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Questions and answers from the presentation at IH London on 29 April 2011

Question Types:
Content & Structure
Trainers & Trainer roles
Tutor training
Technical questions
Admin / Course set up
Other

Content & Structure
How many hours are trainees advised to spend on each unit?
Trainees are advised to spend1.5 to 2 hours per unit. Trainees will work at different
speeds depending on ability, experience etc. However, an average is expected to be
about 2 hours per unit.

Is there a variety of contexts in the online course videos?
Most of the classes were filmed in the UK private language sector, although there is
some footage from classes overseas. Over time we will supplement the existing clips
with new material

Are all input materials hosted within the Learning Management System (LMS)
e.g. will it be necessary to purchase the teaching observation DVD materials
separately or are they embedded in the materials?
All materials, including video clips, are embedded so there are no additional costs.

Can I see a sample time table for the course?
A sample timetable is available on CentreNet. If you do not have CentreNet access,
please email teachingawards@CambridgeESOL.org.

How does the link between methodology and practice work is the teaching
practice (TP) lesson order pre-determined?

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The course is structured so that there is some preliminary input. TP can begin any
time between units 6 and 14, and should continue up to unit 25. As in face-to-face
courses, TP will link to input.
Will an organisation be able to set up a different model from the one presented
in the website presentation (first given on 29 March 2011)?
Many delivery models are possible, provided the online input and TP are integrated.
Participants would not benefit from the theory to practice, practice to theory cycle if
the two elements were separated. TP cannot come after the online input has
completely finished.

How does the foreign language lesson work?
A foreign language lesson is not a compulsory of part of a CELTA course and it is not
included in this course because of practical considerations.

Is there an informal discussion forum not linked to specific tasks?
Yes

Can the teaching practice (TP) tutor give additional content during feedback,
supervised lesson planning etc?
Yes. As on face-to-face courses, supervised lesson planning and feedback provide
opportunities for input. The TP tutors will need to be familiar with the content of the
online input so that they can make links between input and TP. The TP tutors will
also be able to discuss context specific issues..
Is it possible for centres to build in face-to-face input of their own to
supplement the online part?
There are opportunities for TP tutors to provide face to face input in the teaching
practice feedback sessions in the same way they do on face-to-face CELTA courses.

Can centres still use their own assignments?
No, the assignments are provided as an integral part of the course

Are any ESOL / PTLLS materials incorporated into the course?
There arent any specific ESOL / PTLLS materials. However, some of the content is
relevant.

Trainers & Trainer roles
What are the tutor roles?
There are two tutor roles on the Cambridge CELTA Course Online: Teaching
Practice (TP) tutors and Online Course Tutors. Every course has to have at least two
TP tutors and one Online Course Tutor. These can be different people or one trainer
can fulfil both the TP tutor and the Online Course Tutor roles. All trainers must be
face-to-face tutors initially.
How many Live Rooms do Online Course Tutors (OCTs) need to run for each
course?
Twelve live rooms take place during the course; these are scheduled by the OCT.

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How many hours does the Online Course Tutor (OCT) work?
A course with a full quota of candidates will take more time than a smaller course, so
the total number of hours given has to be an estimate. For the first course we have
stipulated 45 OCT hours. This will be reviewed following the first course. As with
face-to-face courses, tutors will have to set realistic boundaries.

Is the Online Course Tutor (OCT) connected to the centre? If not connected to
the centre, is there a pool of OCTs that centres can call on?
OCTs will be connected to a centre in the same way as face-to-face CELTA tutors
are. If not permanently employed by a centre, the relationship will be the same as
currently i.e. the tutor will be contracted by the centre for a course or a specific
number of courses. It will be possible for an OCT to be an OCT for more than one
course at the same time. Tutors with OCT status will be noted on the Cambridge
ESOL database.

How does a freelance tutor become an online course tutor (OCT)?
A freelance tutor can undertake online training (see below) so that they are able to
offer their services as an OCT. A centre may be prepared to fund the training if the
trainer is going to run a number of courses for that centre.

Can the same person be both a teaching practice (TP) tutor and an online
course tutor (OCT) on the same course?
Yes

Can there be two online course tutors (OCTs) on the same course?
Yes, this is possible. If this is planned from the outset, the second OCT should be
introduced in the orientation unit. If a second tutor has to be brought in because of an
unforeseen event, for example, the first OCT is taken ill, the stand-in OCT will have
to make sure that they establish an effective tutor presence.

