Services

Personal Tutoring I have over 20 years teaching experience with different age groups. There is no one-size-fit-all, approach for my students, so my main specialisation is to cater differently to every students’ needs. Part of the training came from working with Speech Therapists, Occupational Therapists and Education Psychologists; and also from my training working with gifted children. I like to see children finding a voice for themselves, gaining confidence in skills that they have, or have developed during my time with them. I believe that the ultimate success for working with young people is cooperation with parents, and providing pointers for parents to help their child succeed. I specialise in preparing young children between 5-11 for school readiness: reading and writing; essay writing, comprehension and listening skills. I work with teenagers who have problems writing and expressing their ideas, struggling with English and getting them to have confidence and ownership in their work as a student.

English as a Second Language  I also work with students preparing for their IELTS and English examinations for citizenship applications.

Resource Writing and Project Management  My research, writing,  conceptualising educational resources and project management include: The Refuge Teacher’s Resource, Aegis Trust (2003); The Holocaust and Genocide: Why did it happen, Hodder (2004),  Touring of UK schools with a Rwandan Youth  Dance and Theatre Group (2006,2008), The Holocaust Guide for Police Personnel (2008).  More recently, I am following the Post Graduate Diploma in Digital Education course at the University of Edinburgh, and my focus is in designing effective eLearning environments.

Website Design My experience in this area involves being coach to two gold award Thinkquest Teams in 1999 and 2000, webmaster of a web publishing start-up (2000-2001), History Speaks (2009), an award-winning learning platform with archives of Holocaust Survivors, and video-conferencing: Digital Educational Content Awards and BESA Teacher’s Choice (2009, 2010). In 2010-11, I have helped two charities put together websites which help surface the content they require.    My role is one  of an Information Architect where a structure is provided, and the owners of the websites, are guided and trained to furnish their shop front.

 

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About

Chantelle’s Publications and Projects Final Assignment Projects (Digital Cultures, University of Edinburgh(2012-13), History Speaks Local Dimension: Programme for disavantaged youth (2010), History Speaks (2009), The Holocaust: A Guide for Police Personnel (2008), Touring of UK schools: Rwandan Dance Group (2006, 2008), Creation of professional training programmes at the Holocaust Centre (2005-2009), Holocaust and Genocide CD_ROM: why does it happen?(2004), Refuge Teacher’s Resource Pack (2003), Thinkquest Coach of two gold award winning teams (1999, 2000), Creation and implementation of Talent Development Programme and Affective Education in Singapore (1996-1999), Establish education programme to integrate physically disabled children into mainstream schools in Singapore (1993-1995).

N.B   Chantelle Meckenstock, etutor, web and elearning design services is trading under the legal name of Chantelle Meckenstock.

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Project

In October 2010 I developed an eLearning module for teaching young children from age 10-14 to write their stories.  The pilot module had only 10 students enrolled. Interesting insights and lessons learnt were captured from this process.  It served as a basis for comparison and understanding the limitations and potential of eLearning environments for different age groups. The general conclusion is that a blended model has to be used for children and teenagers, and in keeping with research in social media and eLearning, there needs to be a community built for an eLearning module to work.

In 2012, as part of my course assignment, I developed a writing module for ages 16 and above.  It is called Writing Critically. It takes the approach of telling stories from your life by using Hemmingway’s method of writing truthfully and simply. The course will also help you find your own particular voice in the layers of cultural, social-political influence of how we have lived our lives. For this module, we are limiting the scope to stories from your childhood. This module will be used by a small of group of students in Spring 2013, and will subsequently be offered as a regular course.

In 2017, I will be working to develop a digital environment for a local educational establishment.

 

 

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I am amazed how much you have helped in such a short time.

His confidence and writing has really improved, so much so that his teacher positively commented on his ‘new and neat style’ today.

News & Updates

Welcome to Chantelle Meckenstock's Educational Services

Brave New Classrooms

Posted by admin-elt on Dec 14, 2010

I am on to my second book, “Brace New Classrooms: Democratic Education and the Internet” edited by Joe Lockhard and Mark Pegrum. It is like clearing the cobweb in my mind.  Having developed my teaching and education career  along with the world wide web, and the ideals of a knowledge worker, and knowledge creator, it is really refreshing to sit back and reflect on the technological advancement that has taken over the landscape of education and communications in the last 25-30 years.  Caught in the spirit of the times, I have tried and experimented as much as I could with the new ideas and tools, to help enhance teaching, and creation of resources.  At most times, I did not have names or ideologies attached to much of my practices, except that I wanted to be a reflective practitioner, always stopping to think and improve, and develop better ways of doing things.  And so now it is time to read the research conducted: those that have reviewed and tested the efficacy and effectiveness of the practices that have evolved from the digital age. And the “Brave New Classrooms” is a great place to start as it looks critically at these developments, at the same time providing names and descriptions to things that have been propagated by various schools of thought.  I have yet to finish reading the book but the chapter reviewing Socrates and Plato, in the elearning context is revealing.  I have often wondered about the Socratic Method of questioning, which on the one hand seemed so progressive, but in reality it is set in the authoritarian mode, where...

