Mentor Me
Facilitator Guide
2009
Table of Contents
Introduction .................................................................................... 3
Activities ................................................................................... 3
System requirements .................................................................... 4
Facilitating the program ................................................................ 4
Non-Accredited ........................................................................... 4
Accredited ................................................................................. 4
Log in to the course ........................................................................... 5
Register with the SCC learning management system ............................... 5
Enrol in the Mentor Me online training program ..................................... 7
Logging back in to Mentor Me .......................................................... 7
Facilitating online activities ................................................................. 8
Audio .......................................................................................... 8
Video .......................................................................................... 8
Quizzes ....................................................................................... 8
Multiple choice/Single best answer.................................................... 8
Short Answer Questions ............................................................... 12
The MentorMe Peer Support Network ..................................................... 15
To join the network .................................................................... 15
Facilitation guidelines ................................................................. 16
Facilitator interaction and feedback ................................................ 17
Regularly monitor progress ........................................................... 17
Giving prompt responses .............................................................. 17
Giving clear feedback.................................................................. 17
Giving feedback about problems ..................................................... 17
Encouraging learners to voice fears and problems ................................ 18
Deleting posts ........................................................................... 18
Assessment .............................................................................. 18
Help! ........................................................................................... 18
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Introduction
This program has been developed to provide skills and knowledge about mentoring for
volunteer mentors in the Skilled Migrant Mentoring Program (SMMP) and the Refugee
Mentoring Program (RMP) at Sydney Community College.
Activities
MentorMe is divided into sections and contains a range of activities. The sections ,and the
activities within each section, are listed below:
1. What's in it for me? :
- Download the Goal Sheet
2. What is mentoring? :
- Short answer question
- Download SMMP or RMP Agreement Form
- The mentoring boundaries and roles – case study – short answer question
- The cross cultural knowledge questions
- The workplace culture – single best answer quiz
3. The characteristics of a mentor:
- The case study – short answer question
4. Your mentoring relationship
- Short answer question
5. Setting Goals
- Short answer questions
6. How to structure a mentoring session
- Short answer questions
7. Mentee learning styles
- The VARK online questionnaire
- Short answer question
8. The nuts and bolts
- Listening – single best answer quiz
- Questioning – multiple choice and single best answer questions
- Gaining rapport – short answer question
Instructions to participate in each activity are contained within the site.
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System requirements
 A computer with an internet connection and browser is required. Note: Firefox is the
recommended browser. Internet Explorer sometimes has display errors.
 The latest version of Flash Player installed on their computer. This can be downloaded
for free from http://get.adobe.com/flashplayer/.
Facilitating the program
This program is offered in two ways: accredited and non-accredited.
Non-Accredited
Learners who choose to undertake the program and who do not wish to gain a Statement
of Attainment are asked to work independently through the materials and undertake the
activities contained within the online program. Automated feedback is provided
throughout the program. No facilitation is required for learners who choose this
option.
However, learners may choose to join the MentorMe Peer Support Network and
information about forum facilitation is provided on page 15 of this document.
Accredited
Learners who choose to undertake the program and wish to gain a Statement of
Attainment for Facilitate Individual Learning (TAADEL404B) from the Certificate IV in
Training and Assessment are required to:



Complete all online activities
Actively participate in the MentorMe Peer Support Network
Complete a work-based project.
You are required to facilitate all three forms of assessment. Detailed instructions about
assessment are located within the assessment tool. Please contact the RMP or SMMP
Coordinator on (02) 8752 7555 to request a copy of the assessment tool.
What follows are instructions to help you access the online program, facilitate the forum
and provide feedback about the online activities.
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Log in to the course
Register with the SCC learning management system
a. Open your web browser e.g. Internet Explorer, Firefox, Chrome, Safari.
b. Go to http://scc.moodle.com.au/course/view.php?id=17. You should see a box like the
one shown in Figure 1 below:
Figure 1
c. Click on the ‘Create new account’ button (circled in red) to open the ‘New account’
page. A blank ‘New Account’ page is shown in Figure 2 below.
Figure 2
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d.
Enter the username and password you would like to use to log into the Moodle. Then
enter your preferred email address [twice] and your first name, surname, city or town
and then your country.
(You must put the requested information into all the fields [boxes] with an asterisk
next to them otherwise you won’t be able to move to the next step of registration.)
You can use the drop-down arrow on the right of the ‘Country’ box to select
‘Australia’ from a list.
e. Left click on the ‘Create my new account’ button (circled) to move to the ‘Confirm
your account’ page (Figure 3).
Figure 3
f. The email you receive will be similar to the one depicted below. Please confirm your
Moodle account by accessing your email and clicking the link (circled in the example
below) in the email you receive from ‘Admin User’.
Figure 4
If you don’t receive an email from ‘Admin User’ check your email account’s junk or
spam folders in the first instance and then contact the college on (02) 8752 7555 for
assistance.
g. This will take you to the Sydney Community College learning management system.
(Figure 5).
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Enrol in the Mentor Me online training program
h. If your name does not appear as a Facilitator (see figure 5 below) please contact the
RMP or SMMP Coordinator and request Facilitator Access to the course.
Logging back in to Mentor Me
a. Open your web browser e.g. Internet Explorer, Firefox, Chrome, Safari.
b. Go to http://scc.moodle.com.au/course/view.php?id=17. You will see the
following image.
Figure 6
c.
Enter the log in details you created previously into the log in box shown in Figure 6.
Left click the ‘Login’ button to log back in to the course.
Help!
If you have followed these instructions and still can’t access the course you can
contact the college for further assistance on (02) 8752 7555 and ask for the SMMP
or RMP Coordinator.
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Facilitating online activities
Audio
There are two topics which contain audio activities:
a. What is mentoring
To listen to the audio simply click on the link provided and then click the play button
(figure 7).
Figure 7
Video
To watch a video please click on the image as directed in the online course.
Quizzes
Mentor Me contains three different types of questions including:



Multiple choice
Single best answer
Short answer
Mentor Me refers to all question types as quizzes and the reports you can run will
show the results from all quizzes. Mutiple choice and single best answer questions
are automatically graded, but short answer questions must be graded manually by
the assessor. Instructions on how to review and manually grade quiz questions
follows.
Multiple choice/Single best answer
At the end of each quiz learners will submit their answers and receive automated
feedback and a grade. You are not required to add any further information for
these questions although if you can see that a participant is struggling you would
naturally get in touch by phone or email.
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You can review results by individual quiz, by individual learner or as a matrix
showing all learners and all quizzes.
1. By quiz:
a. Locate the quiz you would like to review and click on ‘click here to begin
the quiz’. (Example at Figure 8).
Figure 8
b. Select the ‘Results’ tab.
Figure 9
c. Review the grades.
Figure 10
If a learner has very low grades it may be that they did not understand how to
submit their results, have misunderstood the questions or do not understand the
course content. Please contact learners privately to assist them by phone or
email under these circumstances.
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2. By learner
a. Go to the beginning of the course and click on Grades from the
Administration block (Figure 11).
Figure 11
b. Click on the down arrow beside ‘Choose an action….’, then click on ‘User
report’ (Figure 12).
Figure 12
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c. Figure 13 will be displayed for the current learner. To choose a different
learner, click on the down arrow beside ‘Choose….’ And select the learner
you wish to review.
If you select ‘All users’ from the list you will see an individual report for
every learner who is enrolled in the course.
Figure 13
3. Learner/quiz matrix
a. Go to the beginning of the course and click on Grades from the
Administration block (Figure 11 above).
b. Click on the down arrow beside ‘Choose an action….’, then click on ‘Grader
report’ (Figure 12 above).
c. You will see the matrix below showing a column of user names (greyed out)
and a row of quiz names (Figure 14).
Figure 14
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Short Answer Questions
Follow the steps below to manually grade short answer questions:
a. Go to the beginning of the course and click on Grades from the
Administration block (Figure 11 above).
b. Click on the down arrow beside ‘Choose an action….’, then click on ‘Grader
report’ (Figure 12 above).
c. Click on the ungraded report you wish to mark (For example Smart Goals see Figure 15).
Figure 15
d. Click on Manual Grading (Figure 16) and then select the question you wish to
mark.
Figure 16
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e. You will see a list of learners as shown at Figure 17 below. Select the word
‘Grade’ next the learner you wish to mark.
Figure 17
f. You will see the question, the automated feedback and the learners
response (Figure 18) and a comment and grade box where you can enter
your feedback (Figure 19).
Figure 18
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Figure 19
g. When you have entered your grade click on ‘Save changes’.
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The MentorMe Peer Support Network
We strongly encourage all mentors to join the Peer Support Network regardless of whether
they participate in the training. Assessors and facilitators must join the network.
To join the network
a. To access the network (or discussion forum) go to the beginning of MentorMe and click
on ‘Connect with the Peer Support Network here!’.
Figure 20
b. To join an existing discussion just click on the Discussion subject or to begin your own
discussion click on Add Discussion , enter a subject line and your post, and finally click
on Post to Forum.
Figure 21
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c. To respond to an existing post just click on Reply (Figure 22), enter your
response and then click on Post to Forum
d.
Figure 22
Figure 22
Facilitation guidelines
In your role of facilitator you must ensure that learners:

are participating in discussions

resolve any technical issues that may be stopping them from participating in the
discussion

are posting appropriate content to discussion boards

are addressing the questions being asked in the discussion

respect each others’ ideas and opinions
Creating some discussion participation guidelines may help you to meet the above
objectives. For example, guidelines could include:

acknowledge the opinions of others and always provide clear and thoughtful support
for your views

respect the right of others to participate in ways which are free from harassment and
intimidation. Flaming (comments intended to abuse or insult) and personal abuse are
entirely inappropriate

always assume good intent and respond accordingly. If you are unsure of or annoyed by
a message, wait 24 hours before responding

when posting a message, choose your words carefully to communicate what you
intend. It is difficult to convey subtle meaning in online communications. Don’t assume
that others will interpret your message in the same way that you do. Consider
rewording your message if you think there is a chance that others may misunderstand
your message or be offended
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
avoid typing in all capitals (UPPER CASE) - it is difficult to read and is considered the
electronic version of ‘shouting’

give your posts and replies to posts meaningful Subject Titles so others can easily
locate and read your messages

quote the relevant message or excerpt when responding so other participants can see
which point you are responding to in a complex multi-level discussion thread.

ensure that attachments are free of any viruses before. Adapted from ‘Netiquette for Online
Discussion’, viewed 1/11/09 at http://www.iml.uts.edu.au/learnteach/utsonline/NetiquetteLevel3_2006.pdf
Facilitator interaction and feedback
How the facilitator interacts and responds to learners can have an impact on how
well learners can manage their workload.
Different ways to help learners:
Regularly monitor progress
If the facilitator remains aware of each learner's progress it is easier to recognise
and intervene when someone is falling behind or having difficulties. Monitoring
helps you keep a record of learner progress, and consistent participation can be
encouraged through course design and facilitation strategies to help maintain
momentum and motivation.
Giving prompt responses
A quick response to a learner's contribution or message shows the learner that his
or her efforts are being recognised and allows the learner to receive feedback
whilst their ideas are still fresh. This then allows learners to move forward with
confidence.
However, you need to get this timing "just right" - jump in too quickly and nobody
else will feel like talking. Leave just a bit of space for others to contribute as well.
Giving clear feedback
To avoid ambiguity the facilitator needs to communicate clearly whether a
learner's work is satisfactory or not and provide guidance and directions regarding
any additional work that needs to be done. This can motivate learners to complete
work to required standards, and to move forward.
Giving feedback about problems
If a learner is consistently not meeting the requirements of the unit of competency
or post inappropriate comments it is best to contact the learner off-line either by
email or phone.
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Encouraging learners to voice fears and problems
This can be facilitated throughout the program by the online relationship the
facilitator builds with learners and can be encouraged through private, supportive
emails if the facilitator feels that a learner may be encountering difficulties.
Adapted from ‘Facilitate e-learning toolbox’, Australian Flexible Learning Framework.
Deleting posts
Sometimes it may be necessary to delete inappropriate, accidental or irrelevant
posts from a discussion. To do this log in to the discussion and open the post you
wish to delete, then click on ‘Delete’ (Figure 23). You will be asked to confirm
your decision to delete the post – simply click on ‘Yes’. Then contact the learner
offline to explain the reason for your decision.
Figure 23
Assessment
The assessment requirements for the forum are described in the assessment tool.
Help!
Please contact your RMP or SMMP coordinator on (02) 8752 7555.
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