Fourth Reflection
How did I go about exploring what I needed to do?
I realized that mentors need to be trained effectively and that one day of mentor training would not be enough. I explored the idea of the blog because I could see the potential that the blog has in developing the skills and knowledge of mentors and increasing the confidence of mentors. I needed to think about how mentors and mentees could interact in a less formal manner and I decided to explore IM. I realized that it would be interesting as most students have cell phones and are more likely to respond to messages rather than emails. My colleagues gave me a good idea to form a ‘What’sApp’ group with mentors and mentees.
How did I design and develop my learning activity?
The learning activity I designed was around the needs of first year students. I argue that first year students need to be socialized into the learning and pedagogical processes of the university. A mentorship programme is one way in which to facilitate the learning socialization of first year students. They need to become familiar with the skills and knowledge needed to succeed in higher education. Topics such as time management, report writing, referencing, and exam preparation would be some of the topics I will raise in my blog with the mentors. I will also include aspects of what mentors should do and explore what they are actively doing and how they are experiencing the mentoring process
How did I go about exploring what I needed to do?
I explored the use of blogs by reading articles of on the use of blogs. I also extended my reading on e-Mentoring and the use of blogs in mentoring. The online book on the Theory and Practice of Online Learning, edited by Terry Anderson & Fathi Elloumi, gave useful theoretical insights are I also liked Dabbagh, N & Bannan-Ritland, B (2005) Online learning: Concepts, strategies and application. The website has interesting presentations and on mobile learningThe video presentation I watched emphasized the potential for cell pnone use but cautioned against overloading the cellphone with content but rather to include chunks of information and to engage with students by asking key questions and not giving answers to students. The presentations suggested that IM should be used to probe and guide rather that to load content onto it.
I spoke to my colleagues about using blogs in the e-mentoring programme. They liked the idea that the blog would be useful for further training. They suggested that I include the challenges that mentors experience with regard to the mentoring process as one of the topics for discussion in the blog. They also suggested that the mentees and mentors should have their own blog. I spoke to a couple of mentors and they liked the idea of doing something new and creative. They told me that they are not familiar with blogs a but that they are willing to try something new.
With regard to IM they suggest that as the lecturer I should form a group on ‘What’s App’ as it is more accessible that BBM, with the mentors and mentees so that I can be in contact with all students. My idea was that mentors should contact me via IM weekly to report on the mentoring process. I like the idea of forming a group on ‘What’s App’ with the mentors and mentees as it would be more spontaneous than weekly feedback from mentors and I would get to know the mentees as well.
What changes could you make to your prototype in the light of the feedback you received from your peers, your class participants and facilitators.
I decided to include a ‘What’s App’ group with the mentors and mentees and myself. This would an ongoing process as the mentoring is developing. It would also give me insights into the challenges that mentors and mentees experience.
Mentors and mentees of 2012
Najwa Norodien-Fataar
