Strategies To Support Students Learning Presentation For Interview 2
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Transcript of Strategies To Support Students Learning Presentation For Interview 2
Nelson/Marlborough
Enable the “making of friends” (Brown, 2001)
Beginning the 3 step process to the creation of the community of learning
It is important that I :- Demonstrate confidence with E learning Be enthusiastic Take part in the process
“Instructor Modelling”
Discussion Forums Elluminate Skype Course chat sessions Twitter (messaging service where you
can hold conversations)
Facilitate open discussion and shared learning
‘Multiple Intelligences’, Gardner (1983)
Ensuring that the tutorials appeal to every type of learner.
Facilitating feedback from students
Show support by being aware of the group dynamic (Heron, ‘The Facilitators Handbook’)
Acknowledge feelings Build group trust Developing openness Celebrate learning
Use a question as basis for learning- Constructivist approach
Facilitating what students do with the content of their learning
Provide a secure, safe, non threatening atmosphere for information sharing
Ensure confidentiality Consider the use of anonymous
discomfort logs (already use of education logs)
Negotiate with students about communication needs
Reduce “distress” with online learning,Noriko Hara and Rob Kling (2000) Provide supportive role Establish student knowledge and experience
with online resources Making students feel safe and secure in the
knowledge that backup means of communication are available in the event of a failure.
Cell phone network Landline network Conference calling
Learner led LearningLearning at their own pace taking into
account life/family commitments
“Learning to be an online learner”, (Brown, 2001)
Becoming accustomed to new technology help them develop some interest in how
they are learning.
Facilitating opportunities for students to share references and resources
Delicious- creating a network
Discussion of student `hands on progress` with LMC
Investigation that theoretical knowledge being put to practical use
Ensuring that the student is gaining the correct clinical experience
Asking critical reflective practice questions
Knowledge of Self employed/employed LMC`s
Awareness of each areas strengths and weaknesses.
Endeavour to match LMC to student Supporting the LMC
Close communication with LMC Does LMC have education needs? Is LMC confident with key learning
objectives? What to do if the student comes back and
says LMC no good.
Identifying the problem Who owns the problem ? Needs/value based Create effective atmosphere Remove the emotion from situation
http://fled.wordpress.com/Carolyn McIntosh, Senior Lecturer at Otago
Polytechnic http://sarah-stewart.blogspot.com/Sarah Stewart, Senior Lecturer at Otago
Polytechnic http://jolt.merlot.org/vol4no1/mcelrath03
08.htmPedagogical Strategies for Building
Community in Graduate Level Distance Education Courses