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Similaire à E Tutoring Intro
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E Tutoring Intro
- 1. e-tutoring Module 6 e-skills for e-learning
- 7. Learning online: The Five-Stage Model (Salmon, 2000)
- 10. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 2.5 License .
Notes de l'éditeur
- 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