This one has
me stunned. A complete "book" about e-tutoring. And it's
good too. http://otis.scotcit.ac.uk/onlinebook
TEACHING AND LEARNING
and Learning Online; Ron Oliver Jan Herrington Edith Cowan University
(ISBN 0-7298-0513-1 paper ISBN 0-7298-0513-X PDF) An excellent introduction
to the area of online learning published in 2001. Subtitled: A beginners
guide to e-learning and e-teaching in higher education Covers: Learning
tasks, learning resources, learning supports, plus designs and strategies
for design and development. Well worth buying as it is right up
to date and the authors know their subject well
by Andrew Chambers)
Kwok Wing Lai
at Otago University, Dunedin, NZ e-learning: Teaching and professional
development with the internet (ISBN 1 877276 03 0) Wing has
edited this and contains some very useful articles. His last one
in 1999 was Net-working: Teaching, learning & professional development
which also is very useful.
by Maureen Trebilcock)
Manual for Teachers"
- Tony Carrucan, Tony Crewe, Erica Matthews, Stephen Matthews Macmillan
1996, ISBN 0 7329 4185 7.
This book is
aimed at teachers who wish to integrate internet technology into
their deliveries. It is subdived into the following sections: *The
Role of the Internet in Education (ie how it can advance delivery,
its limitations, future potential etc) *Access- skills and knowhow
(ie an overview of what the internet is, rights and responsibilities,
aspects of good netiquette, email options, the WWW telnet etc).
*Curriculum -strategies and resources (this section provides facilitators
with ideas of how to use the internet for such things as collaborative
learning, research, surveys etc).
I think the
value of this book is that it not only provides facilitators with
clear guidelines for what internet tools to apply with different
learning strategies, but also provides practical examples illustrating
how these strategies have been applied. A good book especially for
those starting out.
by Ken Coles)
Education Online Symposium This is a fabulous resource both
as a mailing list and as an archive of the discussions on that list.
The list is an academic list directly related to distance education.
It's well worth a look: http://f05n16.cac.psu.edu/archives/deos-l.html
Facilitator's Note: I heartily concur. Sometimes I think I have
learnt more from DEOS than from any other source. I thoroughly recommend
listservs as a superb and CURRENT method of personal professsional
by Andrew Chambers)
There are some great leads here for using acronyms, polite chat
and creating virtual conversation. It's a short paper (2 pages),
easy to read and I found it very helpful.
submitted by Anthony Waite)
Your Discussion Moderation Skills http://www.learner.org/courses/rfts/facbld.htm
This appears to be a US University site which has a focus on online
teaching and learning. There are many different topics you can navigate
around but I found this one to be particularly relevant to us at
the moment. It looks at motivation, relationship, listening skills,
genuine thoughtful involvement and group size. Again very short,
one page, easy to read and most helpful.
submitted by Anthony Waite)
This site looks at all stages of facilitating an effective discussion.
submitted by Doug Cooke)
Title: Humanizing Online Discussions
Author: Americ Azevedo Date: Sept 2002
Short, sweet and to the point. Americ suggests that one way to be
"human" online is to embrace the little slips and mistakes
I visited http://www.fullcirc.com/community/introchat.htm
Found this very interesting and will try to summarise using a version
of 'How to learn to host chats in Five steps'. I mentioned
that this was a version because I am unfamiliar with some of the
jargon...so you will never be convinced this is me speaking!
Step 1 Read
about it, what is a host, basic hosting concepts and actual observation
of chats....now there's a concept!!
Step 2 Learn how to use the chat software...another fascinating
idea! We are also advised that there are always technical problems.....wow...now
that is a big one because I always seem to have a technical problem.
I am running scared now team.
Step 3 Social issues ie practice specific strategies for dealing
with disruptions etc.?
Step 4 Simulations - practice and take risks in controlled situations.
I can cope with this one.
Step 5 Mentoring - practice in real life situation with cohost to
provide coaching and feedback.
really good. I visited http://www.fullcirc.com/community/assesstool.htm
There is a problem of course. I am note sure whether I am actually
supposed to answer all the questions now to get information on the
tool...or whether this is the tool. However I am assured that I
will get lots of new ideas generated so something must happen. I
will try it on another occasion and give you feedback. I have noticed
that the user is required to enter information on their technical
expertise. I am quite excited now as I can actually say yes to quite
a few on the list. I really like the look of this.
Facilitator's note: It reads like a CV an online facilitator
may use for applying for a job don't you think? In that sense it
seems more like a self assessment tool.
by Pauline de Vries)
This site has
some really great ideas on how to avoid conflict when communicating
on line. It has tips to avoid misunderstangings What to do when
conflict happens Some questions for facilitators It also gives a
resource: Online interaction:Social Argument. The site is www.fullcirc.com/community/avoidingconflict.htm
by Suzie Macauley)
This looks to be a comprehensive e-Learning portal. There's lots
of inforamtion about e-Learning, discussions, examples and information
about conferences. Some areas are for subscribers only, but subscription
Learning Space (VLS) is an environment dedicated to learning
about Communication & Information Technology (C&IT) via collaboration.
