The eEducator module a new approach to the training of online tutors – Some preliminary findings Thang Siew Ming, School of Language Studies and Linguistics, FSSK Universiti Kebangsaan Malaysia Gordon Joyes School of Education University of Nottingham, UK

Introduction Background The need The process The curriculum & pedagogy Reflective analytic tools The WORKSPACE The LAAT The OLET The Malaysian Pilot The research process The reaction (focus group findings) Conclusion

The Background: HEFCE funded Builds upon an earlier project with Beijing Foreign Studies University (BFSU) and the University of Nottingham (UoN) developing materials for a Masters in ELT Identified a need for online training for online tutors.

The Process: The Participants UoN: 7 material writers (6 British, 1 Chinese) 3 learning technologists (UK) with support from Beiwai:Online learning technology team BFSU: 10 potential tutors (5 from Beijing, 2 from Shanghai, 2 from Guangzhou, 1 from Xi’an)

The Process: The Malaysian Pilot At USM involving 6 experienced tutors and 2 mentors Discussed at the end of the presentation

The Curriculum Personal Development (Empathy for the lived context for learning) Developing Learner Pedagogic Skills Developing Learner Cognitive Skills Providing Feedback Developing Community

The eEducator module homepage

5 Units ( weeks ) (Face-to-face/ or online)

The eEducator module homepage Unit 1: Induction (3 weeks ) (Face-to-face/ or online)

The eEducator module homepage Unit 2: Orientation – experiential (2 weeks) (Online)

The eEducator module homepage Unit 3: Personal development planning (PDP) (1 - 2 weeks) (Face-to-face/ or online)

The eEducator module homepage Unit 4: Personalised experiential training (4-6 weeks) (Online)

The eEducator module homepage Unit 5: Assessment (2 weeks) (Face-to-face/ or online)

eEducator module tools

Three of the tools that support analytic reflection are described 1. The Workspace 2. The LAAT 3. The OLET

eEducator module tools The Workspace is designed to be a personal space for learners studying in higher education.

eEducator module tools The Workspace is designed to be a personal space for learners studying in higher education. It functions as a personal archive of work and supports online sharing. It contains useful tools in one online space

eEducator module tools: The LAAT The LAAT (based on Activity Theory) is designed to support tutors in the analysis of learning activities to gain an understanding of the needs of learners and to support them effectively. It is an open source web application.

Activity component The reading group task Activity of Interest Is the nature of the activity clearly stated? Is it clear how this is related to other activities? How and when should the tutor check whether the learners have interpreted this correctly? Personally I don't quite understand why the reading group is introduced in the course. At the beginning, I thought they wanted to introduce the two books. In the end, I noticed they just gave an example of how to give a book report. If so, the way to do the report was not very clear. Right before the students are asked to listen to the reading group, they need to be reminded the exact purpose of this and the tasks they are going to do after this. Objective Do the objectives need clarifying and how might this be achieved? Definitely. The objectives should be stated clearly before the reading group starts. Roles Is there a need to support the learners in understanding and carrying out their expected roles? There needs to be a deadline for submitting their reading report I guess. Community What is the nature of the learning environment? What are the learners’ expectations in relation to community? How can their roles be supported? In this activity, learners are asked to send s to the people who give their report in the video. There is no requirement for them to communicate with each other. Learners can be very lonely. Reading groups can be set up to help build a community. In this way, they share what they've read within their group and get support from their group members. Outcome How will learners know if they have achieved the outcome? How can feedback be provided to support the achievement of the outcome? Is the assessment of the outcome aligned with the nature of the task? I guess the system will tell the learners they've uploaded their report successfully. They should use the workspace so that they can choose to share it with peers or tutors. An extract from use

OLETT: Empathy Training Tool One of a range of tutor empathy training tools in ‘Empathy’ section of Unit Four, including empathy questionnaires and interactional simulations OLETT is a three stage training process designed to enable e-educators to: –Read online text-based messages at speed (or under time pressure) and decode accurately the emotional or underlying feelings contained within the written message –Use a protocol (AWARE Protocol Hall and Hall, 2007) to author an appropriately empathic response –Evaluate the responses for empathy appropriateness from peer feedback.

The LAAT is used to support Unit 4.

The Malaysian Pilot Full involvement in completing the module online and evaluating this through a project blog. USM: 6 experienced tutors and 2 mentors UoN: team of mentors led by Gordon Joyes and Thang Siew Ming

Localisation at USM involves: Conducting 4 workshops over a period of 20 weeks to familiarise the USM mentors and tutors with the various components & materials of the e-educator. Carry out focus group interviews. Getting feedback from the tutors and mentors in the form of blogs, discussion forums & questionnaires.

Evaluation of focus group interviews (1)Lots of technical problems were brought up by tutors but they were minor problems that could be easily solved. (2) The tutors had very favourable opinions of the online tools for egs. PDP (Professional Development Planning tool), LAAT and OLETT. (3) Tutors at USM had received no pedagogic training, all the materials represented ‘new’ ideas and they find them very beneficial

(4) They did not bring out any difficulties in the localisation of the project though evidently some of the materials were not relevant to the Malaysian context – Lack of criticality? (5) They found this model systematic but complained they did not have time to go beyond the core – Lack of initiative?

(6) They did try to implement quite a bit of what they have learnt on their students. However, they faced problems such as large population as many as 1000 students. (7) They wanted local tutors with experiences and more support online from the online tutors in Unit 4. However, they did not actively seek such support – A typically Malaysian phenomenon.

CONCLUSION On the whole it would appear that the module is well-received and its introduction timely for the Malaysian context. But certain keys issues need to be considered before it can be successfully localised. Problems such as time constraints, technical problems and potential large students’ population need to be tackled.