OUM TUTOR HANDBOOK V 2 2015.

OUM TUTOR HANDBOOK V 2 2015

ACKNOWLEDGEMENTs This handbook is a collaborative effort of Assoc.Prof. Dr. Safiah Binti Md Yusof and Dr. Harvinder Kaur Dharam Singh of Institute for Teaching & Learning Advancement (ITLA). Special thanks go to the Director of ITLA, Prof. Dr. Lim Tick Meng for the insightful comments and helpful suggestions to further enhance the content. Our sincere gratitude goes to Senior Vice President Prof. Dato’ Dr. Mansor Fadzil for providing continuous guidance and support to the team. A special thanks to OUM tutors and e-tutors for their input and contributions Lastly, we would like to thank the authors of the earlier versions of OUM’s Tutor Handbook. Their past contributions to tutor training and development and guides had provided the basis on which we developed this handbook.

INTRODUCTION This handbook is presented by Open University Malaysia (OUM) to make sure our tutors have information about their roles and responsibilities, OUM teaching and learning approach, and other tutor administrative issues. For new tutors, the handbook will introduce OUM and explain how we ensure effective teaching and learning functions. For those tutors who have been with us for some time, the handbook contains the current roles and responsibilities and guides. All tutors are expected to be familiar with and abide by the guide in this handbook. This handbook should not be construed as a tutor appointment agreement . OUM reserves the right to make changes to the handbook as circumstances necessitate. The performance of each and every tutor is important to accomplish quality teaching and learning at OUM.

WELCOME NOTE Congratulations and welcome to OUM. As a tutor, you are joining the nation’s leading provider of distance learning. You play an important role as main agents for course delivery and providing support to OUM learners. You are the front liners who will be interacting with the learners first hand. OUM strives to maintain the quality of teaching and learning delivery and it is therefore important for OUM to have tutors who are committed to the task of helping our learners in their learning. With your appointment it is imperative that you understand what it means to be a tutor, the roles and responsibilities that come with the appointment, and how to be able to function as a tutor to provide the best support to OUM learners. We hope this handbook will serve as a reference and a guide for you throughout your appointment as a Tutor here at OUM.

Click on any one of the titles
OUM How to use this handbook This handbook contains important information on administrative matters, as well as several areas related to your appointment as an OUM Tutor. You should take time to go through the entire handbook, and later use it as a reference whenever you are in doubt of certain tasks or expectations. EXPECTATIONS OUM LEARNERS ADMINISTRATIVE SUPPORT CONTACT Click on any one of the titles GUIDES OUM DIGITAL LIBRARY

OUM – A BRIEF OVERVIEW Open University Malaysia (OUM) is the first open and distance learning university in Malaysia. OUM was established in August 2000 and was launched by former Prime Minister, YAB Tun Dr Mahathir Mohamad, on 26 August Its main campus is located at Jalan Tun Ismail in Kuala Lumpur. OUM is owned by a consortium of 11 Malaysian public universities – Universiti Malaya, Universiti Kebangsaan Malaysia, Universiti Teknologi MARA, Universiti Pendidikan Sultan Idris, Universiti Utara Malaysia, Universiti Putra Malaysia, Universiti Sains Malaysia, Universiti Malaysia Sabah, Universiti Malaysia Sarawak, Universiti Teknologi Malaysia and Universiti Islam Antarabangsa Malaysia. OUM currently has 37 Learning Centres throughout the country. Starting with an intake of 753 learners in August 2001, OUM has admitted more than 130,000 learners into diploma, degree and postgraduate degree programmes.

To be the Leading Provider of Flexible Learning.
VISION & MISSION VISION Having set the trend as the first open and distance learning university in Malaysia, OUM aims to continue providing leadership by developing innovative approaches in the field of open and distance learning not only in Malaysia but also internationally. Tutors must understand and internalise our vision and mission so that they can effectively help the University achieve this goal. To be the Leading Provider of Flexible Learning. MISSION “To widen access to quality education and provide lifelong learning opportunities by leveraging on technology, adopting flexible mode of learning, and providing a conducive and engaging learning environment at competitive and affordable cost”.

OUM’s SHARED VALUES P I C T
PROFESSIONALISM INTEGRITY CARING TEAMWORK INNOVATIVENESS Professionalism – Respecting your learners as individuals. Integrity – Informing the Administrator if you are not available or cannot cope with additional tutoring responsibility, being punctual and responding to your learners’ enquiries. Caring – Understanding the challenges learners may face and being reasonable in your response. Remember to be empathetic but not sympathetic. Innovativeness – Applying new ideas into the tutoring process to make learning effective. Teamwork – Working hand in hand with team spirit to achieve the vision

ODL & BLENDED PEDAGOGY What is Open and Distance Learning (ODL)?
OUM practises a blended pedagogy which comprises self-managed learning, face-to-face tutorials and online learning At OUM, one credit hour is equivalent to 40 learning hours. Thus, the total learning hours for a typical three-credit-hour course is 120 learning hours. (See Figure 1.1) Learners will engage in three modes of learning. While the bulk of their study time will be spent on self-managed learning (80%), they will also have to allocate time for online learning (12%) and face-to-face tutorials (8%). (See Figure 1.2) What is Open and Distance Learning (ODL)? Open and distance learning refers to education and training in which using the learning resources, rather than attending classroom sessions, is the central feature of the learning experience. (Commonwealth of Learning, 2003, p. 13)

BLENDED MODE OF LEARNING
Self-Managed Learning Courseware CD Digital Library Physical Library Peers Tutors Online Learning Internet resources myVLE resources – video, audio, HTML doc, pdf doc Online Forum Discussion (Asynchronous) Online Chat Discussion (Synchronous) Mobile Learning Face-to-Face Learning Discussion with tutors/peers Teaching instructions – direct & indirect Figure 1.1: Blended Learning Pedagogy at OUM Adapted from Kaur (2005). Integrating e-learning into blended pedagogy at OUM.

