1. E-tutoring : promoting active learning online within the field of languages, linguistics & area studies Shirley Bennett University of Hull

2. From English as a Foreign Language Linguistics Teacher Training for EFL English for Academic Purposes To eLearning … applying approaches and strategies into new fields and disciplines

3. When some people look at the Internet, they see it as a way to deliver instruction. When other people look at it, they see a huge database for students to explore. When I look at the Internet, I see a new medium for construction, a new opportunity for students to discuss, share, and collaborate on constructions. (Garrison and Anderson 2003, 39)

4. Master of Education in eLearning 20 credit modules Wholly online

5. Original idea from active FACE-TO-FACE learning Original - an innovative teaching and learning project at the University of York funded from TQEF face-to-face, undergraduate module at Level 5 Adapted - to reflect Masters level study (FHEQ Level 7) to reflect the opportunities and challenges offered by wholly online learning

6. eLearning – Context, Management & Implementation The task central to the active learning: The writing of an e-dossier, planned and edited as a group, and comprising papers researched and written by the individual members of the learning-set, developed through an iterative process of critical friend review intended to develop critical and analytical thinking and deepen own understanding of course focus.

7. Aims – why did I choose this approach? Student-centred active learning activity achievable online Provision for depth and breadth of knowledge and understanding Development of critical writing skills in a supportive collaborative forum Development of skills for dissertation in a supportive collaborative forum

8. Workshop 1 – Making plans and writing proposals Workshop 2 – From research / exploration to writing and review Workshop 3 – Ongoing Critical Friend Review towards collective publication

9. Structured learning activity Workshop 1 Weeks 1-7 Workshop 2 Weeks 8-13 Workshop 3 Weeks 14-20 Theme: eLearning + Context Theme: eLearning + Change Management Theme: eLearning –Implementation in Practice Learning Activity: Individual reading + identification of interests Group negotiation of theme and planning of group e- dossier Learning Activity: Individual reading, research and writing Critical friend review of one paper Pair discussion Learning Activity: Collaborative critical friend review Individual redrafting Final editing of group e- dossier Assessment Task: Group plan for e-dossier including individual plans Draft deadline = 24th April Assessment: Paired Critical Friend Review + summary Draft deadline = 5th June Assessment: Submission of group e- dossier Deadline = 22nd July

10. Achieving your aims through active learning online – tutor tips for success 1. Clear structure for the learning process Structure and timing Preparation!

11. Achieving your aims through active learning online – tutor tips for success 2. Supportive, structured and clear activities Ensure learners are given a specific task to complete and a specific reason to support and help each other Let them prepare – don’t expect them to swim from the start Clear Instructions!

12. “Putting students into groups and telling them to cooperate does not guarantee that students will know how to cooperate and interact effectively.” (Burford, S. and L. Cooper)

13. Achieving your aims through active learning online – tutor tips for success 3. Balance of flexibility and control time-scales and deadlines – avoid slippage, but provide flexibility around life-problems, reliability or not of technology group roles – student choice V allocation

14. Achieving your aims through active learning online – tutor tips for success 4. Active role for the e-tutor as well as active engagement by e-learners asynchronous discussion for exploration of ideas, analysis, review online “meetings” for decisions student-space for collaboration

15. The teacher, or … the facilitator, plays a key role throughout the e-learning experience - even when discourse and activities are controlled by the students. The teacher is an ever- present and key person, managing and monitoring the process. (Garrison and Anderson 2003, 75)

16. For next year… ProblemAction Use of synchronous and asynchronous discussion evolved through the module I will plan use of “online meetings” and asynchronous discussion more clearly Slippage of deadlines early in the module caused significant problems later on I plan to ensure tighter organisation at the start of the module, through clearer outline of tasks, allocation of roles etc. Students asked for a reduction in the number of critical friend reviews during the module The number was reduced in 04/05 due to slippage of deadlines; for 05/06 I plan to make the purpose and value of the critical friend reviews clearer to students so that they better understand how the process is intended to broaden their knowledge and understanding as well as refine own writing skills in preparation for the dissertation