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An on-line course for on-line tutors - professors and staff members as students

An on-line course for on-line tutors - professors and staff members as students Trondheim, September 19, 2005 Presented by Bodil Ask & Harald Haugen. NeWorkers TISIP. Demands for global distribution of H E e-learning and on-line courses may be a solution

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An on-line course for on-line tutors - professors and staff members as students

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  1. An on-line course for on-line tutors - professors and staff members as students Trondheim, September 19, 2005 Presented by Bodil Ask & Harald Haugen NeWorkers TISIP

  2. Demands for global distribution of H E e-learning and on-line courses may be a solution need for qualified e-learning tutors Quality of content university staff knows their subject matter, but often not so much about e-learning Pedagogical theories and methods not always in focus for university professionals Managing new technologies, insight and skills a challenge for well established / senior staff Why this course ?

  3. Managing change ”One of the greatest pains to human nature is the pain of a new idea”. Walter Bagehot

  4. Urgent need for on-line tutors by GVU the Global Virtual University under UNU Joint development of the POL course 3 institutions with 3 authors / tutors GVU w. Aake Bjørke as course leader & tutor Stord/Haugesund U. College, academic resp. (HH) Agder University College, tutoring (BA) POL based on PiOL, pioneering since 1996 by the Norwegian R&D group NITOL Initiative & collaboration

  5. POL – ’Pedagogy for Online Learning’ intends to spread experiences and ideas about e-learning practical uses of technology and collaboration pedagogical background learning by doing practising online learning environment experience tutoring of courses on-line guided construction of own courseware Guided course development

  6. Basis for the course: a study guide to clarify learning aims and objectives; content, level and credits choice of pedagogy / strategy / structure provision of learning resources; develop content, exercises & assignments, links, . . . choice of technology & platform organise content in study blocks make room for reflection in & on learning; pauses for thought The course preparation

  7. Outlined in the Study guide Module 1: The virtual classroom Log into the LMS. Asynchronous and synchronous con-ferencing. Threaded discussions. Tools, folders and files. Module 2: Online learning and learning environments Collaborative learning environments. Communities of practice. Online tutoring skills, e-moderating: the 5-step model (Gilly Salmon, E-moderating. The key to teaching and learning online. Course content I

  8. Virtual learning environment (Gilly Salmon, 2004)

  9. Module 3: Pedagogical approaches Instructivism, constructivism, socio-cultural approach. Theoretical background for communities of practice. Deep & surface learning, collaborative learning, DPBL, Activity theory. Student types and personalised follow-up Module 4: Online technologies Tools and media, hyper structures, LMS, mix- and-match suitable media Course content II

  10. Module 5: Implementation Developing students' online skills, scaffolding Conferencing: planning, starting, maintaining, moderat-ing, reflecting and negotiation of meaning, threading, weaving Academic writing & referencing. Plagiarism. Support & feedback to students Assessment methods. Course evaluation (formative & summative) Revision and updating Module 6: Making your own course (optional!) (Earns extra 5 credits if completed.) Structuring of educational material. Iterative prototyping & peer tutoring. Publishing Course content III

  11. A set book, a CD-ROM + online resources in different structures: Texts for each module, made available on the LMS The LMS was organised in an Archive of more permanent texts a Forum for group work, threaded discussions etc. a Portfolio keeping track of student activities a Chat room and a Whiteboard for interactions in addition there were a class list, a message board and a newsroom Independent and guided activities and tasks to be performed/solved by students Minilectures and messages posted on the LMS when tutors found it useful or necessary for further progress Course material

  12. GVU/UNU urged their partner institutions to apply in order to qualify for tutoring 19 professionals from around the world, registered as students representing 10 different countries on 4 continents and even more cultures and traditions Course enrolment

  13. Unusually high activity on Forum debates 200 – 600 visits during 5 months (> 1200 !) up to 150 written contributions by one person also some ‘lurkers’ and a few passive students Challenges observed & solutions used different time zones asynchronous work minimal infrastructure & equipment CD-ROM Results were encouraging About 50% sat for the exam; obtained diploma Experiences

  14. Student feed-back during the course Comments to course content & structure on Forum were dominantly positive Activities on the LMS indicated interest Individual e-mails to tutors varied mainly positive to mini-lectures and assistance some students wanted more tutor involvement Technical problems were reported Feed-back

  15. A questionnaire with 10 items at the end On a scale 1 (poor) – 6 (perfect), the average score came out 4.7 for all questions Particularly encouraging scores: Was course interesting, a rich learning experience? 5.3 Tasks & activities appropriate to achieve goals? 5.1 - and not so encouraging: How did group work function? 4.1 Sufficient time for activities? 4.3 Formal course evaluation

  16. The questionnaire opened up for comments Some very positive comments: Wow! Yes! This was a great learning experience for me. I could not wait for time when I would knock off from my regular job to visit the internet café Truly this was a community of practice, true collaborative learning - and not so positive: I thought it would be a more practical course, designed on setting up online learning courses this (function of LMS) was largely due to the fact that my connec-tion speed is very low, making the program very frustrating to use Free text course evaluation

  17. The course is again open for registration this year Partly revised version this Fall: an updated Study Guide, based on previous experiences an extra issue added on the use ECTS for online courses Students (23) are now registering from 15 different countries The course description and conditions: http://gvu.unu.edu/courses.cfm?pageid=1031&courseid=1002 Course fee: US$ 1000, for 10 ECTS credits Further plans for POL

  18. International student group in POL POL students 2004 2005

  19. Thank you for listening and good luck with your e-learning ventures http://gvu.unu.edu/courses.cfm?pageid=1031&courseid=1002

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