TUTOR 2.0

Catalina NICOLIN ∗

Abstract: The rapid evolution of the Internet, transforms the Tutor’s on-line role in a more active partner in learning. If in the pass the Tutor had a program for working with his students, now, due to the apparition of the Web 2.0 his activity becomes a continuum. The variety of Web 2.0 tools permits to the tutor not only to communicate but also to cooperate. The Pedagogy 2.0 in this case becomes a plural and multifaceted tool, by herself.

From the time when I worked and researched as tutor on-line I have discovered a lack of

guides and information in my country, about moderating on-line communications. My dream was to realize such a guide. Because it is a lot of tools for communicating on-line, before the Web 2.0, I wanted to present all the pedagogical and co operational aspects of every tool from synchronous and asynchronous learning. Finding this topic for developing, as TEAM COMMUNICATION who speaks about instructional design and e-learning for me is very important because lets me to analyze all the communicational, cooperating and sharing tools, and also lets me to draw up a moderator professional standard and a moderator training programme by levels and specialisations ( synchronous moderator, asynchronous moderator, cooperating moderator, sharing moderator). This aspect helps me also to develop and research in the field of basic ICT skills that a teachers needs to teach on-line, using communication tools and working with a team. The instructional design and the new pedagogical orientations could create a new psycho pedagogical approach of didactics of e learning. In my work I’m teaching with ICT and I’m in the team who must elaborate the ICT Standard Skills for Teaching. In the same way I’m researching and publishing works about aspects of didactics of ICT teaching and on-line teaching. For me is very important to find the standard actions that a teacher-moderator must accomplish in every type of electronic interaction, the standard ICT skills that are needed to perform an electronic instruction, the didactic and pedagogical skills related to the electronic interactions, and the standard vocabulary for every interaction type. Because in Romania till now it doesn’t exists a system of teachers training on-line, and also the teachers are not able to understand and to use such a system, I have choose this area of Tutor 2.0 . First of all because I’m working from 8 years in the field of teachers training and I’m familiarized with it, and in the second place because it doesn’t exists such a topic in Master Thesis till now. Another motivation is that I’m able to speak; research and I have the skills and knowledge to statute a way in this field. I’m expert on Romania in tutoring on-line having written the only guide till now (from 2002) on this topic. And the last motivation is that the electronic medium has changed, from Web 1.0, to Web 2.0, and the tutors and also the learners must have new skills and knowledge for using it. In this scheme I have organized all the basic knowledge that a teacher needs to teach with ICT and to be able to take an on-line course. In this point the Tutor must have some skills test for learners. It is possible to divide the learners into teams by level.

1. The Tools that a Tutor needs

This aspect for me seems very important because it constructs the whole action. As you can see in the scheme, in my opinion the basic ICT knowledge means Windows, Word, PowerPoint, PDF, Adobe Photoshop, Mind Map tool, 3DSMax, VRML, Internet, FrontPage, Winamp, Media player, Yahoo Messenger, Skype, Netmeeting. In this point the communication could be static or dynamic. Web 1.0

• (static as Word, Front Page, Internet in the sense of informational sites [not interactive as mail, tests, forms], PDF, Adobe Photoshop images, MindMap tool, 3DSMax mediums and avatars, VRML non animated mediums, Winamp, tutorials

• dynamic as PowerPoint, Internet [mail, chat, blogs, forums,movies,animated gifs, DHTML, JS],VRML animated, Mediaplayer, YahooMessenger, Skype, NetMeeting)

All theses programs are designated for a type of communication and they belong to Web 1.0 This part means ICT knowledge. The ISTE Standards are very short in description of knowledge and abilities that a teacher needs. Due to the fact that there are many more skills, a first aspect is to enrich the standards for being capable to pass over Web 2.0 tools. The aspect of electronic communication must be very specific because they need a lot of competencies in new fields as cooperating and sharing for Web 2.0. In the same place we could discuss the characteristics of electronic communication: synchronous and asynchronous

A big problem is that there are many sites speaking and showing what means tutoring on-line, but only a little bit they speak about a Tutor Standard. This means for Web 1.0 When it goes to Web 2.0 it is very difficult to remain at the same skills. After explaining about what tools are important for education, in my vision, I’ll try to realize a Tutor Standard Web 2.0 skills Between Web 1.0 and Web 2.0 it is a transition tool named iGoogle. A range of gadgets composes it. Specific for this tool is the fact that has a section Tools for Educators. I have studied this tool and his value for teaching:

Another new tool developed theses days, is Yahoo for Teachers. I have took some print screens for being more specific:

And a specific tool very new as for Web 1.0 and for Web 2.0. Google Earth

In the field of Web 2.0 we have another group of tools:

• Static: Wikipedia , blogs, Zoho, Gliffy, Picassa • Dynamic: Podcasting, Skype, Gmail, Youtube, Windows Movie Maker

2. The Actors

The actors are teachers in a dual role: teacher and student.

3. Knowledge and Skills

Here we must discuss about the scheme of modules of training programme: Strateg

4. Strategy

Honey Comb theory of learning. In the field of learning strategies, apart andragogy, learning styles and didactics, I have imaginated a new theory of learning. I know that they are a lot, but for me this aspect means a lot of things. The electronic communication is frozen; everyone has an IP, a screen and himself. It’s very hard to make a warm class in virtual space. The honeycomb has 6 faces as the cube. In real life we could use a cube and everyone understands. In virtual space it’s better a classification for being able to enter in a category. Even MindMaps use 2D symbols and images. My first HoneyComb speaks about a TEAM who works on a topic:

My second HoneyComb speaks about groups of interests and abilities, about roles, about communication.

