To share experience and create new ideas to assist tutors to take advantage of the new communication techologies for collaborative learning.
Teachers that have tutored at least one distance course using group communication tools such as simultaneous and non-simulataneous conferencing systems, and chat and MUD/MOO systems for group learning.
6 hours
Distance learning using electronic media has been used for some years now. Many teachers have experience in this mode, and have developed skills that would be interesting and helpful to share to optimize the use of these technologies. A meeting of these teachers, and the use of brainstorming tools in this creative workshop, will develop new ideas.
To take advantage of the new communication technologies we cannot just apply the same methods and pedagogical tools as in traditional teaching. Collaboration taking place at a distance demands new social skills and behaviour. Using the Internet for communication together with access to other sources of information opens new perspectives for tutors, their courses, and their students.
The workshop will revolve around brainstorming sessions in a computer-supported meeting room, intertwined with time for reflection and evaluation. Suggested themes for discussion are:
* Identifying different learning situations and appropriate tutoring techniques
* Considering the uniqueness of each student - their situation, their skills, their needs
* Group collaboration and the need of new social skills and behaviour
* To be "there" for the student
Our idea is to conduct the workshop in a computer-supported meeting room, equipped with one computer for each participant and with a group-work tool installed. The work will consist of brainstorming sessions around themes mentioned below, intertwined with time for reflection and evaluation. In addition, time is allowed to work through the new ideas raised by the group.
Learning takes place in many different situations, most of them are unplanned for. Here we focus on planned learning, and consider the differences, (and similarities), of studies of web-published course material to actually taking part in an organised problem-based distance course. Emphasis will be placed on interactive learning, where students interact both with the teacher and with other students. Interaction between students can take place on a same-time and same-place basis with only the teacher at a distance or with both students and teacher distant from each other.
The technology used can range from simple e-mail via list-servs and web pages to advanced electronic conferencing system learning environments.
Distance learning has a unique property to enable teachers to individualize the learning and to stimulate independence and responsibility among students. How do we as tutors find out what the students want from us? How do we find out early in the course? How do we build a course that is flexible and allows adaption to the students' need?
What is expected? What is acceptable? to the tutors... to the students... between student and tutor... between student and student? What techniques can be used to encourage students to work as a group? How do we assist the student to find support? To function as part of a team? To take responsibility?
Do the tutors/students understand how to make the most of electronic communication? Do they know the rules of netiquette? Do they know how to use emoticons to express their message? Are they comfortable using writing to express their message?
How do we as tutors find support? How do we re-focus on learning a changing role? Teaching at a distance changes our role. Web-based students can "jump" around the course. They no longer have to wait for the tutor to introduce the subject. What resources are available to assist the tutor on the Internet? Are there some added techniques we could use in this environment to let our students know we are interested in their learning?
Eva Fåhræus has a M.Sc. in Engineering from the KTH Royal Technical University in Stockholm, Sweden. She has been working during 25 years in the industry within systems and organisational development, economic control, and management. Now she is a Ph.D. candidate and works as a research assistant and teacher at the Dept. of Computer and Systems Sciences, Stockholm University/KTH, involved in HMI and CMC research and teaching. Her main interest is computer supported cooperative learning, and the topic of her thesis is Tutoring for learning in groups using electronic conferencing systems.
Barbara Chamberlain has a M. Comms from Victoria University, Wellington, New Zealand. Barbara entered teaching from a business and commercial background. For the past nine years Barbara has been tutoring at the Taranaki Polytechnic, New Plymouth, New Zealand. Barbara presently tutors in the Bachelor of Applied Information Systems Degree. Barbara's interest is in flexible learning, using the Internet and the World Wide Web.