I have been subscribing to the VLS newsletter for a couple of years.
In that time they have organised a number of very interesting forums.
In its current issue it invites participants to join a discussion
on Facilitating online learning.
You can join
the VLS at http://itlearningspace-scot.ac.uk/
by Dianne Robbie)
and the Collaborative Experience of Learning Charles Crook Routledge,
1994 An oldie but a goodie. If you want to know what makes students
do the things they do when it comes to online and computer based
learning/collaboration this will cover a lot of territory especially
relating to collaboration; with, in relation to, at, around and
by Andrew Chambers)
can be used as a handout and can be the basis of a discussion regarding
how to handle harassment on line. It can be found on http://www.safetyed.org/help/stalking/cyberstalking.html
This is a US
site and the agency they refer to only operates in the US and the
legislation they refer to is US specific but the genral tips are
by Sandy Matz)
Bandler R. &
Grinder J. 1979 Frogs into Princes (Moab, Utah, Real People's
Press) I work with individual clients from a behavioural perspective,
and I find the use of language significant, ie the words that people
put out as speech often give clear indicators of their model of
the world eg "I can't do it" may be reframed to "I choose not do
do it" as an approach to offering a model in which the individual
has more control, or power.
Grinder also wrote The Structure of Magic l, and The Structure of
Magic ll, which go into a more in-depth exploration of Neuro Linguistic
Programming, but Frogs into Princes, gives a good introduction as
the proceedings of a training workshop.
Is it relevant
in web based learning…..I think it is , as language either
in Chat, or in Discussion postings is always important.
by Christopher Kleinig)
This is an
interesting article in which the writer suggests that forcing
carefulness will actually be counterproductive in encouraging
participation and free flowing conversation in an educational
of writing badly
of Journal of Hyperlinked Organizations (JOHO) By David Weinberger
is my favorite summertime author, so I was quite interested in
his instructions to writers in a recent article. Never use any
verb other than "said" when your character speaks, Leonard
advises us, and never modify "said" with an adverb of
any sort. Skip the long descriptions. And get the dialogue right.
Thus spake Leonard. But, it seems to me these are not rules about
how to write but how to write like Elmore Leonard ... and, at
the same time, how to write a parody of Elmore Leonard. A few
days later I was talking with a business school professor with
whom I see eye to eye on most issues. But, he finds the Internet
intimidating exactly where I find it liberating: he feels inhibited
about sending e-mail and posting messages because such writings
have a long lifetime and thus need to be composed with the same
care one would give to a journal article. No, I insisted, giving
him my own version of Leonard's How to Write Good: Just dash the
writings off, leave in the infelicities, and try to use a freakin'
cuss word or two. Why? Precisely because all of that serves as
metadata that tells the reader that she's reading quick Web jottings,
not a carefully considered journal article. Obviously there are
places on the Net where good writing counts and where formality
is required. And, in every case, clarity of expression counts;
there's a fellow on a mailing list I'm involved with who writes
messages with a passion equaled only by his imprecision, so that
it takes 10 follow-ups for anyone to figure out what he's talking
about. "Interesting reflections," a typical response
might go, "but were you talking about soy beans or empiricism?"
So, of course we should write formally where required, and of
course we should write clearly everywhere. But, feeling constrained
to write well can impede a Net conversation as well as propel
it. Slowing it down may make it more deliberative but it is more
likely to make it moribund. More important, a carefully written,
flawless posting can imply a fixity of meaning that shunts the
conversation from potentially useful courses. Writing hastily,
accepting the inevitability of flaws, results in messages that
implicitly say that the writer is thinking on her feet, is open
to contradiction, is excited about taking the ideas to new places.
My business professor friend is correct in assuming that everything
he writes on the Internet may be retrieved as part of his permanent
record. But writing imperfectly will let future investigators
know that these writings shouldn't be taken as fully formulated
expressions of deeply held beliefs. The Net's great transformative
power comes from its ability to connect us, but that power is
thwarted if our every expression is--or even seems to be--fully
formed. We need to see one another's inchoate ideas, the ideas
that will turn out to be embarrassingly wrong. Writing them in
the perfect prose of the journal article gives them a seriousness
they don't deserve, like serving wieners on a silver platter.
The informality conveyed by imperfect writing gives us the right
metadata . . . and also frees the writer to be wrong in useful
edits "The Journal of the Hyperlinked Organization",
last updated 11/4/03