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You searched for subject:(Guide AND mediator). Showing records 1 – 3 of 3 total matches.

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University of Pretoria

1. Adendorff, Debra Elizabeth. An investigation into the roles and competencies of an online facilitator.

Degree: Curriculum Studies, 2005, University of Pretoria

With the emergence of technology and the increased demand for online courses, traditional classroom facilitators, instructors and trainers are nervous, reluctant and sceptical to teach in the online environment because they do not know what is expected of them. The research goal was to establish what different roles the online facilitator played in the online environment as well as to identify which people competencies, thinking competencies and energy competencies the online facilitator needed to function in the online environment. The basis for this instrumental case study was the eLearn ORO 880 online module for the Master’s degree in Computer Assisted Education. The module simulated the popular reality television series, Survivor, implementing the same rules and events that took place in the television series – the location just shifted to cyberspace. The name was adapted to CyberSurfiver, emphasising ‘surf’, to indicate surfing the Internet to get to various locations. A specific online facilitator was selected because this facilitator had experience in teaching and facilitating online classes. She was also one of the students who obtained a distinction for this module in 1998 and had experience of the demands of this module. This online facilitator was particularly interested to facilitate this module for personal development reasons. Data were gathered by means of researcher field notes, being an observer participant; a focus group interview and a face-to-face interview with the online facilitator; a self-administered e-mailed questionnaire and various sets of text messages, after using pre-selected web-based communication tools. Content analyses were done by comparing the online facilitator’s text messages to the Blignaut and Trollip (2003) taxonomy of faculty participation in asynchronous learning environments to establish the online facilitator’s roles. The researcher conducted a second content analysis of the facilitator’s text messages to identify the ‘visible’ online facilitator roles. The researcher used the Blignaut&Trollip (2003) taxonomy as a framework. For visibility, the online facilitator fulfilled five roles: administrator, to conduct timeous course administration; social supporter, to maintain social and emotional support; instructor, to facilitate the learning process; guide, to encourage interactivity to foster the building of new knowledge; mediator, to ensure fair play. The identified five roles where then subjected to the Work Profiling System Job Analysis Questionnaires (JAQs) to rate ‘high’ and ‘extreme’ people competencies, thinking competencies and energy competencies for the role of an online facilitator. The results generated in the Work Profiling System report indicated that the online facilitator needed at least 13 competencies to be effective in the role of an online facilitator. The identified ‘high’ and ‘extreme’ people competencies were inter alia: motivating others; developing others; interpersonal sensitivity; teamwork; building and maintaining relationships. The identified… Advisors/Committee Members: Cronje, Johannes Christoffel (advisor), Eloff, Irma F. (coadvisor).

Subjects/Keywords: Online facilitator roles; Guide; Instructor; ‘facilitator finesse’; Administrator; Social supporter; Elearning; Mediator; Cybersurfiver; Online facilitator competencies; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Adendorff, D. (2005). An investigation into the roles and competencies of an online facilitator. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/27469

Chicago Manual of Style (16th Edition):

Adendorff, Debra. “An investigation into the roles and competencies of an online facilitator.” 2005. Doctoral Dissertation, University of Pretoria. Accessed September 22, 2020. http://hdl.handle.net/2263/27469.

MLA Handbook (7th Edition):

Adendorff, Debra. “An investigation into the roles and competencies of an online facilitator.” 2005. Web. 22 Sep 2020.

Vancouver:

Adendorff D. An investigation into the roles and competencies of an online facilitator. [Internet] [Doctoral dissertation]. University of Pretoria; 2005. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/2263/27469.

Council of Science Editors:

Adendorff D. An investigation into the roles and competencies of an online facilitator. [Doctoral Dissertation]. University of Pretoria; 2005. Available from: http://hdl.handle.net/2263/27469


University of Pretoria

2. [No author]. An investigation into the roles and competencies of an online facilitator .

