Wednesday, April 4, 2012

End-of-course Questions

These are Elvina's answers to our questions.

"These are some of the questions shared so far. They would make a famtastic FAQ section! ;)

What am I going to do with the experience I 've gained from doing this course? Where and when can I get an opportunity to practise moderating a course?
I agree with Anna. In the meantime, being online and becoming familiar with different web 2.0 tools may help a lot. Setting up a blog or a wiki for class purposes will keep you involved with interacting online with your students and will give you the chance to tune in, connect, share, weave, summarize. All key elements in e-moderation!

What do you think CPs ( those who are assessed as Successful) should do to get an opportunity to do a moderating job ?
It is very useful that you start from the fact that only participants who successfully complete the course, are asked to e-moderate TeachingEnglish courses. Then, you just have to be patient. Successful participants´ names are entered in a database and then, when courses are programmed for each country/region, names are chosen from that database. And this is linked to Anna´s query, during first courses, new moderators are assigned with a  mentor, whose job is basically to support them.

What can I do to motivate the CPs, especially till the end of the course?
I would ask back. What would keep you motivated till the end of an online course? My answers would be: engaging tasks and good communication throughout the course. What would be your answer?
I quite doubt the quality of online learning. Not all the CPs are really interested in online learning for some reasons, which may affect the motivation. What do you think about the quality of online learning? 
That is very valid. If we consider that people have different learning styles, for some online learning might not be a first choice to keep motivation high. I strongly believe that online learning can have high quality, provided there is enough interest, engagement and commitment to the course, shown by all the parties involved. Would love to hear the group´s opinions on this.
'How can I adapt and apply what I have learned in reality?' In case a blended approach (between online and face-to-face learning) is used, how can I act out the roles of a moderator?
Good question! Localising online learning/moderating is a must. We need to consider how the standarised course matches the reality that we are dealing with. B-learning will just give you the chance to combine the beauties of F2F learning and the e-moderator roles. Keep in mind, though, the need to keep open all the communication channels, so that you can detect where/what you need to adapt.
How can moderators manage time to perform their roles efficiently? (In my country situation, it could be usually the case that most of recruited moderators would be those with other offline professional duties)
Most moderators have other offline professional duties. This course should have made you aware of the need of having good time management skills. I guess the wiki in this unit will help the group share some tips for this. Mine would be: “Find your magical time… and make it happen at least 5 days a week, if not the 7!”
Is it necessary for the local BC to recruit a mentor who can understand the working context of moderators in that country in order to sort out their problems efficiently?
Usually, mentors are assigned by the central office. Bear in mind that the mentor is not a co-moderator, so it´s not a “full-time” commitment with the course you´ll be moderating. Mentors can only spend 1 hour per week in supporting you, so you´ll need to have a clear idea of your doubts/weakness, so that you can use this time efficiently. This reminds me of a quality that Dave mentioned in a forum in Unit 5: “self-awareness”."

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