OUM LEARNING MODES Figure 1.2: Proportion of OUM Learning Modes

ACADEMIC SYSTEM ASSESSMENT SYSTEM SEMESTER SYSTEM
OUM practices a trimester system which consists of January, May and September semester. The distribution of weeks per semester is as follows: ACTIVITY WEEKS Teaching & Learning and Examination weeks Semester Break weeks Total weeks ASSESSMENT SYSTEM Learners are assessed through two components: Continuous Assessment Learners are evaluated during the semester through assignments, project papers, portfolios, clinical sessions, laboratory and other practical sessions. Examinations These comprise Final Semester Examination and Viva. However, not all of these assessment methods are applicable to all courses. It depends on the requirements of each course. For more details, refer to the course guide in the print module.

EXPECTATIONS You are expected to provide quality learning support in face-to-face (F2F) and online sessions. You are expected to have mastery in the subject content as it will ensure that learners understand the course better. You are expected to poses excellent interpersonal and communication skills so that your intended message is well-received and the learning becomes pleasant, thus reducing learner anxiety. You need to provide emotional support as it helps learners to feel safe, accepted, valued and focus on learning.

KNOWING YOUR LEARNERS To be an effective tutor, you must know who your learners are. As our learners are mostly working adults, they have different learning needs compared to learners who are fresh school-leavers. About 95% of our learners are working adults who are aged between 20 and 50 years old. According to Knowles (1984), adult learners have the following characteristics

OUM LEARNERS Usually, an OUM learner is:
A working adult, and hence more experienced and mature than the typical fresh school leaver we know, Between 21 and 45 years old Married with children and/or aged parents to look after; Studies in whatever little time he or she has between daily chores and responsibilities; and May have very little knowledge about study skills, computers and the Internet. As some learners are older and wiser than their course mates, they could share their past experiences with the younger ones. A small percentage of learners are physically challenged and may have limited physical movements. Others may be geographically challenged and are at times absent from their face-to-face tutorials. This guide aims to create awareness of the importance of a learner profile in the tutoring process.

LEARNERS’ EXPECTATIONS OF TUTORS
According to our learners, they expect their tutors to: Possess good communication skills (use simple language and speak clearly) Be experienced and knowledgeable in the subject taught Provide additional and appropriate learning materials Take the lead in the myVLE online discussion forum Provide timely guidance and response to learners especially on assignment preparation Provide valuable and meaningful feedback on tutor-marked assignments Allocate time to discuss exam questions with learners Have a sense of humour Be friendly and approachable Provide emotional support Provide examples that are relevant and easy to understand Be easily contactable via phone and .

MOTIVATING LEARNERS Your primary responsibility as a tutor is to create a continuous motivating learning environment. Motivation is the key to all successful learning. How do you motivate your learners? Do: Relate tutorial issues to learners’ real-life context. Be enthusiastic about content, process and learners. Make your expectations clear. Let learners know how they can succeed in tutorials. Be sensitive and responsive to each and every learner’s needs and be flexible in meeting them

LEARNING CHALLENGES In order to motivate learners, you have to understand the challenges they face. Learning challenges prevent learners from focusing optimally on their learning. These challenges are often related to one or more of the aspects shown in Figure 1.3 below. Figure 1.3: Challenges to Learning

LEARNING CHALLENGES COPING WITH STRESS AND ANXIETY MANAGING TIME
When encountering new learning experiences, learners often display a lot of enthusiasm but they may also experience some anxiety. These feelings may lead to stressful situations. Often, self-managed learners are stressed when they have to face issues related to academic performance, work, family, friends and finances. As a tutor, you need to reassure your learners that you are aware of their concerns. Offer them appropriate guidance and advice. The following are some stress management strategies: Get organised; Think positive; Exercise control over your environment; and Take a break when necessary. MANAGING TIME As working adults, many OUM learners find it difficult to cope with their course workload and complete assignments on time. They may have a demanding job or pressing family commitments. Thus, their learning commitments have to be balanced with their family and work commitments. This demands effective time management. Assist your learners in managing their time effectively. You can do this by reassuring them that the course workload can be made more manageable. You can work out some strategies of doing this together with the learner. If a learner lacks confidence in tackling a task or assignment, you can encourage him or her to divide it into manageable chunks.

LEARNING CHALLENGES STAYING FOCUSED
Helping your learners to deal with obstacles to learning is an important responsibility of an OUM tutor. Obstacles to learning prevent learners from focusing optimally on their learning. One or more of unexpected events like illness, job commitments, transport problems or the demands of child or elder care will drive away their focus on learning. As a tutor, be sensitive to these disruptions. Any changes in a learner’s learning may indicate a problem that needs investigation. Find out the problem and express your concern but do not make the learner feel guilty. Be positive, encouraging and state your willingness to help. DEVELOPING ICT AND INFORMATION LITERACY SKILLS Learning in an open and distance learning mode requires learners to possess basic ICT skills. At OUM, face-to-face tutorials are very limited. Thus, it is crucial for learners to learn how to: Operate a personal computer Search the Internet Use myVLE Participate in online discussion forums Access and use the OUM Tan Sri Dr Abdullah Sanusi (TSDAS) Digital Library Learners may have different levels of ICT skills. Some might be afraid to use a computer. Therefore, knowing the level of learners’ ICT skills will help you to use suitable strategies to guide them.

