These slides by Anna Foss and all those

These slides by Anna Foss and all those

These slides by Anna Foss and all those listed on the last slide (Acknowl edgements) are licensed under a Creative Commons Attribution-NonCommercial 4.0 Inter national License . You can download via the File tab on the menu bar. Please email [email protected] if you use/adapt these slides or to enquire about updated materials. This project is funded by the University of London Worldwide through an award from the Centre for Distance Education 1 Background For further information about this mentorship scheme and the associated research project, please see abstract by Anna Foss et al. from the 13th Research and Innovation in Distance

Education, and eLearning (RIDE) annual conference, London, UK, presented on 15 March 2019: rogramme.pdf Email [email protected] to find out more 2 Learning objectives Understand the roles of mentor and mentee and hear each others perspectives Be prepared to make a video sharing experience on the Project Module Know how to establish and manage expectations and relationships Explore the skills and models of effective mentoring conversations 3 Welcome and introductions

1. State whether you are a current experienced mentor or a new mentor to be (in terms of the Project Module) 2. Mention any other relevant experience aside from the Project Module of mentoring or being mentored 4 Formats of support from mentors Group mentorship model with a group of mentors supporting all students (with a 2 year gap between cohorts), from a distance Components to streamlined sustainable mentorship scheme: 1. Moodle discussion forum interactions with students, Alumni Mentors, PMOs and Library staff 2. Collaborate Ultra sessions with students, Alumni Mentors, PMOs and Library staff at key project

stages Added extra if time/resources permit: 3. Videos responding to Project Module Organiser (PMO) questions about your experience on the Project Module 5 Some words/phrases we might associate with the role of mentor What words/phrases do you associate with the role of mentor? 6 Some words/phrases we might associate with the role of mentor Listening Sharing experience

Facilitating Encouraging Supporting Challenging (gently) Inspiring 7 Role of mentors Companions to walk empathetically with mentees through the ups and downs of their MSc project work Offer your own experiences by talking/writing as I did this

and then found that I needed to. or I found this helped me rather than giving advice to mentees (e.g. not I think you should) Note that it is the role of staff (supervisors and PMOs) to guide and advise students, not the role of mentors Share what you would have done differently with the benefit of hindsight Ask mentees questions to support their Masters-level independent critical thinking, e.g. Have you considered.? or What will you do if.? If you do make the occasional suggestion then refer students to check these with their supervisors or PMO Sign off written communications as Alumni mentor so that students are aware of your role (and make role similarly clear 8 in verbal communications) Developmental model of mentoring Recognition of value for

both mentors and mentees - mutuality of learning Encourages mentees to do things themselves Mentors encourages autonomy and self development, identifying not providing opportunities for development No line of accountability Each mentee in driving seat

Its about experien ce not hierarch y 9 Project journey Plan seemed straightforward . .but reality was very different! 10 Effective Mentor Effective Mentee

Establishes rapport Establishes rapport Maintains confidentiality Maintains confidentiality Displays empathy Prepares for engaging with mentors Listens Shares issues/challenges Give mentee space to talk Open to different perspectives

Encourages reflection Prepared to think deeply around issues/challenges Attention Ready to take action Trusted Willing to share experiences 11 OSCAR Model Outcome establish what mentee wants to achieve in the session Situation evaluate the current situation Choices & consequences

different options to explore Action whats the mentees preferred strategy Review mentee to decide how progress will be reviewed 12 Lets hear from experienced mentors What is it like being a mentor? What is the expected time commitment? (New mentors please ask additional questions of experienced mentors) 13 Frequently asked questions 1. What is the expected time commitment? Do we have to commit up until Sept 2020?

Experienced mentors can answer this better! Id say its very variable and driven by what you can afford to offer as well as how many student queries there are. Ill do a Doodle poll ahead of Collaborate sessions to try to work around mentor availability as much as possible. With the group model other mentors might be free when you are busy (just keep in touch to let us know). Its fine to start as a mentor even if you cant yet fully commit from May 2019 until Sept 2020. 2. What is we are part of a Facebook or WhatsApp group of distance learning students, can we respond to students there? Please refer any Project Module students on Facebook/WhatsApp to Moodle if you wish to respond in your formal role as an Alumni Mentor. 14 Helpful questions (for mentors to use)

Open What is the issue? Why do you think that is? Probing What actually happened? What could be the barrier / cause of the problem? Reflective What has/hasnt worked so far? What do you not know? How could you find out what you need to? What resources will you need? Clarifying Do you mean you would prefer to? Comparative Which was most successful for you (this or that)?