Can a centre run a course with two OCTs, one of whom would be the
designated course leader? Both of these might also be TP tutors - but not
necessarily.
Yes. Two tutors could share both the OCT and the TP roles.

Do teaching practice (TP) tutors have access to information about trainees
work and progress online from, or independently of, the online course tutor
(OCT)? If so, how, when where etc?
Yes, TP tutors will have access to this information. TP tutors will also need training
on the Learning Management System (LMS) so that they will know where and how to
access online materials.

How much liaison is anticipated between the TP tutors and the OCT? In other
words, will theory and practice be sufficiently integrated?
Liaison will be roughly the same as on a face-to face-course. This will depend on
how many trainees there are on the course. The OCT will need to communicate with

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the TP tutors during the TP phases. How often will depend on how TP is organised
and what issues need to be discussed.

How is the work of the tutors shared (in percentage/proportion)?

There is equal involvement in terms of responsibility. The actual hours spent online
or in TP will depend on the number of participants on the course and how much
first/double marking each tutor does. We will be giving feedback on the first group of
tutors experience on this after the first course.

How does TP preparation work?
All TP is managed by the TP tutors as currently on face-to-face courses

Are there any guidelines for sending out TP points/ coursebooks and
discussing the lessons or is that all done after their observations?
All this is managed by the TP tutor.

Whats the rationale for the teaching practice (TP) tutor not doing the tutorials?
It is important to establish that the OCT isnt the theory person, while the TPT is the
practice person. It also objectifies the process as the OCT will look at the evidence
in the feedback and CELTA 5. A number of centres choose this as their preferred
way of giving tutorials in face-to-face courses.

Isn't there the risk of TP tutors being seen as less expert than the OCT?
We dont think this will happen. All TP tutors are trained and skilled in what they do.

If a trainee wants to follow up on tutorials in relation to her TP, who does she
turn to? Wouldn't it appear rather 'cold' for the TP tutor to direct her back to
the OCT?
The trainee can consult the TP tutor in the supervised lesson planning. They can also
document concerns in their evaluations for the TP tutor to respond to.


If it is the online tutor who does the tutorials, will the online tutor do a third
tutorial if necessary too?
Yes

Which tutor writes the final report for the trainee at the end of the course?
Online course tutors write the final report for each trainee.

Tutor training
Why does an existing CELTA trainer need to be trained to be an Online Course
Tutor?
Training is required to ensure that trainers have the skills needed to tutor in an online
environment.

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Could you go into more detail about the training that tutors need before
becoming an online course tutor (OCT)?
We provide course-specific training free of charge for OCTs and TP tutors on how to
manage the Learning Management System (LMS) used for this course e.g. how to
set up a discussion forum, how to create folders and how to track candidate
participation.

Online Course Tutors also need to have a qualification in tutoring online.
The course must include training for all the skills needed to tutor online e.g. how to
establish tutor presence, manage discussion forums, motivate participants etc.

How long is the training to become an OCT and how much does it cost?
Cambridge ESOL does not provide online course tutor training. However, we accept
the Consultants-E certificate in E Moderation and the IH COLT. IH London is
developing an online tutoring course. Please contact colin.paton@ihlondon.com for
more details.

British Council tutors can take the British Councils E-moderator Essentials course.
We will also accept equivalent qualifications and relevant experience provided it
covers the full range of competencies required.

If I did the IHCOLT course over a year ago is it still valid?
Yes

How does an employer know the tutor has done the training course?
Tutors will have a certificate if they have followed a course. However, it may not be
necessary for all trainers to follow a course if they have experience of online training.
There may be some trainers who have developed online training skills through
delivering online programmes and these trainers will have to provide evidence that
they have the required competencies.
Who do I get in touch with regarding the LMS familiarisation course for the
Cambridge CELTA Course Online?
Once registered to offer CELTA online tutors at the centre will be given access to
Fronter training. It is only available for tutors intending to offer CELTA online.

How does a freelance CELTA trainer register and access the Learning
Management System (LMS) for the LMS online training?
When a trainer has been accepted by a centre to work as an OCT, access will be
given to the online training for Fronter.

Technical questions
Does the course work on Apple Macs?
Yes
Are there any minimum computer requirements for the students to be able to
access the course?

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These are specified in the technical requirements document available on CentreNet.
This covers requirements for the Centre and for trainees.

What back up is there in event of computer crashes will trainees lose all their
work?
The Learning Management System (LMS) is very secure and reliable. Once work is
handed in using the LMS it cannot be lost or accidentally deleted. As trainees work
through the course, they are able to save their work on their computer.

