Design and Facilitation of E-Learning Courses - Course

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.

3. ONLINE TUTORING CONT…
Types of interaction:
 Learner-interface/technology
 Learner-content
 Learner-instructor
 Learner-learner

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

5. ONLINE TUTORING CONT…
Asynchronous
-Interactive multimedia
-Web-based interaction
-Facsimile

6. ONLINE TUTORING CONT…
 Learner-instructor interaction
Synchronous
- F2F counselling
- Telephone
- Chat
- Teleconference
- Interactive radio

7. ONLINE TUTORING CONT…
Asynchronous
-E-mail
-Discussion boards
-Facsimile
 Learner-learner Interaction:
Synchronous
-chat group
-Teleconference
-interactive radio

8. ONLINE TUTORING CONT…
Asynchronous
-E-mail
-Mail list
-Discussion board

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

11. ONLINE TUTORING CONT…
Conversation/ discussion:
 Monologue
 Dialogue
 Dialectic
 Construction

12. ONLINE TUTORING CONT…
Assessment strategy:
 Computer-marked assignment
 Tutor-marked assignment
 Discussion forum
 Online presentations

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).