Hypothetical What if? What barriers or challenges 15 can you anticipate? Whats the worst that can Unhelpful questions (for mentors to avoid!) Leading Wouldnt you say that was a good idea? Multiple What was your last project, why did you change it and what didnt you like about it? Catch/Trick What were you trying to that really what you needed to do for your MSc project preparation? Closed Do you enjoy your job? 16

Video activity Click the following links to watch these 2 videos about one-toone mentoring (keeping in mind the question below): 9e2yKGOnhC-nEAFuiU29 Then: 1. Raise your hand in Collaborate once finished 2. Type your response to the question below in the chat window in Collaborate: Although the videos are about one-to-one mentoring, what aspects do you think apply also to our group mentoring model? My thoughts on what is relevant in the videos for our group mentoring model st

1 video Offer a different, more objective, perspective Encourage students to critically reflect and develop problem solving skills Ask questions rather than tell students what to do, e.g. What made you think that? How did you come to that conclusion? Empower students to find their own way forward Offer supportive challenge 2nd video Invest time and focus in trying to understand what student is communicating rather than being overly distracted by what you will say in response Dont respond too quickly allow time for reflecting on what youve heard/read Respond in a non-judgemental way 18 Managing expectations New/prospective Project Module students will be made aware that: Mentors are giving up their time voluntarily to

provide this additional support as and when they have time available (in group format, not one-toone) Mentors will be sharing their experiences but not giving advice (since it is the role of supervisors and PMOs to guide students, not the role of mentors), so caution should be exercised when interpreting contributions from mentors in the same way as interpreting peer support from other students PMOs will also clarify/correct anything deemed misleading from a mentor in the same way as if other students wrote/said something wrong or inappropriate 19 Ground rules and boundaries to build trust in relationships Demonstrate respect for confidentiality, within the boundaries of Moodle/Collaborate, unless you believe there is a serious or potentially serious danger to a student or others, in which case you need to immediately phone *** as well as emailing *** as soon as possible As difficult as it can be to work around everyones availability, we need to try to maintain as much consistency among the group of mentors as possible in

order to build trust and a sense of safety among those mentees who commit to regularly joining Collaborate sessions and/or posting on Moodle Provide reassurance that all questions are welcome and valued (and valuable to others), so theres no such thing as a silly question or concern etc. meaning mentees feel safe to share these For transparency and so that all students can benefit, interactions between mentors and mentees should be only within the boundaries/mechanisms of support as agreed here (e.g. do not meet face-to-face with students nor 20 by connect with students via social media, email, Skype/Facetime/phone or Managing relationships/connections Mentees will hopefully have viewed your fantastic alumni-mentor videos prior to the Collaborate session and so it is helpful if you: Use the video facility in Collaborate so that mentees recognise you Include your photo in your Moodle profile for your discussion forum posts Make any natural reference to your involvement in these videos

Introduce yourself and your project briefly the first time you post a message on Moodle or speak/chat on Collaborate Share your experiences in a rich and authentic way but without going into too much specific detail stay focused on what is relevant to mentee Show that you have remembered mentees when reconnecting with 21 them in different Collaborate sessions and/or different platforms Voice/style of writing Conversational not lecture or teaching For many English is an additional language so use simple conversational English (avoid slang, idiom and jokes) Speak/write from personal experience 22 Supporting each other

If possible / over time, build relationships with other alumni mentors and show you are working as a team, e.g. appropriately referring questions to each other based on what you know about each others projects, disciplines, backgrounds, experience We as PMOs and mentors are also a team of support for the new students Ultimately, PMOs will facilitate Collaborate sessions so this doesnt all rest on you! Experienced mentors are also available on Collaborate today as an additional source of support for you. 23 Acknowledgements to MENTOR: The National Mentoring Partnership ( What can go wrong? Observations to date: Use of incorrect terminology to describe PMOs, Supervisors, Examiners or Alumni

Mentors Referring to incorrect deadlines/timings or procedures Overstating belief student will do well Giving advice Possibilities: Boundaries Lack of engagement Over-dependent mentee Inappropriate breach of confidentiality Conflict of interest Incompatibility although risk of some of these mitigated somewhat by the group mentorship model

