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SCENARIOS

SCENARIOS. ATP Winter On-line Workshop Compiled by Jim Valkenburg. Agenda. This module offers a number of online scenarios relevant to the materials presented in the workshop. I hope you will find them useful. When you are finished, please share one of your scenarios on the discussion board.

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SCENARIOS

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  1. SCENARIOS ATP Winter On-line Workshop Compiled by Jim Valkenburg

  2. Agenda This module offers a number of online scenarios relevant to the materials presented in the workshop. I hope you will find them useful. When you are finished, please share one of your scenarios on the discussion board.

  3. Scenario 1: Getting Started Your tutorial program is based on face to face sessions that are scheduled for thirty minutes to an hour for reach session. Although your institution offers a number of Internet delivered courses, you have not had much demand for online tutoring. However, you wish to stay “ahead of the curve.” What steps might you consider taking to develop an online tutoring program?

  4. Scenario 2: Small Groups? A number of faculty and students have requested that you have facilitators for small group online study sessions. Your online tutorial services is just getting off the ground, and you aren’t certain about how to get the small group service off the ground. You want to accommodate these users.

  5. Scenario 3: You do it! You are an English tutor. A student submits a paper and tells you that s/he has worked on it for hours but is not sure that the introduction is correct. S/he then asks if you would please correct the introduction she has done and send it back to her. How would you tell the student that you cannot do what s/he requests?

  6. Scenario 4: Is this right? You are a math tutor and the student tells you s/he has followed all of the steps that the instructor has recommended. S/he then asks you if this is the correct answer. What would you say?

  7. Scenario 5: A “Rough” Rough Draft • You are an online English tutor who opens a paper that you find childish, poorly thought out, and horrendously written. How do you respond to this student?

  8. Scenario 6: • You are a math tutor looking at a question a student has submitted. It is evident that the student hasn’t a clue what processes are involved in solving the problem and probably shouldn’t be in the class he is in. What do you say to him?

  9. An online tutor seems to be logging in for more hours than can be accounted for on his or her contact sheets. What steps do you have to take to ensure that program policies are being followed? Scenario 7: The Case of the Extra Hours

  10. You get a call from an instructor who tells you that one of his students complained that the answers/information/techniques the tutor offered were incorrect and that the tutor was of no help whatsoever. How do you respond? Scenario 8: But S/he Didn’t Help Me

  11. One of the major aspects of delivering good tutorial services is training. How can online tutors be trained to ensure that they meet the rigors of academic integrity expected of them? Scenario 9: Training, Training, Training

  12. Scenario 10: Supervising Evaluating tutors in the F2F environment is relatively easy—just observe the tutor in action and listen to the dialog that is established with a student. How might one evaluate online tutors?

  13. Funding tutoring programs often depends on accurate records that show usage in terms of students, visits and contact. How can this information be gathered for online tutoring? Scenario 11: Keeping Good Records

  14. Please go to the Discussion Board and respond to the prompt for this module. Thank you for your participation in this module and this workshop. Discussion Board

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