TUTOR/E-TUTOR MONITORING & EVALUATION
ADMINISTRATIVE APPOINTMENT This section provides you useful information on administrative matters. You may have been appointed as a F2F Tutor, as an e-Tutor, or both. You must be aware of the following related matters: appointment; monitoring & evaluation; payment TEACHING PERMIT TUTOR/E-TUTOR MONITORING & EVALUATION PAYMENT

APPOINTMENT OF TUTORS/E-TUTORS
Appointment of Tutors/e-Tutors is done on a semester basis. Tutors/e-Tutors will be given notification via to confirm their appointments. Tutors are advised to strictly adhere to the deadlines in the notification. a. Discounted Tuition Fee If you enrol in any of OUM’s postgraduate degree programmes, you will be given a discount based on your number of years of service. Please refer to the table below: Years of Service (No. of Semesters) Discount Rate 2 (6) 10% 3 (9) 20% 4 (12) 30% > 5 (> 15) 40% BENEFITS OUM provides a range of benefits for its tutors as it values their contributions and would like to support their professional advancement. Some of the benefits include the following:

b. You will be provided with a personal OUM account powered by Google with a storage capacity of up to 6GB. d. Professional Development Workshops/Conferences You will be given the opportunity to attend professional development workshops or conferences organised by OUM. c. Digital Library You will have free access to the TSDAS Digital Library which has an extensive collection of books as well as online databases. There are more than 53,000 books, 22,000 journal titles and theses on various subjects. You can access the digital collection online at any time and anywhere. e. Develop or Enhance e-Learning Experience As a result of providing online learning support, you will become a qualified and experienced online moderator and e-learning practitioner.

f. Expand Your Network As your learners are adults, you can benefit from their maturity and the work experience they bring to class. . h. Opportunities for Research OUM encourages its tutors to carry out research to enhance their skills and capabilities. The University has allocations for research grants, particularly institutional research. You are welcome to participate in OUM research. If you are interested, you may write the Institute of Quality, Research & Innovation (IQRI). g. Increase Your Repertoire of Teaching Skills As a tutor in an ODL learning environment, you will encounter new challenges. As you deal with them, you will acquire new skills and experience

TERMINATION OF SERVICE
Both OUM and tutors have the right to terminate the contract of service by submitting one month’s notice to the Director of Institute for Teaching and Learning Advancement (ITLA). The University requires you to give learners’ interest top priority and maintain professionalism until the end of your contract. Where possible, do not end your service in the middle of a semester as this may affect your learners’ learning process. If you have to resign, please properly hand over your tasks to the replacing tutor or to the Administrator. Please immediately return all assignments, learners’ records and course materials that are in your possession to the Administrator, if applicable.

TEACHING PERMIT TEACHING PERMIT
UNDER THE ACT, IF YOU ARE CAUGHT TEACHING WITHOUT A TEACHING PERMIT, YOU ARE LIABLE TO: ALL TEACHERS MUST HAVE A TEACHING PERMIT. YOU MAY APPLY FOR YOUR TEACHING PERMIT AT YOUR LEARNING CENTER

TUTOR MONITORING & EVALUATION
Monitoring & Evaluating OUM will review tutor performance based on the following evaluation exercises: a) OUM observer will monitor all new tutors and randomly select senior tutors. b) Learners will evaluate the tutors via Learner Evaluation of Tutors (Online survey in myVLE > Feedback) Tutors are able to view their rating via myProfile at myVLE.

Learner's Evaluation on Tutor's Performance
Highly Disagree Highly Agree The tutor is knowledgeable in the tutorial subject. The tutor presents clearly and systematically in the tutorial session. The tutor is well prepared for the tutoring session. The tutor provides additional notes and study materials. The tutor is able to facilitate interesting discussion during the tutorial session.

Learner's Evaluation on Tutor's Performance
Highly Disagree Highly Agree The tutor is able to motivate learners. The tutor shows enthusiasm in conducting tutorials. The tutor interacts well with the learners. The tutor makes good use of audio-visual aids to enhance his presentation. The tutor is always punctual.

Learner's Evaluation on e-Tutor's Performance
Highly Disagree Highly Agree My e-tutor responded to my questions within 48 hours My e-tutor provided sufficient feedback to postings from me and my peers My e-tutor posted questions and helpful resources in the forum My e-tutor was helpful throughout the semester My e-tutor should continue to be an e-tutor for OUM My overall online experience with my e-tutor has been satisfying

e-TUTOR MONITORING At OUM, monitoring of e-Tutors is done on a daily basis by ITLA Staff, Head of e-Learning Unit, and e-Tutor Mentors Reminders are sent via Automated Reminders Personal Text Messaging Personal phone calls e-Tutor Mentors *Please inform ITLA of prolonged absence

e-TUTOR EVALUATION All e-Tutors will be evaluated based on the following criteria: Presence Feedback Response Time Tone Conduct Organisation Note: Evaluation will be done at least once throughout the semester E-Tutors will also be subjected to online evaluation by learners

EVALUATION BY LEARNERS
E-Tutors are also evaluated by learners. In the evaluations, the learners are asked the following questions: Questions 1. My e-tutor responded to my questions within reasonable time (i.e. within 48 hours) 2. My e-tutor provided sufficient feedback to postings from me and my peers 3. My e-tutor posted questions and helpful resources in the forum 4. My e-tutor was helpful throughout the semester 5. My e-tutor should continue to be an e-tutor for OUM 6. My overall online experience with my e-tutor has been positive

PAYMENT OF TUTORS/E-TUTORS
Tutorial payment rates are indicated as follows: Tutor Qualification Diploma/Undergraduate Master PhD Tutor RM75 / hour *RM100/hour RM100/hour *RM125/hour RM125/hour *RM150/hour Note: * for Nursing Programmes e-Tutor payment rates are indicated as follows: e-TUTOR (100 students) Delivery Mode Blended Mode Fully Online Undergraduate Max RM 1000 Max RM 2000 Postgraduate Max RM2000