Degree: 2005, University of Pretoria

With the emergence of technology and the increased demand for online courses, traditional classroom facilitators, instructors and trainers are nervous, reluctant and sceptical to teach in the online environment because they do not know what is expected of them. The research goal was to establish what different roles the online facilitator played in the online environment as well as to identify which people competencies, thinking competencies and energy competencies the online facilitator needed to function in the online environment. The basis for this instrumental case study was the eLearn ORO 880 online module for the Master’s degree in Computer Assisted Education. The module simulated the popular reality television series, Survivor, implementing the same rules and events that took place in the television series – the location just shifted to cyberspace. The name was adapted to CyberSurfiver, emphasising ‘surf’, to indicate surfing the Internet to get to various locations. A specific online facilitator was selected because this facilitator had experience in teaching and facilitating online classes. She was also one of the students who obtained a distinction for this module in 1998 and had experience of the demands of this module. This online facilitator was particularly interested to facilitate this module for personal development reasons. Data were gathered by means of researcher field notes, being an observer participant; a focus group interview and a face-to-face interview with the online facilitator; a self-administered e-mailed questionnaire and various sets of text messages, after using pre-selected web-based communication tools. Content analyses were done by comparing the online facilitator’s text messages to the Blignaut and Trollip (2003) taxonomy of faculty participation in asynchronous learning environments to establish the online facilitator’s roles. The researcher conducted a second content analysis of the facilitator’s text messages to identify the ‘visible’ online facilitator roles. The researcher used the Blignaut&Trollip (2003) taxonomy as a framework. For visibility, the online facilitator fulfilled five roles: administrator, to conduct timeous course administration; social supporter, to maintain social and emotional support; instructor, to facilitate the learning process; guide, to encourage interactivity to foster the building of new knowledge; mediator, to ensure fair play. The identified five roles where then subjected to the Work Profiling System Job Analysis Questionnaires (JAQs) to rate ‘high’ and ‘extreme’ people competencies, thinking competencies and energy competencies for the role of an online facilitator. The results generated in the Work Profiling System report indicated that the online facilitator needed at least 13 competencies to be effective in the role of an online facilitator. The identified ‘high’ and ‘extreme’ people competencies were inter alia: motivating others; developing others; interpersonal sensitivity; teamwork; building and maintaining relationships. The identified… Advisors/Committee Members: Cronje, Johannes Christoffel (advisor), Eloff, Irma F (advisor).

Subjects/Keywords: Online facilitator roles; Guide; Instructor; ‘facilitator finesse’; Administrator; Social supporter; Elearning; Mediator; Cybersurfiver; Online facilitator competencies; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2005). An investigation into the roles and competencies of an online facilitator . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-08232004-071632/

Chicago Manual of Style (16th Edition):

author], [No. “An investigation into the roles and competencies of an online facilitator .” 2005. Doctoral Dissertation, University of Pretoria. Accessed September 22, 2020. http://upetd.up.ac.za/thesis/available/etd-08232004-071632/.

MLA Handbook (7th Edition):

author], [No. “An investigation into the roles and competencies of an online facilitator .” 2005. Web. 22 Sep 2020.

Vancouver:

author] [. An investigation into the roles and competencies of an online facilitator . [Internet] [Doctoral dissertation]. University of Pretoria; 2005. [cited 2020 Sep 22]. Available from: http://upetd.up.ac.za/thesis/available/etd-08232004-071632/.

Council of Science Editors:

author] [. An investigation into the roles and competencies of an online facilitator . [Doctoral Dissertation]. University of Pretoria; 2005. Available from: http://upetd.up.ac.za/thesis/available/etd-08232004-071632/

3. Abi Fadel, Eva. Une rencontre "philosophique" avec l'art ? Les ateliers Philosoph'art : observations, interprétations, interrogations en France et au Liban : A “philosophical” meeting with Art ? « Philosoph’art » Workshops : observations, interpretations, interrogations in France and Lebanon.

