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How to be an online tutor / Julia Duggleby

Main Author Duggleby, Julia Country Reino Unido. Publication Aldershot : Gower, cop. 2000 Description XVIII, 158 p. : il. ; 25 cm ISBN 0-566-08247-0 CDU 37.018.43 681.324
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Monografia Biblioteca da UMinho no Campus de Azurém
BPG4 37.018.43:681.324 - D Não requisitável | Not for loan 15-CRC
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Enhanced descriptions from Syndetics:

The internet has transformed the way that we find things out, shop, play and communicate with each other. Included in that transformation is the way in which we can learn. Not only does the Internet represent a revolution for the learner, it also represents a sea-change in the way that learning is delivered and supported, and the consequent skills and techniques needed by you - the tutor, trainer, lecturer or teacher. Julia Duggleby's How to Be an Online Tutor has arisen out of her experience as both student and tutor on the South Yorkshire Colleges' Consortium's highly successful LeTTOL (Learning to Teach On-Line) course - Consequently, she shows great empathy for the subject and for the tutors or trainers who need to develop their skills. The book assumes that you have little in the way of technical expertise, perhaps some experience of the World Wide Web and e-mail, but no more. But it isn't intended as a technical primer, rather as a guide to translating what you already do, in terms of training and facilitating learning, into an online environment, either in the conversion of existing courses or in the creation of new courses. In the process, it explores the nature, benefits and pitfalls of online learning and the technical skills of sourcing materials, planning, designing and testing courses. Despite, or perhaps because of, the use of technology, the online tutor has a very important human role in engaging, reassuring, welcoming and supporting the course members. The book focuses on how to provide a climate in which people can take responsibility for their own learning; how to guide learners through the course, so that they complete it successfully, and how to be a facilitator for learning, leaving the technology and other learners to deliver the content.

Table of contents provided by Syndetics

  • List of figures (p. ix)
  • Foreword (p. xi)
  • Acknowledgements (p. xv)
  • Introduction (p. xvii)
  • Part I What is Online Learning, Who Wants It and Why? (p. 1)
  • 1 Different modes for delivering learning (p. 3)
  • Face to face (p. 3)
  • Open learning (p. 4)
  • Traditional distance learning (p. 4)
  • Online learning (p. 4)
  • 2 Why choose online learning and for whom? (p. 6)
  • The impact of technology on distance education (p. 6)
  • Why distance learning? (p. 7)
  • Is online learning the answer? (p. 9)
  • Who are our potential learners? (p. 10)
  • And who are the potential providers? (p. 14)
  • Part II A Tutor's Guide to the Internet (p. 17)
  • 3 Introduction to the Internet (p. 19)
  • What is the Internet? (p. 19)
  • A brief history of the Internet (p. 22)
  • Web or Internet? (p. 24)
  • Getting to know your browser (p. 24)
  • 4 Finding your way round the Web (p. 28)
  • Web addresses (p. 28)
  • Hyperlinks (p. 30)
  • Search tools (p. 31)
  • 5 Using the Internet to communicate (p. 37)
  • E-mail (p. 37)
  • Conferencing (p. 43)
  • Synchronous chat (p. 45)
  • Video-conferencing (p. 46)
  • Audio-conferencing (p. 47)
  • Discussion lists and newsgroups (p. 47)
  • Netiquette (p. 48)
  • Which methods of communications should you choose? (p. 50)
  • Part III The Planning Cycle (p. 53)
  • 6 Planning the course (p. 55)
  • Preliminary preparation and research (p. 55)
  • What can be taught online? (p. 56)
  • Learning outcomes and assessment criteria (p. 57)
  • Different forms of online courses (p. 59)
  • 7 The content of your course (p. 65)
  • Building on the framework (p. 65)
  • Lectures and handouts (p. 66)
  • Multimedia (p. 69)
  • Additional reading (p. 70)
  • Learner activities (p. 70)
  • Tutorials (p. 76)
  • Assessment (p. 77)
  • 8 The Web as a resource (p. 79)
  • Resources on the Web that support education and training (p. 79)
  • Evaluating web sites (p. 94)
  • Copyright (p. 97)
  • Citing Internet sources (p. 97)
  • 9 Designing your course for the Internet (p. 99)
  • Hypertext markup language (p. 99)
  • Designing a good web site (p. 101)
  • Maintaining your web site (p. 107)
  • Educational courseware (p. 108)
  • Part IV Getting Your Course Up and Running (p. 109)
  • 10 Preparing delivery (p. 111)
  • Support from your organization (p. 111)
  • Marketing and recruiting (p. 113)
  • Pre-course guidance (p. 115)
  • 11 Supporting learners through the course (p. 118)
  • The role of the tutor during an online course (p. 118)
  • Welcoming learners (p. 118)
  • Encouraging and motivating (p. 122)
  • Monitoring progress (p. 123)
  • Giving information, expanding, clarifying and explaining (p. 124)
  • Giving feedback on learners' work (p. 125)
  • Ensuring success of conferences (p. 125)
  • Creating a learning community (p. 127)
  • Ending the course (p. 131)
  • 12 Evaluating the course (p. 132)
  • Informal feedback (p. 132)
  • Formal evaluation (p. 132)
  • Part V Appendices (p. 135)
  • Appendix A Case studies (p. 137)
  • Appendix B Sending attachments (p. 144)
  • Appendix C Learning outcomes and assessment criteria grid (p. 147)
  • Appendix D Group progress grid (p. 149)
  • Appendix E References (p. 151)
  • Index (p. 153)

Author notes provided by Syndetics

Julia Duggleby is a Senior Lecturer at the Sheffield College. She has taught English and communications for more than 20 years. Julia has also been involved in the development and delivery of a variety of online courses.

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