Listado de buenos recursos, y breve referencia de ellos

1) Australian Flexible Learning Framework, 2002. Effective Online Facilitation. Disponible en: http://pre2005.flexiblelearning.net.au/guides/facilitation.html

Lessons Learned

On techniques to assist student learning:

• Students need to be encouraged to take responsibility for themselves - and they don't all take to this readily, or without anguish (Ambrose 2001)
• Articulation of reasoning, knowledge, or problem solving processes - assist participants to become more aware of their own thinking and reasoning and assists them to inquire into others' thinking and reasoning (Sherry et al. 2001)
• Successful facilitation requires attendance to the 'social' aspect of learning as well as to the 'learning task' (Ambrose 2001). 

On promoting effective interactions and dialogue:

• Online engagement to a degree has to be engineered. That is, it needs to be part of an intended design. For example you cannot expect students to engage in meaningful discussion on a particular topic if each are at different stages in the learning program. Also, group work and ongoing dialogue are best maintained if there is a common goal or purpose.

On the pragmatics of teaching online:

• Teacher workload in responding to individual students online is an often quoted concern. "Co-construction of meaning" both in face-to-face classes and online is one way of dealing with this and breaking away from the student-teacher dependency model i.e. encouraging collaborative work and student-student or group discussion (Sherry et al. 2001).
• Students often report being overwhelmed by messages. Again, collaborative work and smaller group discussions can be a way of breaking communication down to more manageable dialogue (Sherry et al. 2001). Summarising and weaving conversations (facilitation techniques that can be learnt by facilitators) also keeps students focussed and assists in making the communications more manageable (Collison et al. 2001; Salmon 2000b).
• Group work and group discussions can alleviate some of the problems of access when students are not able to connect regularly as a smaller group and collaborative engagements can be more accommodating and self-supporting (Sherry et al. 2001).
  

2) El autor Alvaro Gregori presenta  una serie de artículos de interés en http://www.secretosenred.com/authors/184/Alvaro-Gregori  entre los que se encuentra ¨Añadir una "e" a la tutorización¨ 

 Desde mi experiencia de más de una década cómo docente, no encuentro grandes diferencias entre el trabajo de formador en modalidad presencial y on-line.

Las pautas generales siguen siendo las mismas y es completamente imprescindible que te encuentres al pie del cañón todos los días para velar por la responsabilidad de formar con éxito a tus alumnos; y es que, el trabajo del e-tutor cambia en su método pero no en la forma.

Add comment