Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...
Elearning week11
1. E- LEARNING
GOKUL K S
DEPARTMENT OF COMPUTER SCIENCE
CENTRAL UNIVERSITY OF TAMILNADU
2. ONLINE TUTORING: SKILLS AND COMPETENCIES OF
ONLINE TUTORS
Traditional Debate
Independence
Vs
Interaction :-
Real Interaction:- Interaction with faculty
Simulated interaction:- online tutoring.
4. ONLINE TUTORING CONT…
Learner-interface/ technology:
Example: Moodle platform, the students can participate on debates, they must submit
assignments. Students can return to main page etc.
Learner-content interaction:
Synchronous
-Teleconference
-Interactive
9. ONLINE TUTORING CONT…
Levels of Interaction:
No interaction
Low interaction
Moderate interaction
High interaction
Outstanding interaction
10. ONLINE TUTORING CONT…
Functions of Interaction:
Learner control
Programme adaptation by learners
Community of learners
Knowledge of others’ perspective
13. ONLINE TUTORING CONT…
Supporting e-learners:
Information and technology support (information centre, help desk, call centre).
Library resources.
Online counselling (online resources, interaction-Discussion Forum).
14. E-MODERATION
Gilly Salmon, professor of E-learning and learning technologies, University of
Leicester, UK.
-Interaction
-Participation
Scaffolding model: supporting through structured development process.
15. E-MODERATION CONT…
Five Stages:
Stage 1: Access and motivation – the e-moderators role is to welcome and
encourage participants to interact.
- Provide explicit motivation.
- Facilitate find way around online platform.
16. E-MODERATION CONT…
Stage 2: Online Socialisation – familiarising and providing bridges between
cultural, social and learning environments.
- Enable participants to relate to each other and stretch out.
- Practice in working together.
Stage 3: Information Exchange- facilitating tasks and supporting the use of
learning materials.
- Facilitate how to provide feedback, and explain and clarify for deeper
understanding.
- E-activities on exploring and coordination with each other.
17. E-MODERATION CONT…
Stage 4: Knowledge Construction- facilitating process.
- Ability to learn online, manage time, working with each other
- E-activities on defining group objectives, group outcome, and how to
collaborate further.
18. E-MODERATION CONT…
Stage 5: Development – supporting and responding.
- Ability to work with content and defend own judgement.
- Meta-cognitive awareness of own pathway.
- E-activities on evaluating and critiquing.
19. E-MODERATION CONT…
E-Moderator:
To refocus and promote activity when e-activities are going well.
To provide fresh starting points for broadening and deepening discussion.
To remind students of the journey they have travelled.
To provide a “spark” for a new e-activity.
20. READ, REFLECT, DISPLAY AND DO (R2D2) MODEL
R2D2 is intended as a problems-solving wheel that
represents phases of learning-from reading and exploration,
to reflective writing, to visualization of the content learned,
to attempts to try it out.
21. R2D2 CONT…
Read:
Students must download and read scores of free eBooks made available by
Google, the Internet Archive, ManyBooks.net, Bookyards, and others.
Instead of reading from experts, students also might listen to podcasts that
relate to course content.
22. R2D2 CONT…
Reflect:
The next step is for students to blog about the concepts or ideas that they
learned from their reading or listening activities.
To push beyond the instructor as the sole source of knowledge, they might
watch and reflect upon keynote speeches and the teachings of other
participants from online conferences.
Your students might also reflect on cases or scenarios that are posted online.
23. R2D2 CONT…
Display:
The third phase involves pictures, timelines, flow charts. diagrams, and films.
Such resources can now be found online in nearly any discipline.
Shared online videos posted to youtube, teachertube, fora.tv, google videos,
nasa tv and other such places.
The web also allows for knowledge mapping of key concepts using free tools
like Gliffy, Bubbl.us.
24. R2D2 CONT…
Do:
Students can collect survey or polling data with dozens of different tools and
collaboratively analyse and share their results using Goolge Docs.
Beyond simple reports or term papers, they might also compose their own
books in Wikibooks or create class projects such as a glossary in a wiki (e.g.,
Pbworks or Wikispaces).