Nelson/Marlborough

Enable the “making of friends” (Brown, 2001)

Beginning the 3 step process to the creation of the community of learning

It is important that I :- Demonstrate confidence with E learning Be enthusiastic Take part in the process

“Instructor Modelling”

Discussion Forums Elluminate Skype Course chat sessions Twitter (messaging service where you

can hold conversations)

Facilitate open discussion and shared learning

‘Multiple Intelligences’, Gardner (1983)

Ensuring that the tutorials appeal to every type of learner.

Facilitating feedback from students

Show support by being aware of the group dynamic (Heron, ‘The Facilitators Handbook’)

Acknowledge feelings Build group trust Developing openness Celebrate learning

Use a question as basis for learning- Constructivist approach

Facilitating what students do with the content of their learning

Provide a secure, safe, non threatening atmosphere for information sharing

Ensure confidentiality Consider the use of anonymous

discomfort logs (already use of education logs)

Negotiate with students about communication needs

Reduce “distress” with online learning,Noriko Hara and Rob Kling (2000) Provide supportive role Establish student knowledge and experience

with online resources Making students feel safe and secure in the

knowledge that backup means of communication are available in the event of a failure.

Cell phone network Landline network Conference calling

Learner led LearningLearning at their own pace taking into

account life/family commitments

“Learning to be an online learner”, (Brown, 2001)

Becoming accustomed to new technology help them develop some interest in how

they are learning.

Facilitating opportunities for students to share references and resources

Delicious- creating a network

Discussion of student `hands on progress` with LMC

Investigation that theoretical knowledge being put to practical use

Ensuring that the student is gaining the correct clinical experience

Asking critical reflective practice questions

Knowledge of Self employed/employed LMC`s

Awareness of each areas strengths and weaknesses.

Endeavour to match LMC to student Supporting the LMC

Close communication with LMC Does LMC have education needs? Is LMC confident with key learning

objectives? What to do if the student comes back and

says LMC no good.

Identifying the problem Who owns the problem ? Needs/value based Create effective atmosphere Remove the emotion from situation

http://fled.wordpress.com/Carolyn McIntosh, Senior Lecturer at Otago

Polytechnic http://sarah-stewart.blogspot.com/Sarah Stewart, Senior Lecturer at Otago

Polytechnic http://jolt.merlot.org/vol4no1/mcelrath03

08.htmPedagogical Strategies for Building

Community in Graduate Level Distance Education Courses