Can the liveroom sessions be recorded and made available later?
No, this is not possible

Admin / Course set up
How much does the course cost?
The Cambridge CELTA Course Online costs 80 (+VAT where applicable) per
trainee. The usual board fees also apply and as with the face to face CELTA the
minimum charge is for 10 entries.
What is the Centre Registration fee?
The additional award application form is waived for current CELTA centres
registering to offer CELTA online.

Centres will now have to cover the CELTA fee (now approx 123) and the
Licence fee (80). This means more than 200 per candidate. Could this make
the course more expensive? It seems it would for us.
We expect that the cost of the course will not be significantly lower than face-to-face
courses but centres should be able to generate more income as facilities that would
have been used for training can be used for other courses. Furthermore all materials
are provided in the course which will reduce preparation time and printing/copying
costs.

How do I access a sample unit?
Any centre, tutor or assessor can access a sample unit by emailing
elearningsales@CambridgeESOL.org.

Is there sufficient time and access to resources to prepare?
As soon as centres register to run the Cambridge CELTA Course Online, they will be
given full access to the course and training on how to use the Learning Management
System (LMS).

Who has access to the course content of a live course in addition to the
teaching practice (TP) tutors and online course tutors (OCTs)?
Apart from Cambridge ESOL course administrators, the people involved in the
course will only be able to see the areas relevant to them.

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Could a centre offer both face-to-face and Online CELTA courses?
Yes, a centre can offer face-to-face courses and online courses at the same time.
If we organise a blended CELTA for 10 students will they be in a closed group
or will they be able to interact with everyone taking the online part of the
course at any one time?
They will be a closed group.

How is the timetable organised? Are suggested times discussed with the
trainees and then finalised, or are specific times set which trainees must meet?
The centre agrees the timetable for the course (e.g. when teaching practice will be
scheduled). The online course tutor sets the timetable for assignment submission,
close of discussion forums, live room discussions etc.

How is teaching practice (TP) organised? How often do the trainees have to
come to the centre?
There are many possibilities. As long as the TP programme allows time for
development and preparation between sessions, the TP can be integrated as in the
model of the first course where they come twice a week for 8 weeks or TP could be
held in two or three blocks.

What requirements are there for the completion of TP e.g. is there a shortest
time limit for it?
It is difficult to give a time. It is up to centres to propose a model which is integrated
with the online input and ensures adequate time for trainees to prepare and respond
to feedback between sessions.

The trainees will work through the online material but there will be times when
everyone will have to be online at the same time? Can you confirm that?
Yes, there will be live room sessions. There will also be discussion forums for
trainees to interact with each other and with the OCT.

Isnt Skype [for tutorials] illegal in some countries?
Skype will not be used for tutorials; these are conducted through the virtual
classroom tool in the LMS.

Will centres have to change their lesson plan formats to one provided with the
course?
No. Centres will use their own lesson plan and feedback forms.

How does double marking work?
The main course tutor and the TP tutors can share the marking in any way they like.
Double marking requirements are the same as on face-to-face courses.

What does the orientation to centre and start of teaching practice (TP) involve?
Is it up to individual centres to organise that?
Yes, centres are responsible for all aspects of the face-to-face component including
organising TP, establishing centre rules, providing resources for TP, providing a
preparation area etc.

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How will assessment work?
Assessors will either spend a day at the centre and access the materials online while
at the centre (the centre will need to ensure the assessor has online access) or the
assessor could access the documentation at home and spend half a day at the
centre reviewing TP. The time spent on assessment and the fee will remain
unchanged.

What are the procedures for sending a portfolio to Cambridge in the case of a
fail candidate?
We anticipate that portfolios will not need to be sent to Cambridge ESOL because
they can be accessed electronically through the Learning Management System
(LMS).

How long are trainees able to access the materials once the course has
finished?
Trainees will be able to access course materials for 12 months from the start of the
course.

Other
Could you tell us more about the people who wrote the material for the online
part of the course?
A number of writers were involved in the materials development, all of whom are
experienced CELTA trainers. All the materials have been reviewed by other trainers
and externally appointed consultants.

What potential is there in the future for Cambridge to validate an online CELTA
course produced by a different provider?
Any proposal for a high quality, appropriately resourced online course delivered
through a secure and reliable LMS will be considered.

What further training does an assessor need to assess an Online CELTA?
Assessors will be given an orientation guide for the Learning Management System
(LMS) so they know where and how to access the required documentation.
Cambridge ESOL will also provide support.