuous training are yet opportunities to be explored. Mario Rotta L’e-tutor a l’era del web 2.0
68. Anyway, a first application of the whole framework above explained is close to be activated, as a pre-requirement to be professional e-Tutors performing their role inside the Personal Assisted Learning (PAL) project by E-Form and as a development of the AIF (Italian Association of Trainers) quality certification strategy. We call this innovative training program “e-Tutor UP”: it will be delivered firstly in Italian and soon (we hope) in various European languages. Mario Rotta L’e-tutor a l’era del web 2.0
69. Although it is early to evaluate the outcomes of the program, now we are moving clearly toward a real professional empowerment strategy for the “next generation” of e-Tutors. Mario Rotta L’e-tutor a l’era del web 2.0