SUPPORT CONTACT Matters Related to Unit in charge Online Community
F2F Tutors Tutor Management Unit En. Mohd Izral Bin Mohd Nazir / Pn Norita Binti Lebai Hassan / OUM F2F TUTORS eTutor Online Delivery Unit En. Mohd Shahrizan Bin Sukirman / En. Anizol Bin Adik / OUM ETUTORS myVLE Pn. Intan Shuhada Binti Mohd Alwi / En. Mohd Ridhwan Bin Zulkifli / Tutorial payment rates are indicated as follows:

GUIDES E-TUTOR F2F TUTOR

Tutor’s Roles – Dos & Don’ts
F2F TUTOR GUIDE Click on any one of the titles Tutor’s Responsibilities Preparation for the Tutorial Understanding How Learners Learn

Tutor’s Roles OUM tutors are expected to be knowledgeable in their teaching course and practice good teaching strategies. In order to demonstrate your role and responsibilities effectively, you need to do the following:

Tutor’s Roles (cont.) Dos: Be enthusiastic
Be approachable, and accessible for consultation Acknowledge students as individuals, values students and creates a welcoming environment Be confident, organised and prepared Be positive about students and student learning, and not critical Be knowledgeable of the relevant course topics, course details, course assessment structure, etc. Give clear explanations of learning material and assessment criteria and expectations, and is willing to discuss it with individual students Be connected to the teaching community of your course by having close communication channels with the programme coordinator and the tutors teaching the same course. It will enable you to keep abreast of current tasks and issues in the course. You can also share teaching tips and experience with your peers. Especially, it is most useful for a new tutor!

Tutor’s Roles (cont.) Dos:
Use a variety of teaching and learning methods Use purposeful activity for the learning that is important for the session Utilise the knowledge and experiences of individuals in the group Manage group dynamics well Treat students equitably and fairly Facilitate learner interaction Ask questions and generate discussion but do not dominate it Use scaffolding technique to create deep learning Lead the group through the material, not ‘lecturing’ but give students opportunities to answer questions and ask other questions Check whether students have an understanding of the material Be supportive, take some interest in each student’s progress, and give constructive feedback to individuals not just the whole class Ensure appropriate resources/facilities prepared, such as the set up of the room, LCD projector Reflect on your own performance as a teacher and seek to continually improve

Tutor’s Roles (cont.) Don’ts:
Ridicule learners for answering incorrectly Treat adult learners like school students Punish learners for not being prepared for tutorial class Criticise learners for not knowing or understanding the material Teach out of topic Waste tutorial time on matters unrelated to course material Sell materials (instead use digitalise or get the learners to make copies on their own) Promote political, commercial or other types of propaganda. Cancel or postpone class time and date Show superiority in the class (take charge of the class but not dominating it) Leak examination questions

Tutor’s Responsibilities
Before Commencing Tutoring Confirm teaching slot(s) Submit Acceptance letter of tutor appointment Ensure Teaching Permit is still valid (Submit it if you have not done it) During Tutoring Semester Prepare teaching materials i.e. lesson plan, learning activities, discussion topics and exercises for practice Make preparation for tutorial Ensure learners’ understand the lesson Take learners’ attendance in every tutorial Maintain good interpersonal skills Be punctual at all time. Start and end class on time. Be present for all tutorial classes Mark assignments fairly according to the questions requirement (if applicable) Maintain the confidentiality of the examination question items (if tutor has been involved in the development of examination question)

Tutor’s Responsibilities (cont.)
After Completing Tutoring Submit claim to learning centre Review your performance (Learners’ Feedback)

PREPARATION FOR TUTORIAL
a. Understanding learners’ expectation Your learners will have high expectation from you. As such, please ensure that you do not disappoint them. Prepare your teaching material Dress and behave appropriately Be punctual Know the time and location of your class before hand Sign in your attendance Collect your tool pouch (containing marker pens, LCD remote controller) Know how to use the technology tools for teaching Tell your learners about your expectations Guide your learners and do not dominate the class Chunk the learning content Create group activities and presentations Question skillfully Apply scaffolding instructional technique to provide deeper understanding Do not spent too much time discussing assignment question Be sensitive of the learners diversity Make appoint to know your learners’ names

b) Time Management of Tutorial Class You will be meeting your learners 4 or 5 times per semester with only 2 hours per session. How will you cover a course with about 10 topics? In the following section we will show you 2 ways in managing your tutorial time. Option 1: The following tutorial time allocation schedule shows how 1 hour is used to discuss one topic. Similar, time planning is to be used for the second topic planned for the tutorial. 10 minutes 20 minutes 5 minutes Provide introduction to the topic. Share the learning outcomes Inform Important facts via lecture, video, etc. Conduct learning activities such as quiz, discussion, presentation, etc.. Summarise the key concepts learned for one topic

Option 2: Alternatively, you may want to employ the flipped classroom style as shown in the following schedule. Here, class time is devoted to exercises or discussions followed by tutor’s feedback. 10 minutes minutes 5 minutes Provide introduction to the topic. Share the learning outcomes For first topic: Conduct learning activities that requires the learners to read and work on the task in class itself on all the key concepts before providing the feedback via brief lecture, video, etc For second topic: Conduct learning activities that requires the learners to read and work on the task in class itself on all the key concepts before providing the feedback via brief lecture, video, etc For third topic: Conduct learning activities that requires the learners to read and work on the task in class itself on all the key concepts before providing the feedback via brief lecture, video, etc Summarise all the key concepts learned for all topics

c) Discussion of the Assignment Learners tend to give more importance to the assignment, naturally as it carries high percentage of assessment marks. How do you handle the assignment discussion without jeopadising your class time meant for covering the planned module topics? The following tips can be handy: Get your learners to explain the requirement of the assignment question instead of telling them what the assignment is asking. Ask the learners on what should be included in their answers. Give your input by guiding them to the assignment rubric. Do not take longer than 15 minutes to discuss the assignment question.

