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Training E-Learning Tutors - Coggle Diagram
Training E-Learning Tutors
Tasks of an Online Instructor
Role of the virtual teacher:
Adapts to the digital environment, uses ICT, acts as a guide and motivator.
Course design and planning:
Clear learning goals, relevant content, engaging activities, accessibility.
Course development and monitoring:
Uploads materials, encourages interaction, tracks student progress, provides feedback.
Online assessment:
Digital tools, rubrics, constructive feedback, ongoing formative evaluation.
Learning Scenarios with ICT
Virtual teaching in universities:
Fully online, supports autonomous and collaborative learning.
Blended learning in businesses:
Mix of online content and in-person application; flexible and practical.
Face-to-face with ICT support:
Use of platforms, multimedia, and online assessments in traditional classrooms.
Planning with ICT:
Choosing tools, designing collaborative and accessible activities, ensuring tech support.
Planning by modality:
Face-to-face:
enrich classroom with digital tools.
Blended
: ensure coherence across environments.
Virtual
: rigorous instructional design required.
The Teacher’s Role and Tutorial Function
Role in distance education:
Designer, facilitator, mentor, evaluator.
Tutoring in e-learning:
Personalized support, bridge between content and institution.
Tutor as facilitator:
Clarifies doubts, guides learning, motivates students.
Types of tutoring:
One-on-one, group, face-to-face (blended), peer tutoring.
Tutoring tools:
Email, forums, chat, video calls, internal messaging.
Tutor profile:
Digital skills, instructional design, empathy, motivation, communication.
Redefinition with tech:
Use of AI, VR/AR, advanced tracking and feedback tools.
Virtual Tutoring Systems
Types of systems:
Text-based (email, forums), audio/video (conferences), integrated or external tools.
Tutoring modes:
Individual vs. group; reactive vs. proactive.
Contexts of tutoring:
Formal education, professional training, informal learning, technical support.
Modes of intervention:
Doubt resolution, academic guidance, feedback, motivation, collaboration, referrals.
Resource management:
Tutor scheduling, FAQs and support materials, tracking tools, coordination, system evaluation.
Teaching and Learning via the Internet (E-Learning)
Introduction to e-learning:
Flexibility and access, with challenges (autonomy, digital gap, design quality).
Learning situations:
Synchronous/asynchronous, formal/informal, collaborative, multimedia, by context.
Learning through e-learning:
Application of constructivist, connectivist, cognitive and behavioral theories.
Teaching to promote learning:
Student-centered approach, reflection, collaboration, active methods.
New learner and instructor profiles:
Learner
: autonomous, self-motivated, digitally literate.
Instructor
: tech-savvy, instructional designer, online facilitator.
6. Web-Based Training (WBT)
Definition of WBT:
Learning delivered online using internet-based technologies and resources.
Three components of a training system:
Content + Platform + Support Services.
Key features:
Interoperability
: Compatibility via standards like SCORM.
Flexibility
: Anytime, anywhere access, adaptable formats and pacing.
Interactivity
: With content, tutors, and peers (quizzes, discussions, projects).
Choosing a training platform (LMS):
Functionalities, usability, customization, scalability, security, cost, and tech support.
Overview of WBT platforms:
Commercial vs. open-source, cloud vs. self-hosted, general vs. specialized.