24 Code of Conduct You will be asked via email to read and sign the Code of Conduct for Alumni Mentors on the Project Module. The Code of Conduct describes expectations, the extent and boundaries of your role as an Alumni Mentor, and permitted communications within this role. If you are happy to 'sign' this then please email me back (via ****) to say: I confirm that I have read and understood the attached Code of Conduct and agree to follow this in my role as an Alumni Mentor for the Project Module. Let me know if you do not wish to share your email address (with 25 Overview of Moodle activities and timeline Date and student status

May 2019 (Prospective students preproposal stage) May to September 2019 (Prospective students preproposal stage) October 2019 to September 2020 (Students registered onto Project Module) Moodle Discussion Forum activity Use new Moodle login details to 1. Create profile 2. Post introduction message on the Prospective Students Forum 1. Respond to student posts on the Prospective Students Forum and encourage interactions

2. Participate in a Collaborate session 1. Respond to student posts on the main Project Module Discussion Forum and encourage interactions 2. Monitor library discussion forums in Feb-March 2020 for a specific group of students (one mentor per group of approx. 10 students) to ensure all get a response from a peer or, if not, post a reply as a mentor 3. Participate in several Collaborate sessions at key stages 26 Questions The questions on the next slide are suggestions to prompt you about what we are trying to capture here in your introductory message on Moodle (and/or videos) Please feel free to answer as many or as few questions are you feel are relevant to you, and add in your own questions to yourself too if you like 27

Questions from PMOs to mentors i. ii. iii. iv. v. vi. vii. How does it feel to have completed the Project Module and now be graduating from your MSc? What has your journey felt like through the Project Module from initial ideas to completion? What was the most valuable skill you developed or insight you learned or exciting moment from your MSc project experience? What resources have you found most helpful?

What is/are the most important thing(s) you wish you had known or done prior to starting your MSc project? What would you do the same and what would you do differently, if you were repeating the Project Module again, now with the benefit of hindsight? What challenges did you face and how did you overcome these? Has your MSc project been useful in your local setting? 28 Has it had any impact on your professional career, any Draft schedule of Collaborate Ultra sessions Date Collaborate session number and stage Early/mid July 2019 Early/mid October 2019 Early/mid

January 2020 Feb/March 2020 Early April 2020 Mid/late July 2020 Early/mid September 2020 Collaborate session 1 (Prospective project student preproposal stage) Collaborate session 2 (Newly registered student Proposal stage) Collaborate session 3 (Student Ethics application stage) Collaborate session 4 (Student Library information skills training) Collaborate session 5 (Student Methods development stage) Collaborate session 6 (Student Draft Report stage preliminary results) Collaborate session 7 (Student Draft Report stage write-up)

29 Draft schedule for first Collaborate session Early/mid July 2019 Time Activity Lead 10 mins Welcome and introduction to Project Module and mentorship scheme PMOs 10 mins

Ice-breaker PMOs 30 mins Mentees ask questions for mentors to respond to through sharing their experience (via microphone or chat) - mentors to briefly introduce themselves and their project prior to responding to a question Mentors to be prepared with questions to facilitate this Q&A session, if needed. PMOs to provide any clarification or additional points only after mentors have responded. Mentors (with PMOs) 10 mins

Wrap-up summary of what weve all learnt from this experience, via everyone typing in chat window and PMOs on microphones PMOs 30 Preparing for Collaborate Ultra or Moodle posts Audience: How might they be feeling at this stage in the project cycle (how were you feeling at this stage)? Your experience as a successful student (you passed!) is a precious resource Empathise with and normalise feelings of new students Encourage their self-reflection and clarity of communication, e.g. through helpful questions (see earlier slide) Listen well Manage their expectations Be clear and specific, using concrete examples from your own project / location

Be positive and supportive Be honest and kind about any concerns, referring on to supervisor/PMO Build their confidence and independence Demonstrate enthusiasm for the Project Module Talk/write about your outcomes and success Inspire these new students! 31 Collaborate Ultra Considerations Decide ahead of each Collaborate Ultra session whether or not you will use all or just some of the following (noting that all are useful to build rapport but be aware that the sessions will be recorded) Video Microphone Speakers Chat Make it clear which student you are responding to and that your own role is as an alumni peer mentor