UNDERSTANDING HOW LEARNERS LEARN
Learning occurs through hearing, seeing and doing. Learners learn most effectively by hearing a lecture or discussion, by seeing a demonstration or visual display, and by doing discussion or hands on with the material. They tend to retain more information if they are actively engaged in their learning. a) Learning Approach Learners do not learn the same way. There are a variety ways of how learners approach to their learning. Some of the common approaches to learning are: Learning Approach Learners tend to… Deep approach question actively Relating ideas relate information to other course content or life experience Use of evidence and logic analyse the information to reach conclusion Surface approach memorise and focus on only bare essentials Fear of failure feel anxiety about their academic outcomes Achieving or strategic Identify the assessment criteria and estimate the learning effort required to achieve a particular grade

What makes a learner adopt a certain approach to learning? It depends on the learning environment, the teaching method, the nature of the subject, the amount of the content in the course, the type of assessment, the course workload, academic achievement and also the enthusiasm of the teacher. Therefore, you can influence the learner’s approach to learning to varying degrees. For example, you can encourage deep learning approach by sharing your own enthusiasm for the course, emphasising its relevance to the programme of study and career goals. One way of doing it is by designing interesting activities that help learners to make connections between the course and the ‘real world’.

b) Meaningful Learning Activities You need to create meaningful learning as oppose to rote learning. In meaningful learning, your learners are able to understand the learning materials and relate it to other parts of the content and utilise in new situations. Rote learning occurs when the learner memorise the content without full understanding and does not know how to relate the learning material to other parts of content/prior knowledge. How to create meaningful learning environment? Your teaching activities should encourage: Learners to play an active role in processing and conveying the information rather than passive recipients of information Learners to be engaged in learning by doing the exercises or discussions Learners to be engaged in problem-solving tasks and activities Learners to be engaged in critical reflection during and after their activities Learning within the context of real-world problems Scaffoldings of thinking for deep learning

EXPECTATIONS & QUALITY IN ONLINE DELIVERY
E-TUTOR GUIDE Click on any of the titles on the opposite page OUM MODEL OF ONLINE LEARNING E-TUTOR ROLES EXPECTATIONS & QUALITY IN ONLINE DELIVERY E-TUTOR KIT HELPFUL GUIDES

OUM MODEL OF ONLINE LEARNING
In 2010 OUM changed its model of online learning. In the old model the online forums were extensions of the F2F tutorials. F2F Tutors would provide support online to their own tutorial groups. Each tutor will have up 30 learners in their groups. In the current model, the F2F Tutor is no longer required to do so. One e-Tutor is appointed (from the pool of F2F tutors) to provide support to all the learners registered for a particular course. Learners will be from all over the country.

E-FORUM 1 COURSE 1 ETUTOR 100 UG/100PG
Each course offered in blended mode may have several face-to-face tutors but will have only one e-tutor who will provide support to all learners throughout the country who are registered for the course. e-Tutor

E-TUTOR ROLES & RESPONSIBILITIES
As an online facilitator you need to be aware of your roles and responsibilities. Your roles change from that of an information provider to someone who guides, coaches, leads, assists, and motivates learners. Learner -centered Teacher -centered THE SHIFT Online Education Traditional Education Coach & Leader Guide Information Provider & Teacher

E-TUTOR ROLES & RESPONSIBILITIES
Your roles can be grouped into four categories: Pedagogical: Guiding student learning with a focus on concepts, principles, and skills. Social: Creating a welcoming online community in which learning is promoted. Managerial: Handling organizational, procedural, and administrative tasks. Technical: Assisting participants to become comfortable with the technologies used to deliver the course.

E-TUTOR ROLES Assisting participants to become comfortable with the technologies used to deliver the course. Creating a welcoming online community in which learning is promoted Handling organizational, procedural, and administrative tasks Guiding student learning with a focus on concepts, principles, and skills PEDAGOGICAL MANAGERIAL TECHNICAL SOCIAL

SAMPLE CHECKLIST During 1st Week: MANAGERIAL
Contact missing students to encourage participation (via /phone call) Provide support info Minimize delays to latecomers to gain access to course materials SOCIAL Provide personel & welcoming introduction to develop a personal presence Design a forum for introductions and sharing experiences. Respond to each introduction posted. Encourage students to share pictures or avatars of themselves Model discussion behavior and tone Uses a conversational tone that is inviting, personel, friendly, and encouraging. Use humor but sparingly and carefully Use emoticons to relay expressions Add a social forum for non-class related topics

SAMPLE CHECKLIST (2) PEDAGOGICAL
During 1st Week: PEDAGOGICAL Create an ice breaker activity related to a course concept Communicate with students daily to establish and maintain a positive and good rapport Determine areas in which students need to improve Challenge students through questioning . Ask questions that apply to the readings Communicate high expectations TECHNICAL Provide tutorial links/instructions on using the technology to help students become comfortable with the technology Assist students with login problems or access difficulties

E-TUTOR RESPONSIBILITIES
SUBJECT MATTER EXPERT COACH ASSESSOR PRESENTING CONTRIBUTING DEMONSTRATING REFERRING LISTENING QUESTIONING MOTIVATING ENCOURAGING PROVIDING CONSTRUCTIVE FEEDBACK CONTROLLING MONITORING JUDGING QUESTIONING

OUM EXPECTATIONS Log in at least 4 times a week
Take note of OUM’s expectations of all e-Tutors. Log in at least 4 times a week Post at least 8 times a week Respond to questions from learners within 48 hours IMPORTANT!

