Advances in E-learning-Experiences and Methodologies

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E-Mentoring Table 15. Technology strategy. Best practice on e-mentoring DESIGN (a literature review) RECOMMENDATIONS AUTHOR(S) • Carry out a through IT audit of all involved Ross, 2004 • Choose a communication system: a. appropriate to goals of the program b. relevant to participants’ context c. safe and reliable d. affordable • Policies regarding privacy and security of program participants’ data and communication • • Method for archiving e-mails to meet safety and evaluation needs MENTOR, 2001 Table 16. Promotion and marketing policy. Best practice on e-mentoring DESIGN (a literature review) RECOMMENDATIONS AUTHOR(S) • Year-round marketing and public relations MENTOR, 2001 • Prepare and distribute an information pack for teachers Ross, 2004 Table 17. Safety measures. Best practice on e-mentoring DESIGN (a literature review) RECOMMENDATIONS • Establishment of a code of online conduct guided by common sense, basic netiquette, and mutual respect • Adherence to rules and laws that apply in face-to-face mentoring, as well as those unique to online mentoring, for example, confidentiality of program participants’ personal information • Comprehensive background checks and screening of mentors • Process for raising and addressing concerns • Exit clause AUTHOR(S) MENTOR, 2001
E-Mentoring Table 18. Recruitment plan. Best practice in e-mentoring program IMPLEMENTATION (a literature review) RECOMMENDATIONS • Strategies that reflect accurate expectations and benefits • Targeted outreach based on mentees’ needs and interests • Volunteer opportunities beyond mentoring • Basis in your program’s statement of purpose and long-range plan • Recruit early, before participants are caught up in their daily activities • Design different “call for participants” and application forms for mentors and mentees • As well as electronic communication, use alternative recruitment mediums like newsletters, heads of department, student/staff representatives, and so forth. • Manage expectations carefully before training: program goals, eligibility criteria, frequency of expected contact, and so forth. AUTHOR(S) MENTOR, 2001 Single & Muller, 2005 Table 19. Eligibility screening. Best practice in e-mentoring program IMPLEMENTATION (a literature review) RECOMMENDATIONS • Reference checks for mentors, especially if working with underage mentees • Suitability criteria that satisfy the program statement of purpose and needs of the target population (could include personality profile, skills identification, gender, age, geography, language, race, career interests, level of education, previous volunteer experience, and so forth) AUTHOR(S) MENTOR, 2001 Table 20. Induction and orientation. Best practice in e-mentoring program IMPLEMENTATION (a literature review) RECOMMENDATIONS • Successful completion of training and orientation • Separate orientation for mentors and mentees Include: a. Reinforce expectations: jobs/roles descriptions, restrictions (accountability) b. Description of technology used and access needed c. Level of commitment expected (time, energy, flexibility, frequency) d. Benefits and rewards of participation e. Summary of program policies, including those governing privacy, reporting, communications, and evaluation f. Safety and security, especially around use of the Internet g. Cultural/heritage sensitivity and appreciation training h. Do’s and Don’ts of managing the relationships i. Crisis management/problem-solving resources j. Support materials and ongoing sessions as necessary k. Suggestions on how to get started • Decide on a method for delivery: face-to-face, online, or blended. If choosing online, options are: - Moderated discussion groups - Web-based threaded discussion lists - Web-based training tutorial based on case studies, sample responses, simulation, and so forth. AUTHOR(S) MENTOR, 2001 Single & Muller (2005)
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Advances in E-Learning: Experiences
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Table of Contents Preface .........
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Chapter XIV Open Source LMS Customi
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Chapter III Philosophical and Epist
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of constructive and cooperative met
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Chapter XIV Open Source LMS Customi
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contents, learning contexts, proces
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xv these organizations do not get a
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xvii QuALIty In e-LeArnIng Before t
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allow that the teachers in training
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xxi ISO. (1986). Quality-Vocabulary
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Chapter I RAPAD: A Reflective and P
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RAPAD in fields such as law, engine
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RAPAD mystery to the new student. B
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RAPAD example, whereas Laurillard h
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RAPAD Ontologically, systems philos
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RAPAD information related processes
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RAPAD methods and techniques accord
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RAPAD 2. An introduction to learnin
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RAPAD then asked to reflect on and
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RAPAD Figure 4. A rich picture to h
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E-Learning Value and Student Experi
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Integrating Technology and Research
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Chapter IX AI Techniques for Monito
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AI Techniques for Monitoring Studen
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Chapter X Knowledge Discovery from
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Knowledge Discovery from E-Learning
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Chapter XI Swarm-Based Techniques i
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Swarm-Based Techniques in E-Learnin
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Chapter XII E-Learning 2.0: The Lea
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E-Learning 2.0 Table 1. Different s
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E-Learning 2.0 Figure 1. Difference
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E-Learning 2.0 where the blog is al
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E-Learning 2.0 process. Along this
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E-Learning 2.0 forth, and, of cours
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E-Learning 2.0 Finally, it is impor
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E-Learning 2.0 never be a hotchpotc
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E-Learning 2.0 McPherson, K. (2006)
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E-Learning 2.0 Rosen, A. (2006). Te
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Telematic Environments and Competit
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Open Source LMS Customization Intro
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Open Source LMS Customization or ev
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Open Source LMS Customization compa
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Open Source LMS Customization Figur
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Open Source LMS Customization Haina
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Evaluation and Effective Learning p
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Evaluation and Effective Learning r
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Evaluation and Effective Learning t
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Evaluation and Effective Learning p
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Evaluation and Effective Learning m
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Evaluation and Effective Learning c
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Evaluation and Effective Learning H
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Chapter XVI Formative Online Assess
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Formative Online Assessment in E-Le
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0 Chapter XVII Designing an Online
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Designing an Online Assessment in E
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Quality Assessment of E-Facilitator
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Chapter XIX E-QUAL: A Proposal to M
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E-QUAL is proposed to evaluate the
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E-QUAL provide competent, service-o
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E-QUAL 2004; Scalan, 2003) and qual
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E-QUAL benchmarks address technolog
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E-QUAL E-learning added two differe
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E-QUAL Table 6. Application of the
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E-QUAL Future trends The future of
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E-QUAL (EQO) co-located to the 4 th
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E-QUAL SMEs: An analysis of e-learn
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E-QUAL Meyer, K. A. (2002). Quality
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Compilation of References Argyris,
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Compilation of References Biggs, J.
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Compilation of References Cabero, J
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Compilation of References Comezaña
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Compilation of References Downes, S
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Compilation of References Fandos, M
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Compilation of References national
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Compilation of References Hudson, B
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Compilation of References Harbour.
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Compilation of References Little, J
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Compilation of References Metros, S
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Compilation of References ONeill, K
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Compilation of References Preece, J
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Compilation of References Sadler, D
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Compilation of References Shin, N.,
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Compilation of References tional Co
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Compilation of References Vermetten
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Compilation of References Yu, F. Y.
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About the Contributors Juan Pablo d
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About the Contributors part: “An
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About the Contributors María D. R-
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About the Contributors Applications
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Index e-learning tools, automated p
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Socrates 55 Sophists 55 student-foc
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