Degree: Docteur es, Sciences de l'education, 2015, Université Lumière – Lyon II

L’objet de cette thèse consiste à analyser une expérience pédagogique en maternelle sur deux ans dans le cadre d’une association lyonnaise « Philosoph’art ». Dans cette recherche, nous interrogeons le statut d’innovation de cette expérience et nous étudions, plus précisément, la posture des animateurs pendant les ateliers à visée philosophique et pendant les ateliers artistiques et nous examinons ce qui fait l’originalité d’une telle expérience mise en perspective avec des travaux déjà existants sur la philosophie avec les enfants et les pratiques artistiques. De plus, nous exposerons la mise en place de ce projet et les conditions qui ont assuré la transférabilité d’une telle expérience au Liban.

The subject of this thesis consists in an analysis of an experiment that took place over the course of two years, at the kindergarten level, in association with « Philosoph’art », an organization from Lyon. In this research, we interrogate the status of innovation of this experience and we focus on the posture of the quizmaster during workshops with philosophical content as well as artistic projects. We closely examine what sets apart such experiences from those already in use in philosophy with children and artistic practices. Furthermore, we will explain the set up of this project and the conditions in which it has been made transferable for use in Lebanon.

Advisors/Committee Members: Robert, André Désiré (thesis director), Carraud, Françoise (thesis director).

Subjects/Keywords: Pensée holistique; Approche globale de l’enfant; Pédagogie humaniste; Innovation pédagogique; Enfant penseur; Enfant créateur; Posture de l’animateur; Guide et médiateur; Accompagner le groupe; Prise de conscience; Langages d’expression; Regard critique; Gestion des émotions; Tolérance; Empathie; Holistic approach; Global approach of children; Humanistic teaching; Innovative teaching; Children thinker; Creative child; Posture of the quizmaster; Guide and mediator; Accompany a group; Awareness; Expressive languages; Critical view; Feeling management; Tolerance; Empathy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Abi Fadel, E. (2015). Une rencontre "philosophique" avec l'art ? Les ateliers Philosoph'art : observations, interprétations, interrogations en France et au Liban : A “philosophical” meeting with Art ? « Philosoph’art » Workshops : observations, interpretations, interrogations in France and Lebanon. (Doctoral Dissertation). Université Lumière – Lyon II. Retrieved from http://www.theses.fr/2015LYO20063

Chicago Manual of Style (16th Edition):

Abi Fadel, Eva. “Une rencontre "philosophique" avec l'art ? Les ateliers Philosoph'art : observations, interprétations, interrogations en France et au Liban : A “philosophical” meeting with Art ? « Philosoph’art » Workshops : observations, interpretations, interrogations in France and Lebanon.” 2015. Doctoral Dissertation, Université Lumière – Lyon II. Accessed September 22, 2020. http://www.theses.fr/2015LYO20063.

MLA Handbook (7th Edition):

Abi Fadel, Eva. “Une rencontre "philosophique" avec l'art ? Les ateliers Philosoph'art : observations, interprétations, interrogations en France et au Liban : A “philosophical” meeting with Art ? « Philosoph’art » Workshops : observations, interpretations, interrogations in France and Lebanon.” 2015. Web. 22 Sep 2020.

Vancouver:

Abi Fadel E. Une rencontre "philosophique" avec l'art ? Les ateliers Philosoph'art : observations, interprétations, interrogations en France et au Liban : A “philosophical” meeting with Art ? « Philosoph’art » Workshops : observations, interpretations, interrogations in France and Lebanon. [Internet] [Doctoral dissertation]. Université Lumière – Lyon II; 2015. [cited 2020 Sep 22]. Available from: http://www.theses.fr/2015LYO20063.

Council of Science Editors:

Abi Fadel E. Une rencontre "philosophique" avec l'art ? Les ateliers Philosoph'art : observations, interprétations, interrogations en France et au Liban : A “philosophical” meeting with Art ? « Philosoph’art » Workshops : observations, interpretations, interrogations in France and Lebanon. [Doctoral Dissertation]. Université Lumière – Lyon II; 2015. Available from: http://www.theses.fr/2015LYO20063

.