TUTOR SKILLS IN ONLINE COURSES

Anastasia AndrosKate BurdenHazel Llewellyn

Reference Clive Shepherd

TUTOR ROLES IN ONLINE COURSES

Subject Expert Coach Assess

or

Subject ExpertPresent Info

Demonstrate Skills

Contribute

Referring

Coach

Question

Feedback

Encourage

Motivate

Assess

Monitor

Judge

Question

Control

Reference Clive ShepherdTUTOR ROLES IN ONLINE COURSES

1 Access and motivation

2 Online socialisation

3 Information Exchange

4 Knowledge Construction

5 Development

MODERATION MODELS: GILLY SALMON

5 STAGES OF COMPUTER MEDIATED COMMUNICATION

Reference Gilly Salmon

GETTING STARTED

Access Clear structure & path to learning outcomes

Clear deadlines & priorities to provide logical framework for students to follow

Set individual exercises to give students time to think & be comfortable before they need to share

Ensure students know how to enlist your help if needed

Provide technical support e.g. a forum for questions

GETTING STARTED

Building and Sustaining Motivation

Deal with lurking in a constructive & sensitive manner

Use praise & encouragement as building blocks to success

use leading & guiding questions to deepen desire to learn more

Always give quick feedback to maintain interest

Maintain tutor presence throughout

GOING DEEPER

Online Socialisation: Allow time and room for socialisation Build group cohesion early on Set netiquette and deal with flaming

Social culture Learning

environment

Information Exchange: Integrate available resources Create a context and

environment that enables sharing of ideas

facilitating supportin

g

AUTONOMOUS LEARNING

Knowledge construction: Facilitating process Encouraging reflection

Development: Supporting and responding Summarising and weaving Referring

Chat: who starts discussionsHow long are theyManaging closureFlamingjumbled threadsQuestions following questionsUse of humour?

CHALLENGES & SOLUTIONS

Chats, discussion and online content

Moderating chat: specific focus/topicAssign rolesWhispering techniqueAddress people by nameUse CAPITALS to re-gain focus and attention (with caution)Use…. to indicate… …continuation 6 – 8 max capacitySplinter groups

Reference Howard Rheingold

Discussions:How long are they/how many posts?Level of formality?Fear of postingOver-sharingMisinterpretationBalance between public & private communicationSlow or non-stop discussions

CHALLENGES & SOLUTIONS

Chats, discussion and online content

Moderating discussion forums: Mix of probes/supportive commentsAllow anonymityGuidelines for posts Teach Stds how to use content filtersCut off dates for posting on forumsSplinter groups

Reference Howard Rheingold

Content concerns:Relative ease of useCohesive units of studyInteractionLearning activitiesUsing the internet Pace – online doesn’t mean self-pacedAssessment strategyKeeping materials up-to-dateClass sizeOptions and limitations of the VLEOrientation

CONCERNS & SUGGESTIONS

Chats, discussion and online content

Reference Howard Rheingold

Designing content:Plan the content designAttention & relevancePresent, Engage, Assess, Materials should read more like a tutorialGive people a reason to complete a task – measurable learning outcomesPost the syllabus, tasks, assessment and overall expectations

RESOURCES

Create a group page

delicious.com

Aggregate group blogs

pageflakes.com

Polls, surveys, feedback

surveymonkey.com

• E-moderation requires new ways of thinking how to achieve learning objectives

• Taking an online course yourself is a good way to learn the skills by doing

• Adapt current skills and learn new ones• Tutor support and interaction is the

biggest factor in perceived learning and satisfaction

• 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

CONCLUSION

REFERENCES Australia Flexible Learning Network, Effective Online Facilitation: http://pre2005.flexiblelearning.net.au/guides/facilitation.html Murphy, D. Instructional Design for Self-Learning in Distance Education, The Commonwealth of Learning Knowledge SeriesRheingold, Howard. The Art of Hosting Good Conversations Online: http://www.rheingold.com/texts/artonlinehost.html Richardson, W. , Blogs, Wikis and Podcasts, 2nd EditionSalmon, 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