包邮网络教师培训的参与式设计探索

Step 2 （Orientation） Ten tutors who were identified by Chub ture users of the e-educator training module were recruited and given a 4-week online orientation from Feb 17th to March 15th 2006. During the orientation period， the participants took on the role of learners in the MA e-ELT course and worked on extracts from this. They also experienced the use of a discussion forum and bulletin board. During this process， they were expected to identify problems an e-learner would encounter and the kinds of support they as learners would need as well as areas of knowledge required by e-tutors. Step 3 （F2F design workshop） A face-to-face design workshop was conducted between March 17th and20th 2006 in Beijing. The ten tutors worked collaboratively together with seven academics and two technologists from UKU for four days to develop some materials for this module. The design team was divided into five group saccording to the themes of the module， namely empathy， cognitive aspects， reflection and autonomy， community building and assessment. Each theme group worked in their own ways to develop the e-learning materials but was expected to design at least one trigger activity using rapid prototyping approach during the workshop. A trigger activity was defined as "an activity that has been designed to illuminate the experience of the online learner and serves to raiseissues in relation to the support needed and the role of the tutor and learner in this" （e China-UK March workshop program me document， 2006）. From time to time， the technologists were invited by the theme groups to discuss desig nideas. Three Learning Sets were set up to reflect upon the development process and their experience. One consisted only of UKU members， the other two each consisted of five tutors， one from each theme group. ……