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Challenging eLearning in the University

Posted by admin-elt on Dec 9, 2010

I have been reading the book entitled ‘Challenging E-Learning in the University’ by Goodfellow and Lea (2007). Goodfellow and Lea, with background in linguistics, bring interesting perspectives and raise pertinent questions about what constitutes learning in University.  They focus on the academic literacies required with the introduction of technology driven learning management frameworks which have taken over the landscape of University Education in the last few years.  They highlight the tension that exists between the systems and the ideology of student empowerment that is created.  And more importantly, they discuss the transformation of traditional roles of lecturers and universities to one that facilitates learning and knowledge.  Although universities in the name of eLearning have embraced technologies into the delivery, assessment and management, there is little clarity on what constitutes knowledge.  As linguists, they also bring into focus the text-centred modality, that still governs meaning making at this level.  There are so many issues to be raised as to what we will accept as authority and also the divide that exist in this era.  Despite the intention of policy makers to make sure that the digital divide gets smaller, Goodfellow and Lea remind us that eLearning is still very much dependent on written word. How does this impact literacy teaching in our classrooms...

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eLearning and Snow

Posted by admin-elt on Dec 6, 2010

“Which era in history would you like to be born?” I asked my tutee. After much thought, he said during the Stone Age! While he is constructing his arguments, I ponder about our era. This time, the dreaded arctic wind in the UK; some schools have been closed for a whole week now. Many school hours have disappeared, never to be recovered. At the same time, the discussion in the news today is about provision of high speed broadband to the UK and it was reported that nine million people in the UK do not yet have access to the internet. Places such as Korea and Singapore have better connections than the UK. Let us consider a future where schools are not solely dependent on physical classroom attendance. Think about some forward thinking education establishments in the Far East which have already been trialling this for years. And let us ask some questions whether teachers in the UK have begun piloting schemes of elearning as a way to complement teaching in the classroom effectively. In 1996 when I was teaching History, I had my own website where schemes of work, lessons and tasks were made available online. My students used the site as a primary tool for reference. And I would like to think that if I was teaching in schools in the UK today, my students would be doing the same. In fact, they would be interacting with the content matter online with their schoolmates. My presence in the classroom will draw from discussion students have online, and I will introduce new concepts which will then to be...

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Our world, connectivity and perspectives

Posted by admin-elt on Oct 14, 2010

I hover restlessly on the BBC website with the half hourly updates of the rescue of the miners in Chile. “I hope there are no accidents in between,” I think to myself. It seems the whole world is watching. Rightly as they say, we wonder how we would have managed in the same position. However I also think about the people in Pakistan and the Quechan natives of Peru and the people suffering under racist governments policies and societies in even the most civilised countries. I ask myself these questions: Is it because there is no shared religion or culture involved that some issues are not as highlighted as much by the media? Shouldn’t BBC also focus on the plight of the indigenous people around the world especially where explorers and traders from the past have rattled ? Shouldn’t we also be educated about our responsibility towards those who been marginalised as a result of globalisation? Or is it just simply in our times of financial crisis, the story of hope is more welcoming? The tune and lyrics of ‘the Colour of the Wind’ comes to me: ‘You think the only people who are people Are the people who look and think like you But if you walk the footsteps of a stranger You’ll learn things you never knew you never knew’ If enough people stop to think about how we regard people who are different from us, the world will be a richer and safer place, perhaps? And what can our networked technology, and elearning tools do that education cannot do in the past? Should we not be...

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eLearning: Inclusive or exclusive?

Posted by admin-elt on Sep 16, 2010

I have been reading articles on using Web 2.0 technologies in the classroom and higher learning institutions lately, at the same time researching project management materials. I now have a lot of names and terminologies to use on certain practices and methodologies! It seems a long time ago, trades were protected by guilds; years later things have not changed. To practise a trade, you need certifications and accreditation examinations to be inside the circle! We sometimes call this maintaining industry standards but it is also a way to exclude those who do not have the means to take those paths of recognized success. There is a lot to ponder about the world we inhabit. So how is this related to Web 2.0 for teachers on the ground? Consider teachers in countries or schools that do not have access to computers in their classrooms: How are children and young people growing up in the latter environment catch up or compete with those in the more well off position? What are the realities of overstretched, under resourced teachers and under qualified teachers? In most cases, teachers prime concern is maintaining a sense of order in the classrooms, and getting through the year completing the syllabus. In 2002-3, I produced a huge resource called Refuge Teacher’s Resource Pack, which allowed a selection of materials and activities for a classroom. This included films, a website and print materials. While some teachers found the resource extremely useful, I also had feedback from teachers who wanted something much simpler. A 50-minute lesson, all mapped out! I did a lot of thinking then, I thought perhaps...

