WORKING ONLINETutor skills for handling online chats, discussions and

content

Caroline Gwatkin and Dace PraulinsE-moderation course, February 2014

Contents (1)

ENCOURAGING PARTICIPATION/MOTIVATION Select appropriate technology Building motivation into online education Multiple intelligences

SYNCHRONOUS AND ASYNCHRONOUS COMMUNICATION Synchronous communication Asynchronous communication

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Contents (2)

DEALING WITH PROBLEMS IN LEARNER PARTICIPATION Course building changes or additions Personal contact with student having problems

SAMPLE RUBRICS THAT GIVE RATIONALES FOR COURSE DESIGN DECISIONS Using rubrics Rubric six-step process

FURTHER RESOURCES

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ENCOURAGING PARTICIPATION/ MOTIVATION

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Select appropriate technology

Adapted from: Portsmouth Universlty online courses 5

E-learning technologies

eLearning

activities

Motivation

factors

Moodle ePortfolio Turnitin Chat room Online assessment Google

Assessment Uses quizzes, student can repeat to gauge progress

Good for reflecting on tasks

Helps identify plagiarism & aids marking

Useful for enhancing 1-2-1 support

Prime focus is assessment

Can be used to support assessment prep

Tutor-2-student

Good for chat, messaging on mobile etc. can sort queries/ worries informally

Use for chat, messaging on mobile etc

Good for 1-2-1 online feedback for tasks

Very good for sharing video, voice and desktop

Can give feedback if set up correctly

Useful for 1-2-1 communication

Tutor-2-many Good for forum, chat, wikis, etc.

Use for chat, messaging etc

No Very good for sharing video, voice and desktop

No Useful for sharing docs

Student -2- student

Facilitates discussion, group activities. Tutor can make ‘guidance’ comments

Set up groups to share docs & communicate

No, but students could discuss the benefits of using

Supports communication with student as presenter and maybe tutor as facilitator

Not really, but could discuss in group communication

Useful for sharing docs

Reflection Aids tutor/ student reflection – forum, journal

Designed for personal reflection

If students have access before handing in, they can avoid failure

Useful for tutor/ student reflection

Reflecting on results may be useful

Useful for student discussion

Building motivation into online education (1)

• Have a positive attitude (e.g. smile when speaking, even if your learners can’t see you, it’s reflected in your tone of voice)

• Build rapport and trust by answering questions as soon as possible

• Show interest, open a café to encourage participants to socialise

• Use a pre-course questionnaire for needs analysis

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Building motivation into online education (2)

• Make document layout visually appealing; chunk information and use plenty of white space

• Gain the interest of learners, make content relevant, understandable, and meaningful; remember shorter modules/units are more achievable

• Ensure the content makes sense (logical flow of information) and is organised in well-staged tasks with detailed information such as due dates

• Use active voice, short sentences, and language that learners understand

• Praise learners, but don’t over-praise as it can sound patronising

7Adapted from: Jordan, C. (2006) Building motivation into online education. ITEC 860

Building motivation into online education (3)

• Use the same navigational tools throughout the content (headers and footers, heading and subheadings, and/or clickable options)

• Be consistent with terminology and formatting

• Use a variety of media and different group interactions

• Offer choices aimed at different learning styles in a wide range of task types (chats/discussions/blogs) using different formats (audio/video/slides)

Adapted from: Jordan, C. (2006) Building motivation into online education. ITEC 860 8

Building motivation into online education (4)

• Try not to jump in too soon, give participants time to expand and explain

• Support participants who fall behind in a positive manner, contact them promptly, clarify doubts and provide reassurance

• Support participants who fall behind in a positive manner, contact them promptly, clarify doubts and provide reassurance

• Offer further challenges, these can be presented as “if you’ve got time you can…” so as not to be intimidating

• Allow participants to act as group leaders and to create their own tasks

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Building motivation into online education (5)

• Set reasonable timings – it is very frustrating for participants to always take longer than the recommended time

• Use participants reflections to improve your future courses and tasks

• When giving feedback include both strengths and weaknesses in easy-to-understand comments – this gives participants future aims and objective

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Motivation: multiple intelligencesIntrapersonal

11Adapted from: Green, C. and Tanner, R. (2005) Multiple intelligences and online

teacher education. ELT Journal 59,4

Reflect in journal (e.g. Moodle/Campuspack blog or journal, Mahara e-portfolio) on weekly (?) activities undertaken to improve English, difficulties in undertaking tasks set, etc.

