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CILIP digital first: moving mentor training online - Foster-Jones

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Presented at LILAC 2017

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CILIP digital first: moving mentor training online - Foster-Jones

  1. 1. Digital first: moving mentor training online Juanita Foster-Jones
  2. 2. What are the issues? "Working At PC" Image courtesy of graur razvan ionut at FreeDigitalPhotos.net
  3. 3. Some of the issues... Participation Engagement and retention Development time Can’t be replicated
  4. 4. The context https://flic.kr/p/99QbRd (CC BY 2.0)
  5. 5. Requirements • Provide an equivalent experience in terms of quality and content to the face to face workshop • Ensure that the exchange of experience and learning through peer to peer interactions was provided • Allow mentor training to reach regions where a face to face course could not be held
  6. 6. Where to start
  7. 7. Story boards Example storyboard from Impact Toolkit
  8. 8. Making choices
  9. 9. Right tool for the job
  10. 10. Presentations
  11. 11. Discussion activities https://flic.kr/p/6cGpgf (CC BY-SA 2.0)
  12. 12. The only thing I found a bit daunting was posting on the forums... going in at the beginning and having to post before seeing what other people had written I found really scary, because I thought what if I'm completely off the mark... [respondent B] I actually thought that was a strength that I couldn't see what other people were posting because it meant that I really had to think about it myself...with what I'd seen and everything... [respondent A]
  13. 13. Moderation https://flic.kr/p/59nqz6 (CC BY 2.0)
  14. 14. Challenging activities
  15. 15. Listening and Powerful Questions
  16. 16. Our solution
  17. 17. Experiencing Mentoring Groups of three: A – the mentor B – the mentee C – the observer Procedure Mentee thinks of a situation about which they have some doubts. Mentee identifies the belief or value they hold and expresses it verbally to the mentor. For example: “I’m really uncomfortable doing …” “I don’t see the point of applying for this job …” “I don’t feel equipped to …” 19
  18. 18. Quality control
  19. 19. Engaging with the materials • Activity restriction • Course completion • Badgification
  20. 20. I liked that activities weren’t available until you’d done certain other ones. What was particularly important in that context, was that you could see the outline of the course at the start – I printed this out so that I could tick off where I’d got to. [respondent 4] The fact that you can't move onto another area before completing tasks before hand is good BUT you don't always have to fully complete the task which I think is a problem. For example, I wrote a comment in the evaluative statement area but didn't fully complete the task as I was short on time but the tick appeared and I was able to move on to the next task. [respondent 5]
  21. 21. Engaging with the materials • Activity restriction • Course completion • Badgification
  22. 22. Evaluation https://flic.kr/p/dNdtcX (CC BY 2.0)
  23. 23. Encouraging Reflection I had time to read round and think about each area of the course before I made my contribution - taking time to consider, reflect and understand before moving on. ... meaning that I undertook this training in a much more reflective way than is normally possible in a face -to-face course [respondent 4]
  24. 24. More interaction needed... More opportunity to interact with other participants. [respondent 3] In comparison to the face to face training I found the biggest problem to be the general lack of engagement that online courses have. It's great to informally talk to people, share difficulties and triumphs and concerns. Unexpected knowledge comes from this especially when you are meeting people from different sectors and this is lacking. [respondent 5]
  25. 25. Moving on... https://flic.kr/p/99QbRd (CC BY 2.0)
  26. 26. References Laurillard, D. (2002). Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies. 2nd edition. London: Routledge Falmer. Lisewski, B . & Joyce, P (2003) Examining the five‐stage e‐moderating model: Designed and emergent practice in the learning technology profession. Association for Learning Technology Journal, 11 (1). pp. 55-66. Retrieved from http://repository.alt.ac.uk/399/. Mason, R. & Rennie, F. (2008). E-learning and social networking handbook. London: Routledge Salmon, G. (2011). E-moderating: the key to teaching and learning online. (3rd ed.). London: Routledge

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