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Training of E-Learning Tutors - Coggle Diagram
Training of E-Learning Tutors
The tasks of an online teacher
Being a teacher, being a teacher in a virtual environment.
• Pedagogically: the tutor is a facilitator who contributes specialized knowledge, focuses the discussion on critical points, asks questions and responds to the contributions of the participants, gives coherence to the discussion, synthesizes the points highlighting emerging issues .
• Socially: you need skills to create a collaborative atmosphere that allows you to generate a learning community.
• On the technical side: you must ensure that the participants feel comfortable with the software and if necessary support them.
• In the administrative area: know the software to be able to generate sub-conferences, work groups and be able to move or delete messages from the conference.
Training design and planning.
the design and planning phase such as the following:
• Establish the learning objectives and the skills to be developed in the students.
• Know what content should be taught during the training.
• Know the conditions for grouping students and the timing proposed for training.
• Know and know well at the beginning of the training who our students will be and what level of prior knowledge they have.
• Know what resources we have to carry out our work.
• Decide and communicate how we will assess our students' progress.
• Master the functionalities of the virtual environment as a user.
Development and monitoring of the training action.
The teaching plan of the subject
Definition of objectives and competencies
Selection of the contents
content and learning
Timing of the training action
Evaluation and monitoring
The evaluation
The objective of the diagnostic evaluation is to collect information on the knowledge and skills of the students at a given moment, with the aim of using said information to make decisions about the planning of the teaching-learning process.
The objective of the formative evaluation is to obtain, synthesize and interpret the information on the development of the teaching and learning process in order to provide the student with feedback on the process.
The objective of the summative evaluation is to corroborate the achievement in the learning of knowledge and skills of the students. In formal education, the summative evaluation determines if the students' achievement in learning knowledge and skills corresponds to the learning objectives defined in the course, and in this way, assign a grade corresponding to the degree of achievement.
Training scenarios and ICT-based teaching
Virtual teaching in universities.
• Online or virtual educational environments should facilitate learning processes based on the activity and construction of knowledge.
• Virtual teaching environments must incorporate didactic materials characterized by presenting knowledge through varied languages and formats such as texts, images, audiovisuals, animations.
• Virtual learning environments must be scenarios of communication and social interaction that are rich, varied and in constant interaction between students and teachers.
• The main teaching function, in addition to the design of the environment, consists of animating, tutoring and evaluating the activities of social participation and intellectual production of the students.
Face-to-face teaching with ICT support in formal education
ICT incorporation models in higher education
• Virtual campuses: some universities have established themselves as virtual campuses and offer their programs completely virtual with professors and students distributed geographically.
• Face-to-face campuses with virtual programs: other universities offer virtual programs alongside other face-to-face programs, they can even offer their students the option of choosing the modality in which they wish to take the program.
• Face-to-face campus with virtual courses: in this modality, virtuality occurs as part of some programs by offering courses in virtual modality or in both modalities.
• Face-to-face campus with virtual support elements: in these cases the model combines face-to-face with virtuality in the same learning environment (blended learning).
Planning for face-to-face teaching with ICT.
Technologies can be incorporated into teaching and learning processes in different ways and for different purposes.
They can promote the development of skills such as information management, critical thinking and problem solving.
Mediate communication between teachers and students, or expand the boundaries of the classroom as a learning space, among others.
By including ICTs in this process, they position themselves and act as mediators between the teacher, the students and the content. And, precisely, the selection of these technological tools will depend on the educational goals.
Planning for virtual teaching with ICT
A virtual class is a means to transmit knowledge through the internet; however, like face-to-face classes, it requires specific and didactic planning. The following recommendations will help you plan your virtual classes to be more successful:
• Select the program, page or application where you are going to teach your class.
• Determine the length of your class.
• Record your sessions to share with students.
• Continue evaluating your students.
The role of the teacher in distance education. The tutorial function.
The teaching function in distance education.
According to the position of Fainholc (2010), a successful teacher in the online learning process is one who:
• Promotes a commitment to responsibility with their educational work, promoting and facilitating the learning of their students.
• It favors the participation of its students without the need to intervene so that they achieve the learning objectives.
• Contributes to the establishment of effective communication between the different users of the virtual classroom.
Tutoring in distance education.
The characteristics of the tutorial action in distance education are the following:
• It develops around the student. It is this one who decides the pace of learning, the depth or the direction of the orientations, clarifications or reinforcements that he needs.
• It is not essential for learning to occur.
• It acts as a potential intermediary mechanism between the materials and systems of didactic communication and the students.
• Does not control the basic aspects of design and planning of the course, although it can influence them through its mediating activity.
• Carry out the evaluation in accordance with previously established procedures.
The role of the tutor as a facilitator of student understanding.
The general steps on how to proceed in cases where we suspect that a student is engaging in risky behavior are described below:
Carefully observe student behavior
Have an interview with the student
Have an interview with the family
Have a conversation with friends from the student's environment
Seek information about the particular risky or problematic behavior
Referral of the student to an external professional
Follow-up to the student
Types of tutorials.
Individual tutoring: the purpose of the tutor is for the student body to be as autonomous as possible, considering all the capacities of said student, as well as to help them in all situations, both inter and intrapersonal.
Group tutoring: the tutor responsible for the students will carry out an orientation with the rest of the teaching staff to find out about the progress of said students, how they will integrate them in all the activities proposed by the center and by different teachers of the same.
Diversity tutoring: in this type of tutoring we have to take into account that we are all different, therefore, each one of us has our abilities different from the others.
Virtual tutoring systems
Types and characteristics
Tutoring in education: The tutor is an educator, that is, a person assigned with certain characteristics and conditions, to influence the individuality of the students.
Tutoring in distance education: Distance education requires the teacher who performs the tutoring function, which is the function of guiding and guiding students. This differentiates a distance education process from a self-learning process in which a person reads and studies on their own spontaneously and without guidance.
Tutoring and online education: The latter implies greater complexity according to the type of pedagogical proposals that online education implies and develops.
Intervention Modes
The new spaces for distance education promoted by the Internet, the platforms that enable multiple interactivity between the members of the virtual community, the texts with hypertextual and multimedia structures.
The tutorial action constitutes an interactive link between the general organization of the system and the students; tries to capture expectations, needs, interests and intervene in training processes.
The tutorial function is fundamentally deployed as a guide that makes it possible to support, guide the student, but ultimately means channeling or directing the course of development in a certain direction, establishing a course and accompanying it, keeping it upright.
The teacher/tutor is what the virtual classes say; it is present in the pedagogical design, in the classes and/or in the materials that it has produced, in the routine of appearing in different spaces of the network at a certain frequency.
Teaching and learning through training through the Internet (e-learning).
Introduction.
e-learning enables:
Extend studies and training to social groups that for various reasons cannot access conventional classrooms.
Access permanently to varied and multiple sources and resources of information beyond the teacher and the textbook.
Innovate and change reception learning processes to constructivist processes of knowledge.
Learning and e-learning.
Characteristic
• This distance training modality through the Internet or blended, has contributed to the training reaching a greater number of people.
• Space-time barriers disappear.
• Flexible training.
• The student is the center of the teaching-learning processes and actively participates in the construction of her knowledge.
• The teacher goes from being a mere transmitter of content to a tutor who guides, guides, helps and facilitates the training processes.
• Updated content.
• Constant communication between participants, thanks to the tools incorporated in e-Learning platforms (forums, chat, e-mail, etc.).
R.C