Motivation: multiple intelligencesInterpersonal

Synchronous: Group online chat with a topic relevant to learners’ needs and interests (e.g. text: Moodle Chat, Facebook; audio: Skype; video: Google Hangouts, BlackBoard Collaborate)Asynchronous: Group collaboration (e.g. text: Moodle Wiki, Padlet; audio: VoiceThread, Voxopop)

12Adapted from: Green, C. and Tanner, R. (2005) Multiple intelligences and online

teacher education. ELT Journal 59,4

Motivation: multiple intelligencesLinguistic

Write a review of a website which is useful for English language learning, review of book recently read, film recently seen (e.g. Moodle Wiki, Moodle discussion forum); essay writing (e.g. Moodle/Turnitin, Google Docs)

13Adapted from: Green, C. and Tanner, R. (2005) Multiple intelligences and online

teacher education. ELT Journal 59,4

Motivation: multiple intelligencesLogical-mathematical

Read a list of items and rank them in order of importance, individually then pair/small-group work – probably synchronous chat (e.g. NASA Moon Landing Game, Lost at Sea)

14Adapted from: Green, C. and Tanner, R. (2005) Multiple intelligences and online

teacher education. ELT Journal 59,4

Motivation: multiple intelligences Visual-spatial

Use videos as basis for language work (e.g. TED-Ed, British Council Learn English, EFL SMARTblog, Film English)

15Adapted from: Green, C. and Tanner, R. (2005) Multiple intelligences and online

teacher education. ELT Journal 59,4

Motivation: multiple intelligences Musical

Use songs with quizzes for language work (e.g. Busy Teacher Songs and Lyrics; Moodle Quiz, Google Forms, LOC tool, Xerte)

Adapted from: Green, C. and Tanner, R. (2005) Multiple intelligences and onlineteacher education. ELT Journal 59,4 16

Motivation: multiple intelligences Naturalist

Do a communicative writing task using either an image or a real object from nature (e.g. Busy Teacher Creative Writing Prompts, ELTpics); take a picture – upload it and write or talk about it (e.g. Instagram, Fotobabble)

Adapted from: Green, C. and Tanner, R. (2005) Multiple intelligences and onlineteacher education. ELT Journal 59,4 17

Motivation: multiple intelligences Bodily-kinesthetic

Create flashcards which can be downloaded and printed out (e.g. Quizlet) or used as an app (e.g. StudyBlue); write and direct a short video/podcast/presentation (e.g. Moodle, YouTube)

Adapted from: Green, C. and Tanner, R. (2005) Multiple intelligences and onlineteacher education. ELT Journal 59,4 18

SYNCHRONOUS AND ASYNCHRONOUS COMMUNICATION

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Synchronous communication (1)

Use synchronous communication when:

– You want an instant response– A message is not enough– It’s important for participants to see and hear

each other

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Synchronous communication (2)

• Communicate the goal and the timeframe• Establish the rules of communication• Encourage all to contribute• Deliver sensitive feedback/information in a

“closed” channel• Use a calendar for online meetings (e.g. Doodle)

21Adapted from: Shepherd, C. (2000) The real-time online tutor. Fastrak Consulting. Retrieved from:

http://www.fastrak-consulting.co.uk/tactix/Features/realtime/realtime.htm

Synchronous communication (3)

• Control discussions that are straying off course• Summarise outcomes at each stage of the

discussion• Act any against misuse of the facility• Ask quiet participants direct questions• Have a Plan B if the technology fails

Adapted from: Shepherd, C. (2000) The real-time online tutor. Fastrak Consulting. Retrieved from: http://www.fastrak-consulting.co.uk/tactix/Features/realtime/realtime.htm 22

Synchronous communicationText chat

Text chat is the most basic of synchronous methods and the easiest to implement. It's not surprising, therefore, that it's also the most popular (e.g. Moodle Chat, Facebook, Skype).

Adapted from: Shepherd, C. (2000) The real-time online tutor. Fastrak Consulting. Retrieved from: http://www.fastrak-consulting.co.uk/tactix/Features/realtime/realtime.htm 23

Synchronous communicationElectronic whiteboards

An electronic whiteboard makes it possible for participants to contribute to a common visual working space. They can draw on the whiteboard, type text or paste images and each participant sees the same end result (e.g. WiZiQ, VYEW).