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Observations of user behaviour on eLearning sites

Posted by admin-elt on Sep 3, 2010

My reading in the last few days confirms a couple of things that I saw while going through an elearning course.  While participants are keen to post what they think, sometimes there is a tendency to digress to something they are more comfortable with.  So instead of commenting on the thread, it takes on a whole new life, and most of the time has little to do with the original post. There are also differences in the way men and women respond to a discussion thread. However it is difficult to draw conclusions at this stage as elearning is rather new, and for us to depart from the traditional face-to-face interaction to an eLearning environment will take time. There are a few studies looking at the quality of interaction and learning via eLearning and it seems clear that the pedagogy has to be different. This begs the question of training for teachers, students and elearning designers. It will be interesting to see how the studies on eLearning would apply to younger learners. So far, most research on eLearning is very much focused on learning in Universities or Professional...

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Thoughts about water

Posted by admin-elt on Aug 26, 2010

I have forgotten how privileged we are living in Britain until I went to India recently.  The very basic necessity of life – having clean water – was not something that was immediately available.  Even bottled water can be suspect.  We tried to dissolve cleaning tablets into it before boiling to drink, but it still gave us a very upset stomach for weeks. I cast my mind back thirty years ago when there were frequent water rations in Malaysia due to burst pipes or droughts:  We queued up with buckets hoping to get enough potable water for the family. Sometimes we even collected rain for washing. You can say we were frugal with what we had. The clear substance that comes through the taps in the UK is clean. Even so when I was at the shop the other day my eyes were drawn immediately to water filters.  I got myself a Brita Filter and now we have even tastier H2O without the chlorine, led or copper poisoning.  Having just experienced India, my senses were heightened to anything that signified pure drinkable liquid! Critically, my visit to this most populous democracy in the world has made me respect the basic right that we have. The sites and scenes of the countryside driving from Gurgaon to Agra come back to me often.  Many who roamed the streets did not have access to the most basic facilities:  some lived in tents, others in small tiny huts. I am not forgetting the more developed sites especially what I saw of Gurgaon where you could mistake its skyline for any big metropolis but that...

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User friendly and effective web design

Posted by admin-elt on Aug 17, 2010

If you have a business and you would like some web presence, it is not enough to knock a site together and get it published.  There are a few questions to consider: a) Are the colours I am using on the site soothing to the eye? b) Are my font-size, font-type and font-style consistent throughout? c) Am I using simple enough language? d) Have I got someone else to check my content? e) Is my website achieving the right results for me? These are little things but it makes a lot of difference if we pay attention to details. Should you like eLearning Tutor to work with you on your website, please do not hesitate to contact...

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Progress on Writing Basics

Posted by admin-elt on Aug 12, 2010

I am delighted to announce the creation of an elearning prototype course called Writing Basics. Using the template provided by Moodle, it took  just a day to set it up and Writing Basics is shaping up really beautifully. Watch this space for the completion of this site. 10 young people will be offered a place in this pilot run. Subsequently, this programme will be reviewed for its successes, potential and...

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The purpose of eTutor

Posted by admin-elt on Jul 21, 2010

Elearning constitutes a number of things.  It delivers learning electronically through a number of means: email, online modules, video-conferencing, and blogging tools. With the advent of digital technology, physical boundaries and distances tend to blur.  I would like to take this opportunity to get young people from different countries and experience learning together.  Although I am in the UK, through eLearning, I am able to help my students from all across the world. At Chantelle Meckenstock etutor, web and elearning design, among other educational services,  I offer elearning for young people aged 9 -13 specifically creating opportunities for young people who want to write about their experiences and also events they have experienced as children.   Individualised support to build on their existing writing skill will be provided.  One of the areas I am keen to develop along with this is elearning design for young people. I also work with postgraduate students who require some editorial , proofreading and academic writing support.  These will be done on email and skype. If you wish to use the internet and other web tools for your charity, business and education, I will be happy to help you design, project manage and create content for your first website. If you wish to engage my services in any of the above, I will be most happy to discuss your requirements on Skype:  elearning.tutor telephone on (44)750 3000...

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