Working Online
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This presentation discusses facilitating online participation and learning. It emphasizes encouraging participation through introductions, varied communication methods, active facilitation with questions and feedback, and technical and task support. It also stresses sustaining motivation with tutor and peer support, including one-on-one tutorials and study buddies. The document considers tutor skills for synchronous and asynchronous work, such as planning, listening, questioning, giving feedback, and reformulating. It emphasizes matching content and format and knowing when to use synchronous versus asynchronous media. Finally, it provides a decision tool to help design online courses by considering factors such as staff, students, content, learning outcomes, and evaluation.
![Tutor skills for handling synchronous and
asynchronous work online
The final word:
“The role of the online tutor is to model effective teaching, accept the role of
keeping discussions on track, contributing special knowledge and insights,
weaving together various discussion threads and course components and
maintaining group harmony”
[Rophel and Hientra 1995,p.91]
Does this statement say it all? What’s your opinion?](https://image.slidesharecdn.com/finaltaskppt-131029103435-phpapp01/85/Working-Online-18-320.jpg)
Working Online
- 1. Working online A collaborative venture! Liana Agnes Jill
- 2. This presentation will consider: ! Encouraging online participation ! Tutor skills for handling synchronous and asynchronous work online ! Course design
- 3. Online participation There must be a way to encourage the kinds of participation that facilitates learning Decisions....decisions….
- 4. Facilitate online participation Introductions Share personal information (demographic data, interests, background) – build community, raise interests, create friendly environment Ways to communicate Use a variety of channels: – email messages, forums, chats, (video) conferencing, wikis Active facilitation Ask effective questions, create engaging tasks, model good communication Challenge participants Consider alternative concepts Match content to format Feedback Affirm contribution Provide constructive feedback Support - with technology - with tasks
- 5. Sustaining motivation online Tutor support Show interest in participants’ contribution Chart participant progress Conduct • regular one-to-one tutorials (video/chat) • “Care and share” guided reflection Schedule breaks for longer courses Peer support Study (language) buddies Support forums
- 6. Tutor skills for handling synchronous and asynchronous work online Knowing how to do something begins with knowing why you do it.
- 7. Being an online tutor means assuming various roles ! Pedagogic :be a facilitator; use questions, probes, and tasks to elicit responses from students and to refocus discussions on relevant topics ! Social: create a warm and friendly learning environment - promote human relationships, develop group cooperation, help members to work together ! Managerial : organise, set agendas, objectives , procedures, and rules for discussions; use time management strategies, resolve conflicts etc. ! Technical: make participants comfortable with the VLE and the software. “Make technology transparent” (from Zane L Berge)
- 8. Synchronous or asynchronous? When and why? -The decision is yours! Use synchronous media ! When your audience needs to get your message ! When you need immediate feedback on an issue ! To get tutors and students interact by speaking and listening in real time Use asynchronous media ! When the students need time to compose their answers to tasks ! To encourage more elaborate discussions on a topic ! When students have busy schedules and live in different time zones ! When you require a recording of the discussions ! to create a variety of tasks
- 9. Tutor skills for synchronous discussions ! ! Planning Select appropriate topics, set routines and arrange chat groups ! Establish meeting protocols for turn taking, holding the floor, etc ! Take down notes while listening
- 10. Tutor skills for synchronous discussions ! Hearing student’s questions or concerns and responding appropriately ! Using names to keep the multiple threads of conversation ! Responding to reassure student ! Noticing student’s concern and responding by asking for more details ! Listening
- 11. Tutor Skills for synchronous discussions ! A student or the group to develop knowledge of subject matter, elicit personal opinion ! Use sentence starter prompts to give variety to Q/A ! ! Questioning To redirect the discussion or introduce a new topic ! Use words expressions to reaffirm students contributions ! Giving Feedback
- 12. Tutor skills for synchronous discussions ! Giving students clues on how to deal with a problem, subject matter; provide helpful information on a topic ! ! Giving Using encouraging words to motivate learners feedback ! Negotiating ! ! Offering alternative answers to problems Finding a way to accommodate learners’ needs and concerns
- 13. Tutor Skills for synchronous discussions ! Expressing a point made by a student more clearly ! Helping student to say something in correct language ! ! Reformulating Ability to speak clearly, write clearly, be concise ! Patience, tolerance , flexibility, … ! A good mastery of the language ! Other interpersonal skills
- 14. Tutor Skills for asynchronous forum discussions ! Organisational skills ! Plan the course in such a way that it evolves - a beginning, a middle and an end. Have a variety and design appropriate activities for each stage. Make appropriate use of VLE tools for each task. ! Provide support to students on how to use specific tools ! Set deadline for tasks. ! Place current discussion forums at the top of the page .