Adapted from: Shepherd, C. (2000) The real-time online tutor. Fastrak Consulting. Retrieved from: http://www.fastrak-consulting.co.uk/tactix/Features/realtime/realtime.htm 24

Synchronous communicationAudio conferencing

With audio conferencing, participants can talk to each other in real time. With half-duplex audio, only one person can speak at a time. With full-duplex audio, more than one person can speak simultaneously (e.g. Skype).

Adapted from: Shepherd, C. (2000) The real-time online tutor. Fastrak Consulting. Retrieved from: http://www.fastrak-consulting.co.uk/tactix/Features/realtime/realtime.htm 25

Synchronous communicationVideo conferencing

Video conferencing allows participants to see as well as hear each other. Multi-way video conferencing requires a great deal of bandwidth so most virtual classroom packages allow only one video stream to be transmitted at a time (e.g. Skype, Moodle/BigBlueButton, BlackBoard Collaborate, Google Hangouts).

Adapted from: Shepherd, C. (2000) The real-time online tutor. Fastrak Consulting. Retrieved from: http://www.fastrak-consulting.co.uk/tactix/Features/realtime/realtime.htm 26

Synchronous communicationApplication sharing

This feature allows participants to view and work on documents jointly or for one participant to take over and work on another computer (e.g. Google Docs, Dropbox, SkyDrive).

Adapted from: Shepherd, C. (2000) The real-time online tutor. Fastrak Consulting. Retrieved from: http://www.fastrak-consulting.co.uk/tactix/Features/realtime/realtime.htm 27

Synchronous communicationPolling

Another possibility is real-time polling of all the participants in the meeting. This could be to gauge opinions or to gather answers to a test question (e.g. Poll Everywhere, Padlet).

Adapted from: Shepherd, C. (2000) The real-time online tutor. Fastrak Consulting. Retrieved from: http://www.fastrak-consulting.co.uk/tactix/Features/realtime/realtime.htm 28

Asynchronous communication (1)

Use asynchronous communication when:

– Participants need time to prepare what they have to say

– It’s difficult for participants to be online at the same time

– It’s important for all participants to get the message

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Asynchronous communication (2)

• Introduce yourself to establish rapport• Establish the rules of communication• Initiate discussion topics• Encourage students to initiate their own topics• Control discussions that are straying off course• Summarise outcomes at each stage of the

discussion• Act any against misuse of the facility• Delete dead topics

Adapted from: Shepherd, C. (2000) The asynchronous online tutor. Fastrak Consulting. Retrieved from: http://www.fastrak-consulting.co.uk/tactix/Features/asynch/asynch.htm 30

DEALING WITH PROBLEMS IN LEARNER PARTICIPATION

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Course building changes or additions (1)

• Organise some collaborative group tasks (as official assignments), mixing the silent and participative students

• Design and implement some socialising-type activities which can only be completed through the interaction of ALL the participants

• Send out a questionnaire that would tap into learners’ motivation and involve the silent learners (ideally at the start)

• Set tasks and activities which are specific with the criteria fully set out

Adapted from: Clandfield, L. (2014) Summary of E-moderation course forum discussion on social skills. Consultants-E. Retrieved from: http://www.train2do.com/moodle/mod/forum/discuss.php?d=40806 32

Course building changes or additions (2)

• Set activities for smaller groups and sub-groups that lower anxiety - less daunting and easier to contribute

• Make contributions part of the grade received on the course

• Make your presence as facilitator very visible, developing forum discussions, giving prompt feedback, summarising, following up threads and showing a personal interest and involvement in what is going on in the group and the individuals in that group; a caring attitude and being “visibly involved” is perhaps more critical in online teaching than in F2F situations

Adapted from: Clandfield, L. (2014) Summary of E-moderation course forum discussion on social skills. Consultants-E. Retrieved from: http://www.train2do.com/moodle/mod/forum/discuss.php?d=40806 33

Course building changes or additions (3)

• Review and rephrase the instructions or topic, possibly with an example

• Remind students that the topic will be fully discussed later if the topic has been programmed for a subsequent module

• Remind students to use café, other forums or direct emails to talk about other topics; this will make it easier to go back and search for each topic in the future

Adapted from: Clandfield, L. (2014) Summary of E-moderation course forum discussion on social skills. Consultants-E. Retrieved from: http://www.train2do.com/moodle/mod/forum/discuss.php?d=40806 34

Course building changes or additions (4)

• Explain/show benefits of pair work/group work, e.g. more ideas generated, helping each other, as team they will produce more complex work (two heads are better than one, and three even better!)