Note that there may be different conversations occurring simultaneously using microphones and via the chat window! Be yourselves and smile treat it as a relaxed normal conversation and try to not let nerves get in the way! 32 Technical details for Collaborate Ultra Please refer to your copy of Collaborate Ultra Student Guide Note that we will be using Collaborate Ultra, which is an updated version of what you may have used on the Project Module Add (mentor) after your name when joining Collaborate or make it clear in your responses that you are a mentor Ensure that you log in to Collaborate Ultra 15 minutes early to test your video and audio, and familiarise yourself with the new layout and icons Use the raise hand function to indicate when you are trying to speak and PMO will signal order of speakers

33 Collaborate pre-launch checks and settings Browser Chrome or Firefox (versions 49+) Camera & Microphone 1 Mobile IOS 8+, Android 4.0.3+, or Windows 8.1+ Operating System Windows 7+ Mac OS 10.9+

3 4 2 Raise hand Turns microphone on/ off Turns video on/off 34 Technical details for Moodle Please refer to your copy of the Student Guide to PH (DL) on-line communication via Moodle Please ensure that you hide your email address from students in your Moodle profile and feel free to add a photo and short written bio

to introduce yourself yourself there as an Alumni mentor, outlining your background, experience on the Project Module and what you are doing now (or whatever youve like to share about all this) Note the following disclaimer (applying also to Collaborate sessions): The discussion forums are solely for educational purposes and to facilitate communication between students, staff and alumni mentors. The views and opinions posted to a forum do not necessarily reflect those of the School. We welcome constructive dialogue and debate; however, please consider the Schools key values regarding respect for our diverse community when posting. The School reserves the right to monitor the forum and any message deemed to be offensive will be withdrawn without notice, and could result in disciplinary or legal action against the offender. Please contact us immediately if you have any concerns or think a post may go against the key values of the School. 35 Inspirational videos on mentoring Acknowledgements All authors/investigators:Principal Investigator: Anna Foss, Associate Professor, Project Module Organiser (PMO) and a Director of LEARN the Learning and Educational Advances Research Network, London School of Hygiene and Tropical Medicine (LSHTM): [email protected] Co-Investigators: Associate Professor and a former PMO, LSHTM: Rebecca French Assistant Professors in Learning & Teaching, LSHTM: Jenny Fogarty and Mike Hill Associate Professor and Programme Director, LSHTM: Ros Plowman Student partner mentors, LSHTM: Grace Mambula, Sumedh, Samuel Van Steirteghem, Olivia Perrotta Hare, Sumedh, Vasha Bachan and Mary-Ann Schreiner Student partner mentees, LSHTM: Sophia Kohler, Natalina Sutton, Tolu Osigbesan, Nadia Tekkal and Nicol Saverio Centemero Centre for Distance Education (CDE) Fellow: Alan Tait.

All mentors and mentees Funder:- This project is funded by the University of London Worldwide through an award from the Centre for Distance Education. Thanks also to: Margaret Bentley and the Talent and Educational Development team at LSHTM Sarah Sherman, Bloomsbury Learning Environment Service Manager MENTOR: The National Mentoring Partnership ( 37 THE SLIDES THAT FOLLOW ARE ONLY FOR USE IF THE INTENTION IS TO PRODUCE A SERIES OF VIDEOS FROM ALUMNI CONTRIBUTIONS 38

Considerations for panel discussion videos Show a physical artefact if helpful, e.g. filmed in the working space you used for MSc project a tablet computer or smartphone print-outs of figures/tables from your project a symbol of your project topic or setting Keep it succinct (1 minute per person per question)! See earlier slides on Questions from PMOs to mentors 39 General advice from the Video Studio team: filming around graduation

Preparation is key write and rehearse the delivery of your content beforehand Please wear your graduation robes, if possible Avoid wearing patterned clothing (e.g. leopard print, stripes) Wear clothing onto which a lapel microphone can be clipped and do not wear any clothing that will make noise during filming (e.g. metal jewellery) Avoid wearing any clothing that could interfere with the microphone (e.g. scarves) No food or drink in the Studio - but please feel free to bring bottled water Make sure you arrive on time - Studio time is limited Be yourselves and smile treat it as a relaxed normal conversation and try to not let nerves get in the way! 40

Remotely recorded videos and editing Videos can be recorded remotely via Panopto details will be emailed to you Videos sent in remotely from different mentors will be edited together, along with filming done of alumni in graduation gowns, to develop a series of videos where each video captures responses to a single (or two/three related) question(s) Note that it is likely that not everything in the original videos will be included in the final videos released to students 41

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