Untitled Document

eLearning Mentors -------East Gippsland Institute of TAFE
Introduction \| eMentors \| The Challenge		Towards a Solution \| Outcomes \| The Future


Introduction The Project \| Time scale \| The Conditions \| Mentor selection \| Duty Statement \| Publicising the new role The Project At East Gippsland Institute of TAFE (EGTAFE), much of the groundwork has been done towards the initial skilling of staff with respect to accessing and using eLearning. This has been accomplished through the eLearning initiatives that sprang from: The Institute's ongoing commitment – through its Strategic Plans to individual learner management and flexible learning. The OTTE ICT literacy program The 2002 Flexible Learning Leader research undertaken by Peter Heilbuth, eLearning Manager, which developed, and subsequently led to the implementation of, a centralised eLearning team at EGTAFE . The 'Edtrek' group at EGTAFE, which has facilitated Institute staff (who were attempting to implement online learning) to: • attend a wide range of professional development, including TAFE Frontiers (and other) seminars • provided online learning opportunities • access a wide range of resources, information and research While all of these initiatives have been successful in promoting and encouraging eLearning among Institute staff, the need for cost and time efficient, ongoing mentoring has become evident. In 2004, as a result, the Institute is piloting an eLearning Mentor (eMentor) program. This program is intended to support staff – in teaching and administrative teams– through a network of eLearning Mentors (eMentors). This Community of Practice will assist and encourage their own team’s members with basic and more advanced ICT and eLearning support. Top Time scale The project commenced on 1st May 2004 and will run until end December 2004. Consequently, this is very much an in-progress report. Top The Conditions Teams were provided with the following conditions: • Seven eMentor places are available in this pilot program in 2004 for the following teams: Outreach Library Hospitality Business and IT Forestech Social Sciences Industrial and Primary Skills. • An amount of funding is available per team. This remuneration can be used as an over-award payment to the individual, OR as an amount to backfill the eMentor within his/her team. • The position period will run from 1 May 2004 until end December, 2004 • Any individual can apply for these positions from any Institute team – teaching or administrative/service team – through their team leader • Only one applicant per team will be approved Top Mentor Selection eMentors were chosen with the following guidelines. technically proficient in basic ICT software: Windows XP, Web use and research, Outlook, MS Word, MS Power Point, MS Excel and MS Access proficient in, or willing to learn, the basics of the Web CT (TAFE VC) online learning platform; particularly in adding course content, adding and managing quizzes, adding students and trouble shooting familiar with the Institute’s strategic and operational directions with respect to flexible learning familiar with the basic challenges and opportunities that eLearning provides our Institute highly skilled in delivering and supporting training to peers, for example, currently competent at the Certificate IV in Assessment and Workplace Training currently competent in the short course “ICT skills for teachers”. Re Point 6: in order not to disadvantage new teaching staff or Administrative staff, this requirement was flexible. Point 5 was also treated in the same manner in order to encourage Administrate staff. Top Duty Statement To assist eMentors better understand their role, a duty statement was provided. model and share best practice eLearning methods motivate and inform teachers about elearning opportunities and events be an active participant in a range of eLearning forums within East Gippsland TAFE, Victoria and Nationally (e.g. Virtual Learning Community) contribute to the problem solving and information sharing activities of the eLearning mentoring team work cooperatively in a team environment with such key people as: - eLearning Facilitators - eLearning Committee facilitate eLearning professional development activities act as a resource of information and insight on strategic planning for eLearning assist in personal goal-setting and planning for eLearning facilitators give feedback on observed performance of eLearning facilitators coach for effective behaviours and functioning of teachers in the organisation report on a regular basis to the eLearning committee. Top Publicising the new role All Institute staff were emailed regarding the introduction of eMentors by the eLearning team. A short time later, eMentors then emailed their own teams to introduce their new role on a more personal basis. The ementor email included a simplified job description, to encourage staff to actively seek out their support when appropriate. The ementors will also provide a presentation at the Institute's Annual Staff Development Conference (23rd August 2004) where all Institute staff will be in attendance. The presentation, in a workshop-style "show and tell" format, will cover: • The model used • Successes and disappointment • The outcomes for the end users of the service provided - ie the teachers and administrative staff who have benefited from the program • The future integration (if appropriate) of this model into the Institute's ICT Support Team structures (including the eLearning team). During the workshop, we will be actively seeking participant feedback to identify any gaps in the project/product . This feedback will be used to enhance the model, if it continues beyond 2004.