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Alt-C Rules of engagement: developing the online tutor

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Lucy Golden

on 4 March 2015

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Transcript of Alt-C Rules of engagement: developing the online tutor


Cover is straightforward and no backlog for returning staff

Continuous professional development is unavoidable! so what is TQFE-Tutor? what's the innovation? Brings together a large
team of tutors to act
as one enhancing the learning
of all programme
participants how does it
enhance learning? guaranteed quick tutor response/feedforward
high quality individualised support
promotes independent, self-directed learners
all learners potentially benefit from advice sought by just one
quality assurance/enhancement
timely tweets of news
links to innovative educators worldwide An integrated tutoring system which promotes communication:
tutor to learner
learner to tutor
learner to learner
tutor to tutor

an email account
a blog
a microblogging site what else? provides a forum in which to raise issues
opportunities to interact, collaborate and deepen learning
introduces innovative use of Web 2.0 social media tools
keeps learners motivated and on track a changing role... Markel, (1999, in McLoughlin and Lee, 2010):
[the] major role of the teacher is arguably to facilitate this dynamic learning process, assisting learners in drawing their own links between their learning and the 'real world'; other roles may be that of 'consultant', 'guide' and 'resource provider.'

Rice (2011, elaborating on earlier work by Collison, Elbaum, Havind and Tinker, 2000) argues,
Rather than the Sage on the Stage or Guide on the Side, you're going to see a growing embrace of the Sage on the Side model. The need for an instructor with high-quality, in-depth domain knowledge (The Sage) will never go away. a prize-winning
innovation The TQ(FE) team at Dundee won
the University's prestigious Honorary
Graduates' Award for Innovative
Teaching in 2011 for TQFE-Tutor provides a forum in which to raise issues
opportunities to interact, collaborate and deepen learning
introduces innovative use of Web 2.0 social media tools
keeps team motivated and on track
reduces onerous email traffic
supports part-time/new team members something else TQFE team as early adopters

online learning has the potential to be a disruptive force that will transform the...structure that has dominated...into a new model that is student-centric, highly personalized for each learner, and more productive.
(Staker, 2011) A typical TQFE-Tutor shift

Creating and responding to blog postings
Answering emails
Monitoring arrival of assignments
Confirming teaching observation arrangements
Helping with online access to resources
Dealing with pastoral issues
Clarifying feedback
Discussing theory/practice

Markel (1999) switching roles - facilitator of the learning process, supporter and resource provider Evaluating the system

Focus groups
Transparency and consistency Collegiality and knowledge of cohort

You do feel in touch. Although I’m not up [in Dundee] much, I do still feel in touch with the rest of the team and there is contact’ (S1);

‘it does keep you… part of that bigger picture’ (S3)

You see more of issues from other perspectives… it’s like we’re all appreciating what each other are dealing with (S2)

‘…rather than just my own marking group who may not be those who are the very capable ones, happy to ask questions and communicate online. It is an advantage for all staff to see learners engaging and responding online and helps to motivate tutors as well as benefiting those participants who want the answers but are less confident about asking online - as in any group.’ (S4) Time saving

Avoid repetition
One to many on blog instead of one-to-one via email
One place for everything Morrison (2012) writes of the need for
‘…a new academic, one that doesn’t use the teaching f2f classroom as the yardstick, but incorporates and adapts pedagogy to the changing tools’.
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