- 15. Tutor skills for asynchronous forum discussions ! Time management skills ! Use a calendar to keep track of assignments and a daily work schedule ! Set a specific time each day/or each week for checking and responding to emails and posts ! Respond promptly and effectively to student queries
- 16. Tutor Skills for asynchronous forum discussions • Be sociable and encourage socialising among course members. Create forums for socialising like ‘the cafe’ and emails • Be tolerant, flexible and supportive: • Provide support in the form of links for further reading • Give students the chance to discuss delicate issues like plagiarism and netiquette • Be sensitive and empathetic - allow students to express their points of view, and see things from the cultural and learning perspective of the learners ! Interpersonal skills
- 17. Tutor Skills for asynchronous forum discussions • ! Pedagogic skills • • • • • • Be enthusiastic -“ an inspired teacher produces inspired learners” Be creative : select topics and tasks that are interesting, challenging, and varied Be present but do not dominate. Lay emphasis on exchange of ideas, and on doing rather than transmitting knowledge Weaving – the ability to encourage learners to explore ideas, promote valuable threads, and redirect straying arguments in response to students postings Summarising –the ability to use concise language to pull together the different threads of a discussion, and draw conclusions on a topic -The ability to present the summaries in an appropriate a variety of formats
- 18. Tutor skills for handling synchronous and asynchronous work online The final word: “The role of the online tutor is to model effective teaching, accept the role of keeping discussions on track, contributing special knowledge and insights, weaving together various discussion threads and course components and maintaining group harmony” [Rophel and Hientra 1995,p.91] Does this statement say it all? What’s your opinion?
- 19. Course design Decisions....decisions…. It’s a very good idea to have a check box of all the item there are to consider and make some informed decisions using our course planner decision maker tool.
- 20. Decision maker tool The staff Identify the work load required? Who will take which roles in the course? Who will co-ordinate roles and monitor the project? The students What are their learning needs? What knowledge, skills and experience will they bring to the course? Subject Description What topic is the course going to cover? To what level is the subject being covered? How much prior learning of the subject is necessary? Learning outcomes What will the student’s achieve by completing the course? Are the outcomes measurable, realistic and achievable? Content outline What is the time scale? How many modules will there be? Which sub topics within modules?
- 21. Decision maker tool The learning environment Which learning methods will be used? (case study approach/ problem solving/reflection) How much study time will be spent on each learning method? Interaction and activities How will students interact with each other and with the staff? What groupings will be feasible? What range of interaction will there be? Assessment Will there be an initial assessment, formative assessment and summative assessment? Will there be self-assessment and/or peer assessment? Is there a clear transparent link between learning outcomes and assessment criteria Learning materials Which learning materials are required for the course? Are these materials easily available to students? Is there plenty of variation in the types of materials (video/audio/written)
- 22. Decision maker tool Student requirements What technological specifications are required? Are these IT tools easily available? Student availability? Ease of access to internet and large file download? Learner support What support will be available? What is the timeframe expected to reply online to student enquiries/assignments? Development schedule Is the time frame realistic for completion of tasks to prepare the course? Evaluation How will you find out what works on the course and what doesn’t work? How will you collate information to edit materials?
- 23. Working online Thank you for watching!