And my third Honey Comb about moderators standard creating on-line by cooperation and sharing in a virtual community:

Aspects of Tutor Professional Standard who related with Communication and Web 2.0

Planning Tutorials Activities used to help students get to know each other

Uses various icebreakers for learning names, backgrounds etc.

Make aims of tutorials clear.

Clarifies his ground rules for participation and effective tutorials, Discusses points with students Ensures to find out what the students want.

Discussion of topic aims and objectives.

Identifies and list prescribed reading materials – text, book of readings, reference materials.

Assessment

Draws attention to the assessment schedule and notify students of their right to comment.

Composition of the people in your tutorial i.e. gender balance, ethnicity, students with a disability (may be confidential information), International students.

Assesses the composition of tutorial class, Develops strategies to include participation by all members – equity.

Strategies for Running Groups

Structure of time. Presents the activity plan

Tutorial aims. Clarifies them with the students and identify how recognise that they have been met.

Identifcation of any mis-understandings or difficulties associated with already delivered lecture material.

Discusses what students find difficult about lectures and ensure they understand the need to read for lectures if reading is specified. Encourages students to seek clarification at the lectures if appropriate.

Clarifying terminology.

The topic may have its own language Asks if there are any specific words or phrases that need clarification. Lists words etc on the board

Clarification of concepts. As with words the actual concepts may be somewhat difficult to grasp. Clarifies the ideas that will give students the most difficulty

and encourages group interaction and participation.

Get the discussion started. • Breaks large groups into smaller units each with their own specified task.

• Ask individuals to write down their responses.

• Gives each student the opportunity to respond to a direct question.

Ensure the material has been covered.

Leaves enough time at the end to round out the tutorial and either give a quick summary or asks students to summarise the main points. Still require further discussion or remain unanswered.

Identify the implicit learning that has taken place.

Takes time out occasionally to leave the script and revisit the ideas raised at the first tutorial concerning the purpose of tutorials and the ground rules with which you have been operating both explicitly and implicitly. Asks students to tell s what they have learnt about group dynamics, learning, motivation, organising their own study time etc. Explains to the students that they need to review learning processes, which will develop their transferable skills.

Trouble-shooting in Tutorials

Perceived problem Possible action

Lack of attention Students are not engaging with topic or tutor.

Try a new tack as discussed in readings.

On-going lack of preparation Students are clearly unprepared on more than one occasion.

Ask students why, what do they want from the tutorial, review the ground rules.

Aggressive students A student or group of students are bad mannered and loud towards others.

Consider if student should be talked with quietly or negotiated with by reference to ground rules in a general tutorial situation.

Shy students appear to be prepared but make no eye contact and do not contribute unless asked directly, then only in monosyllables.

Use small groups to encourage participation, try to make the shy one the note taker for a group and ask them to present a summary.

Late students Frequent lateness with little or no apology to group.

Review ground rules generally to remind students of duty of care towards whole group.

Personal antipathy Generally poor relationships between members of group.

Ask students to take time out to list best and worst things about their group and working in groups generally, review and discuss their anonymous submissions.

Difficult Situations for Students and Tutors

Issues Action

Clear signs of tiredness/disinterest/upset

If the student approaches you for help and the situation needs expert advice phone student services and book the student in to see a counsellor. You may need to actually take the student there! After that do not take it on as your problem.

Work always late with excuses relating to family problems or work

Again can the student be helped by the counselling service - they will help with financial and personal counselling.

Procrastination Remind the tutorial group of the need to keep up as far as possible with the required work schedule. If individual students approach you for assistance suggest contacting the University

Constant visits to your room, phone calls, monopolising of your time

Explain your timetable, or restrictions, clearly and only be available at specified times. You may need to talk with the topic coordinator if any particular student or group of students continue to be a problem.

Unlawful discrimination or harassment

It is unlawful to discriminate against a person on the basis of their sex, sexuality, marital status, pregnancy, age, disability, race or ethnic origin, and political or religious beliefs.

Tutors’ attitudes and behaviour towards students

Be aware that your attitude towards a student may be inappropriate and that this could form the basis of some form of discrimination. You may need to discuss this with

another staff member or your supervisor.

BIBLIOGRAPFY [1] http://www.go2web20.net/ [2] http://otis.scotcit.ac.uk/onlinebook/ [3] http://www.google.com/educators/index.html [4] http:///beta.teachers.yahoo.com [5] http://earth.google.com ∗ Insp.prof. CNFP catalinanikolin@yahoo.com

http://www.go2web20/http://otis.scotcit.ac.uk/onlineboohttp://www.google.com/educators/index.htmlhttp:///beta.teachers.yahoo.commailto:catalinanikolin@yahoo.com

Finding this topic for developing, as TEAM COMMUNICATION who speaks about instructional design and e-learning for me is very important because lets me to analyze all the communicational, cooperating and sharing tools, and also lets me to draw up a moderator professional standard and a moderator training programme by levels and specialisations ( synchronous moderator, asynchronous moderator, cooperating moderator, sharing moderator). Web 1.0