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e-Tutors' Training Profile

This conference presentation outlines the competencies required of e-tutors "prior to the course", "during the course", and "after the course". It covers skills such as clear communication, managing student expectations, promoting collaborative learning, providing feedback, and respecting privacy.

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e-Tutors' Training Profile

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  1. VELVITT Conference “e-Tutors’ Training Profile” TERESA OLIVEIRAALCINO PASCOALLOURENÇO FRAZÃOFCT-UNL | PORTUGAL TEI of Crete | Heraklion – GREECE | October 11th, 2005

  2. e-TUTORS: competencies“prior to the course” • Clear knowledge about course requirements and goals; • To define participation and grading criteria; • To manage student expectations; • Allow flexibility and negotiation; • To communicate in clear language; • To use whatever technology; • To develop exercises that take advantage of the web; • To manage various evaluation tools. Velvitt Conference | Heraklion (GR) | October 11th, 2005

  3. e-TUTORS: competencies“during the course” - 1 • To act as a “facilitator”: on course content and the development of the “learning community”; • To promote “collaborative learning” and cooperation among students; • To help students being integrated within the institution and its culture; • To be acquainted with the specific needs of new students, who might be unfamiliar with the adopted VLE (prevent them of fear and anxiety). Velvitt Conference | Heraklion (GR) | October 11th, 2005

  4. e-TUTORS: competencies“during the course” - 2 • To promote active learning techniques; • To use the best practices for enhancing the participation of peers; • To motivate students complying with deadlines and agreed-upon working times: emphasis on time for task; • To evaluate students and to give prompt feedback; • To foster learner centeredness; • To promote reflection. Velvitt Conference | Heraklion (GR) | October 11th, 2005

  5. e-TUTORS: competencies“during the course” - 3 • To help students identifying their strengths and weaknesses; • To assist students developing critical thinking skills; • To encourage students bringing up real-life examples to the online classroom; • To contact students (typically by phone) who are not participating or are disruptive; • To respect privacy and to bear in mind that there are real people attached to the words on screen. Velvitt Conference | Heraklion (GR) | October 11th, 2005

  6. e-TUTORS: competencies“after the course” • To reflect on the course as a whole, that is: the exercises, outcomes, roles, and student comments; • To use those for students’ evaluation process; • To provide prompt feedback to students on final assignments and tests; • To continue respecting individual privacy issues after the course has come to an end. Velvitt Conference | Heraklion (GR) | October 11th, 2005

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