OUM EXPECTATIONS (cont.)
In addition, you are expected to do the following: Post intro in forum Check forum for postings regularly Be visible Ask learners if they need help Create discussion threads Solicit responses from learners Manage your forum well Visit & participate in e-Tutor Community area Inform ITLA and learners of prolonged absence

WHAT LEARNERS WANT VISIBILITY QUALITY FEEDBACK TIMELINESS
Based on learners’ evaluation and feedback, it is clear that the learners want e-tutors to be visible in the forum, quick and timely response to their questions, and also quality feedback from the e-tutors. QUALITY FEEDBACK TIMELINESS

QUALITY Monitoring and evaluation of e-Tutors are done each semester in order to maintain the quality of online delivery at OUM. There are three types of evaluation done (all online): Evaluations of e-Tutors by Learners Evaluation of e-Tutors by Head of e-Learning & e-Tutor Mentors Quality rating of e-Tutors’ forums (for Payment Claims) It is important that all e-Tutors observe OUM’s expectations of e-Tutors.[You may refer to the Evaluation Rubric as a guide to areas related to forum management. Visit the e-Tutor Community Area to download a copy of the rubric]

e-TUTOR KIT All of these documents have been uploaded in the e-Tutor’s Community Area for viewing and downloading. Payment Guide e-Tutor Checklist Online Facilitator Activity Record Quality Rating and Evaluation Rubric E-Tutor Self-Review Form

e-TUTOR KIT This will serve as a list of things to do pre-semester start, during 1st week, & throughout the semester E-Tutor Checklist Use this form to keep track of your weekly activities as an online facilitator Online Facilitator Activity Record Form Use this form to reflect and do a self-review of your performance as an e-Tutor for the current semester E-Tutor Self-Review Form Refer to these for payment guides and evaluation rubric used for quality rating Quality Rating and Payment Guide Use this form to reflect and do a self-review of your performance as an e-Tutor for the current semester E-Tutor Self-Review Form All of these documents have been uploaded in the e-Tutor’s Community Area for viewing and downloading.

Working in the Virtual Environment Building A Learning Community
HELPFUL GUIDES Working in the Virtual Environment Building A Learning Community Forum Netiquette Do’s and Don’ts Challenges Managing Forums Providing Feedback Support for e-Tutors

WORKING IN THE VIRTUAL ENVIRONMENT
Working online can be more demanding than working in a traditional classroom environment. You need to understand that you will have to work with technology; and with learners who are not in front of you. The beauty of online however is that you have time to formulate your responses, to make sure that you are giving the best response that is meaningful and helpful to the learners so that they understand what you are trying to explain. And you can be in your virtual classroom anytime of the day. Over time you will be able to build your skills in online facilitation. Requires emphasis on writing skills Teaching not confined to specific times Greater emphasis on peer learning Promotes multiple conversations Requires creativity for encouraging participation Requires assessment of online contributions Everything written down becomes permanent record

MANAGING FORUMS e-Tutor creates additional discussion folders and keeps the forum well-organized e-Tutor creates a climate of trust and openness in the virtual classroom e-Tutor guides the discussions – (facilitates and does not dominate) e-Tutor is efficient in responding to learners’ questions e-Tutor highly encourages questions from learners e-Tutor posts questions and redirect questions that are engaging to encourage participation from learners e-Tutor addresses the individual needs and abilities of learners e-Tutor consistently provides substantive and meaningful feedback to learners e-Tutor is able to promote critical thinking through discussion e-Tutor consistently models discussion response tone and maintains a professional attitude. Uses a conversational tone that is personal, friendly, encouraging, positive and non-threatening. e-Tutor is able to handle issues and situations that crop up within the forum

COMPETENCIES COMMON TO F2F & ONLINE
Provides clear objectives, expectations and policies Creates a non-threatening learning environment Helps learners assess their learning and achieve personal learning goals Provides grading rubrics/specific grading criteria Communicates high expectations and encourages discussions Provides activities for online discussion/debates Uses technology effectively for course delivery Provides feedback to learners Taylor & McQuiggan (2008)

LEARNER CENTERED COMPETENCIES
Communicating with the learners Presenting information to the learners Facilitating learners in the learning process Questioning learners to direct learning processes Clarifying learning processes and outcomes Providing feedback about performance Promoting skills, knowledge transfer and retention Motivating and engaging learners.

SUGGESTED STRATEGIES & TECHNIQUES
Organise forum discussion board Build relationships with learners (establish good rapport & trust) Role model the behavior you wish in your learners Set a positive tone from Day 1 Communicate expectations Lay down in-house rules early Participate regularly & be visible Be self-aware Think before you post Be explicit in your communication Never automatically assume understanding Encourage participation

FORUM NETTIQUETTE BE RESPECTFUL USE FORMAL LANGUAGE RESPECT PRIVACY NO
SHOUTING BE COURTEOUS BE POLITE

PROVIDING FEEDBACK ONLINE
Providing feedback in general: responses, critiques, corrections, short comments Online feedback includes all of the above as well as other types of feedback: Peer feedback Feedback to groups Interaction in discussion Online participation

TYPES OF FEEDBACK Feedback Information Acknowledgement
In general, types of feedback can be grouped into either Information or Acknowledgement. Feedback Information Acknowledgement

PROVIDING FEEDBACK “Feedback is responses, point of views given to students in e-forum”. You can refer to various resources in your attempt to provide feedback: Module – Go to MyVLE ( Click “Course Code”. Eg. BBSH4103 Resources – Go to MyVLE ( Click “Resources” and you can access to i-Lecture, i-Radio, e-Schedule etc. Assignment – Go to MyVLE ( Click “Assignment”. Clicks “Rubrics”. Forum – Go to MyVLE ( Click “e-Forum”. Final Exam (Past Year Questions) – Go to MyVLE ( Click “Library” and “Course Code”. Eg. BBSH4103. References (APA format) – Go to Others – Articles and journals. Go to the “Library”. Click “Database” Search for the articles in the various journals.