• Provide time management tips or article about this to individual or group; could also include it in netiquette or intro part of course

Adapted from: Clandfield, L. (2014) Summary of E-moderation course forum discussion on social skills. Consultants-E. Retrieved from: http://www.train2do.com/moodle/mod/forum/discuss.php?d=40806 35

Personal contact with student having problems

• Contact silent students individually, find out reasons that are preventing them from participating, then offer any support necessary to overcome situation

• Contact student, but also make clear to the whole group that involvement in discussions is compulsory and part of the (final) mark so it must be part of the course and not just when deadline is approaching

• Send email to student describing the situation, expressing real concern and offering help

Adapted from: Clandfield, L. (2014) Summary of E-moderation course forum discussion on social skills. Consultants-E. Retrieved from: http://www.train2do.com/moodle/mod/forum/discuss.php?d=40806 36

Personal contact with student having problems

• Try to work out possible cause for lack of interaction in order to decide on best next step, e.g. participant having technical problems may need assistance, whereas participant trying to take short cuts or unwilling to work collaboratively will need guidance/reminders about purpose and goals of assignment

Adapted from: Clandfield, L. (2014) Summary of E-moderation course forum discussion on social skills. Consultants-E. Retrieved from: http://www.train2do.com/moodle/mod/forum/discuss.php?d=40806 37

SAMPLE RUBRICS THAT GIVE RATIONALES FOR COURSE DESIGN DECISIONS

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Using rubrics (1)

Use rubrics to:

• Make grading/ marking easier • Fulfil student expectations• Establish (peer) feedback activities by

providing checklists for students to revise, review and improve

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Using rubrics (2)

Use rubrics to act as guidelines to:

• Give clear instructions• Identify learning aims• Identify what quality performance looks like• Facilitate correction and marking

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Using rubrics (3)

Rubrics should:• Be adaptable (adding or omitting bands/

criteria/categories)• Be easy for both teachers and students to

understand• Help teachers to plan syllabus and/or design

curriculum• Help teachers to mark consistently• Provide sound justifications for marks

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Rubric six-step process (1)

1. Identify the outcome/s and purpose2. Identify the knowledge level

Factual – basic knowledge of subject matterConceptual – organisation/classificationProcedural – process stepsAttitudinal – beliefs and emotionsMeta-cognitive – self-regulation,

persistence

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Rubric six-step process (2)

3. Group criteria (approx. 4 – 8 categories) – these are the key components of the task

4. Develop a marking scale (3 – 4 levels) – Identify the qualities of excellence – Write as “can do” and keep them

positive, e.g. accomplished / competent / developing / beginning

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Rubric six-step process (3)

5. Assign weighting – which are the most important skills to reward, e.g.Participation 30% (important to take active part)Chat interventions 30% (necessary to comply)Language accuracy 10% (need to be clear not accurate)Punctuality 30%, etc. (important to respect time)

6. Share and discuss with students by giving feedback – their results will improve!

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Sample marking rubric

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Marking chat/ discussion/presentation etc.

Categories/ criteri

a

levels Comments Feedback on each

category/ criteria

Explanation of what is needed to attain the mark

FURTHER RESOURCES

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Articles and videosChattopadhyay, S. (2011) Lurking is not a static state. Retrieved from: http://idreflections.blogspot.co.uk/2011/07/lurking-is-not-static-state.htmlDenmeade, N. (n.d.) Moodle for motivating learners. Retrieved from: https://dl.dropboxusercontent.com/u/33611569/live/Moodle_For_Motivation_Guide.pdfGreen, C. and Tanner, R. (2005) Multiple intelligences and online teacher education. ELT Journal 59/4Hockly, N. (2011) Online teaching tips. Retrieved from: http://www.youtube.com/watch?v=JEa-2S1oOg0 Jordan, C. (2006) Building motivation into online education. ITEC 860Lehmann, L. and Chamberlin, L. (2010) Time management strategies for online instructors. Retrieved from: https://www2.uwstout.edu/content/profdev/rubrics/time_management.html Shepherd, C. (2000) The real-time online tutor. Retrieved from: http://www.fastrak-consulting.co.uk/tactix/Features/realtime/realtime.htm Shepherd, C. (2000) The asynchronous online tutor. Retrieved from: http://www.fastrak-consulting.co.uk/tactix/Features/asynch/asynch.htm

47Photo credit: @aClilToClimb at http://www.flickr.com/photos/eltpics/6952155348/in/faves-116934108@N08/

HAPPY E-MODERATING!

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