The aim of the IH COLT course is to train primarily teachers and teacher trainers in techniques and approaches to online tutoring for both student-oriented and teacher-oriented courses in Virtual Learning Environments (VLE). The course focuses on the demands of working both in synchronous and asynchronous environments.

Who is it for?

• Experienced teacher trainers looking at moving into online training and those who would like to become a tutor on the online version of the CELTA course
• Experienced language teachers who are interested in teaching students online
• Teachers and educators now working online 
• Tutors delivering online courses through universities or other larger organisations

The IH COLT is a valuable course to prepare trainers in becoming an online CELTA trainer with Cambridge Assessment English.

This course is designed for teachers looking to deliver lessons online and also for more experienced teachers interested in working as online tutors and trainers. The main difference between the two roles is that an online tutor supports groups on an online course (e.g. the Cambridge online CELTA) rather than simply delivering an EFL lesson online. To tutor on an online course you need the skills required to moderate discussion forums and ensure that everyone is participating and feeling included, much like classroom management in the traditional classroom. However, online teaching can take place in real-time with your learners using apps such as Skype or Google Hangouts or asynchronously on a VLE like Moodle.

Content

The course consists of 4 modules of input varying in length. The modules are spread out over a 5-week period. There is a further one-week period for you to write your final assignment.

Module One: Setting the Right Climate

In this module, we explore the importance of establishing and sustaining a supportive community on an asynchronous course. Module one looks at how students create their profiles through to introductions and site navigation. It also introduces the concept of netiquette and explores issues such as safeguarding in online lessons.

This module lasts seven days.

Module Two: Basic Tutoring Skills

In the first group task of the course, this module familiarises participants with key terminology surrounding asynchronous platforms. We look at techniques for monitoring our students in the online environment and how to ensure participants are involved. We’ll also look at how to craft messages and the reasons for sending them.

This module lasts seven days.

Module Three: Synchronicity

Module three introduces synchronous online learning. It considers the equipment needed and what constitutes good teaching in this medium. As well as guided input, the participants will work together to explore a synchronous platform of choice. Having done so, the module continues by breaking down the various tools of online platforms and how we might use them effectively in online teaching. Finally the module considers different lesson shapes before asking participants to design and present a task to their peers.

This module lasts 14 days.

Module Four: And In Summary

We bring down the curtain on the course by looking at one of the hardest asynchronous skills to learn – weaving. In addition, this module also implicitly addresses some of the potential ‘new norms’ of education such as balancing online and face-to-face classes and ends with a discussion on copyright online.

This module lasts seven days.

Structure

The course is self-study with support from an online tutor and is 100% online and 100% asynchronous. This means that there is no requirement for you to be online at specific times, you work through the materials when you want. However, you must complete all tasks within the set week, and work in lock-step with your tutor group. Each week has required discussion forum input, collaborative tasks, as well as compulsory and optional activities. There are a few collaborative tasks which require you to work closely with other participants. 

Assessment

This is a pass / fail course with success being determined by:

Completion of four reflective tasks over the duration of the course

A minimum participation of 80 per cent of the course

Tutors

There are usually at least two tutors per course with the number of participants usually ranging from 12 to 18 with 8 being the minimum. Our tutors are all online trainers with many years of experience.

(Source from https://ihworld.com/)