PROVIDING FEEDBACK STANDARD PROCEDURE FOR PROVIDING FEEDBACK
Feedback/response must be given within 48 hours or less. Use non-threatening and friendly tone. Feedback given must be substantive (meaningful), helpful and clear. Additional examples and illustrations must be given. If you will be away for several days or more (i.e. traveling, attending meetings etc.) and you may have difficulty with access to myVLE, you MUST announce and inform the learners of your planned absence early (1 day or 2 days ahead) RECOMMENDED FORMAT Feedback MUST consist of FIVE (5) elements: Salutation. Acknowledgement/praise. Content. Anticipation/resource. Encouragement/Motivation/Closure. Eg: Dear Hana (Salutation). Thank you for that great question (Acknowledgement/praise). The answer to that is…(Content). You might also, want to take a look at this link (Anticipation/resource). Hope this is helpful. Looking forward to your next post (Encouragement/Motivation/Closure).

GOOD AND BAD FEEDBACK Sample of GOOD Feedback
(Conversation between student and e- tutor in e-forum) Student : I have done a draft for this assignment. Can Sir check for me? Can I to Sir? And Sir, where can I get your address? Tutor : Dear…..Thanks for your question. Actually, I do not review any draft assignments from any students. For the simple reason that there will be a conflict of interest with the F2F/e-Grader/e-Tutor. Please follow the rubrics that is given and you can’t go wrong. We can however discuss areas that you are having trouble with. Student : It’s okay Sir. Thank you. Tutor : Thank you for your understanding. You can highlight to me which part of the assignment you need help with, either by posting here or via . See you in your next post. * REASONS WHY THIS IS A SAMPLE OF GOOD FEEDBACK Uses a friendly tone, simple, clear, meaningful. Includes all the five (5) elements (salutation, acknowledgement, content, anticipation and encouragement).

GOOD AND BAD FEEDBACK Sample of BAD Feedback/Response
(Conversation between student and tutor in e-forum) Student : I have done a draft for this assignment. Can Sir check for me? Can I to Sir? And Sir, where can I get your address? Tutor : Refer and follow exactly the rubrics. * REASONS WHY THIS IS A SAMPLE OF BAD FEEDBACK/RESPONSE Do not use the friendly tone i.e “Refer and follow exactly the rubrics” which it seems like more on the giving instruction. This is also bad sample because not included all the five (5) elements (salutation, acknowledgement, content, anticipation and encouragement).

SAMPLE POSTINGS Above are samples of two responses from e-Tutors.
Hello ____, welcome to the class. I always encourage questions, even the simplest ones. So do ask away. And I strongly suggest you post questions in class, either in the Questions for Professor area, or in the Problems and Solutions area. This way others can also help out if they happen to know the answer to your question. As much as I want to, I cannot possibly be in here 24 hours. So there will be delayed responses. But I will try to respond as soon as I see the question. And if I have overlooked it you need to alert me somehow. I look forward to working with you this session. Regards Hello _______ I am glad to hear that you have faired well with math in the past. I am sure you will do well this session as well. And perhaps I can count on you to step in to help out others as well whenever you can. By helping others it reinforces what we already know :-)). And I strongly encourage everyone to provide support and help to one another. I look forward to your work and participation. I hope you will have a positive online experience. Good luck with the class. Regards Above are samples of two responses from e-Tutors. Can you see why they are good posts?

CHALLENGES TIME MANAGEMENT STUDENT RESPONSIBILITY TECHNOLOGIES
E-Tutor TIME MANAGEMENT STUDENT RESPONSIBILITY TECHNOLOGIES COMMUNICATION PSYCHOLOGICAL STATE

STUDENT RESPONSIBILITIES & MOTIVATION
CHALLENGES STUDENT RESPONSIBILITIES & MOTIVATION Creating the right online environment where learners want to learn and taking responsibilities is the primary responsibility of the e-tutor. To promote student motivation the primary role falls to the e-tutors to anticipate and prevent motivational challenges unique to e-learning. Online learning does not have to be isolated to merely communication and web based only classroom interactions. Learners often have anxiety about learning online and need to feel connected, reassured, and feel safe to contribute in their new learning environments. What can E-tutors do? Offer appropriate guidance and advice Get them motivated Think positive TECHNOLOGIES Learners and e-tutors alike might have, or do not have, and know how to use the internet and information technologies that are currently transforming education. What can E-tutors do? Provide a learning environment that encourages collaboration Collaborate, share, and create opportunities to increase usage of technologies Enhance learners’ e-learning experience Support self-directed and ongoing learning

CHALLENGES TIME MANAGEMENT
Many OUM learners are working adults. Juggling between working and course workload, many find it difficult to cope with completing assignments on time. They need to balance between family and work commitment. This requires effective time management. What can e-tutors do? Reassure the learners that the course workload can be made more manageable Work out strategies with the learner Encourage them to divide their task or assignment into manageable chunks COMMUNICATIONS The impersonal nature of the online communications and managing the interactions with learners is another interfering issue with e-tutors. They might need an adaptation period for these perceived challenges. On the other hand, due to the asynchronous nature of interaction in the virtual environment, learners seeking guidance and assistance might expect their e-tutors to be around to give immediate feedback. What can e-tutors do? Build up comfortable relationships with the learners early in the semester State clear expectations both for themselves and the learners Give timely and constructive feedback Be visible within 48 hours as required by OUM

CHALLENGES PSYCHOLOGICAL STATE
Online learning could be a stressful encounter, both to the e-tutors and learners. This new learning experience may elicit enthusiasm in the beginning, but anxiety may creep in as the workload and interaction get complicated. These feelings may lead to stressful situations. What can e-tutors do? Get organised Love yourself and your learners by giving yourself and learners positive feedback Exercise control over your environment by controlling who and what is surrounding you Take a break when necessary Take exercise or leisure activities with friends or family members. It is up to the e-tutors to ensure that they not only motivate, engage and retain our learners, but also ensure that the learning experience is positive and the learning environment is safe for all learners and conducive for learning. The following skills are equally important, such as: The ability to progress conversation from a surface level to a deeper and more meaning level The ability to keep tabs on individual learners and recognise when a learner is at risk of becoming disengaged The ability to encourage learners to take responsibility for themselves, and supporting them Administrative and technical support skills associated with virtual learning environment The ability to know when to step in, and when to step back from discussions and learner interaction The ability to articulate how to reason, solve problems and assist learners to become reflective thinkers The desire to continually improve practice and new content, new technologies, and new ways of engaging learners, and these could be very time consuming.

BUILDING A LEARNING COMMUNITY: APPLYING COMMUNITY OF INQUIRY MODEL (COI)
EDUCATIONAL EXPERIENCE Supporting Discourse COGNITIVE PRESENCE SOCIAL PRESENCE Setting Climate Selecting Content TEACHING PRESENCE Structure/Process Garrison & Anderson 2003

BUILDING A LEARNING COMMUNITY
INCREASING COGNITIVE PRESENCE It is important for e-tutors to create a learning environment which is healthy, non-threatening, and fosters engagement. One can build a learning community by increasing the cognitive, social, and teaching presence in the virtual classroom. Clearly state requirements for learners to participate in discussions Create quality topics for discussion Topics that are engaging Topics that lend themselves to discussion Guide the discussions Facilitate, do not dominate Question learners Challenge learners

BUILDING A LEARNING COMMUNITY
INCREASING SOCIAL PRESENCE INCREASING TEACHING PRESENCE Develop a sense of community Be specific of your expectations from learners Create a discussion thread for introductions Encourage learners to post short introductions of themselves Respond to all learners & get to know your learners Post your own intro/bio for learners to get to know you Create a discussion thread for non-subject related discussions Create a discussion thread for help/Q&A You are the FACILITATOR Inform learners the requirements for participation Guide discussions Encourage learners to participate Respond to learners’ request for help Provide feedback and comments to learners Be visible

DO’S & DON’TS DO’S Familiarize yourself with the MYVLE features so that you are able to help students. State the ground rules early so that learners know what is expected of them. Read all the unit materials in the module and be familiar with the course assessment tasks and the assignment rubric. Download previous semesters’ examination papers and be familiar with the format, especially the breakdown of mark allocation. Regularly check for the commencement of forum after appointment as e-tutors. Alert students by sending /SMS upon commencement of the forum. Get to know your students from the student’s name list. Check if the assignment question has been uploaded and is in order. Otherwise, notify the relevant department. Be the first person to post introductory message in the ‘Introductions’ folder, to include information such as brief background, course code and contact details. Request learners to do the same. Try to give a lead to learners to start posting a message, like subjects you teach, school you teach. Create new folders for other areas of discussions, e.g. questions, social matters of interest, etc. Respond promptly (within 48 hours) to all the messages from the learners. Try to be consistent in your login time. Post messages in the appropriate folders to easy reference. Be friendly and positive, and whenever appropriate, use humour. Address the learners by their names to establish a more friendly rapport. Post questions to assist learners to study the topics in the module. Remind learners of assignment’s deadline. Inform learners when you are away so that they are aware of non-visibility. Learners should be reminded of the language in the forum. They should be discouraged from using SMS language.

DO’S & DON’TS DON’TS Do not ignore student’s request for help by saying you do not know. Rather, refer the student to relevant person or provide a contact number to get help. Follow-up on the matter. Avoid posting irrelevant messages in the forum. Avoid using sarcastic language. Don’t shout (using all caps) in your postings. Use appropriate fonts. Don’t criticize the learners online. Avoid posting lengthy notes/materials. Lengthy notes should be in attached files. Avoid checking learners’ assignments. Rather guide them to complete their assignment. Don’t criticize F2F tutors or OUM. Avoid using SMS language in the postings. Avoid multiple postings of the same message. Don’t post many messages on few selected dates only. Rather postings should be spaced out throughout the semester. Don’t dominate forum discussion. Encourage learners to share their views on the subject. Don’t copy materials from your fellow e-tutors and post in your forum without giving credit to the author.

SUPPORT FOR E-TUTORS Support is provided to e-Tutors through the following: e-Tutor Community Area Visit the e-Tutor Community Area often to view and participate in the forum. The e-Tutor Community allows for networking and sharing of knowledge and experiences between senior and new e-Tutors, as well as with e-Tutor mentors, and the Head of e-Learning Unit. e-Mentoring Program The e-Mentoring Program assigns e-tutors to e-tutor Mentors, who are available to assist and guide e-tutors in forum management. There are 18 e-tutor mentors who have been appointed to assist in monitoring of e-tutors (external staff) and evaluation of forums. ITLA e-Learning Unit Staff The e-Learning Unit Staff is always available to assist with administrative matters as well as issues and concerns related to the use of myVLE. Feel free to contact myVLE Helpdesk if you have issues or problems with access to myVLE or functions in myVLE.

ACCESSING THE E-TUTORS COMMUNITY AREA
As an e-Tutor at OUM, you are automatically joined to the e-Tutors Community. To access the community area: Login to myVLE Click on the Online Community Icon (as shown in Fig. 1 below) Fig 1 Home Screen

ACCESSING THE E-TUTORS COMMUNITY AREA (Cont.)
You will see the eTutor Community listed as ‘OUM eTUTORS’ (as shown in Fig 2 below) Click on ‘eTUTORS’ under CODE column Fig 2. OUM ETUTORS shows under ‘NAME’ column

ACCESSING THE E-TUTORS COMMUNITY AREA (Cont.)
You will see the purple icons for the community (as in Fig 3 below). Click on the COMMUNITY FORUM icon to enter the forum. Fig 3. Community Icons If you experience any problems with the community icons/functions, please contact helpdesk at

TSAA DIGITAL LIBRARY You may access the library at any time. The library can be accessed via the Digital Library icon in myVLE.

All the best

OUM TUTOR HANDBOOK V2 2015

OUM TUTOR HANDBOOK V 2 2015.

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