Saludos Pablo,

He investigado sobre el tema, y a este tipo de competencias les denomino "mediacionales". Aquí adjunto una liga a uno de los artículos que he trabajado sobre el tema esperando sea de utilidad.

http://www.redalyc.org/articulo.oa?id=15507209

The European Institute for E-Learning has a very good e-learning competency framework where you can find the answers to some of your questions. See the link below:

http://www.eife-l.org/competencies/ttframework

Every collaborative practices we have implemented are about collaborative learning and the collaboration carries out between peers (between studentes). Teachers only design the practices and guide the deployment of them. Taking into acount my experience in collaborative learning, I think teachers who designe this kind of practices should know the theories that support collaborative learning; while teachers who guide the implementation of collaborative practices should have some personal skills to promote and facilitate collaboration between students.

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Thank María Elena Chan, Romer Castillo and Harshvardhan Singh for the suggested papers.

I have read about teachers work in e-learning and we can distinguesh 3 teacher profiles: teacher (as an expert in the subject matter  plans the methodology and the activities), tutor (as an advisor and guide for the student) and the management staff (in charge of  administrative and technological aspects).

I am mainly concern with competencies and skills of a tutor in Computer-Supported Collaborative Learning (CSCL). The are a lot of  tips and guidelines that teachers could follow to promote interactions and learning, but from my point of view it is not clear which  competeces or skills define a proficient tutor of CSCL.

Although the literatura recognize teachers play a key role in the success of cscl experiencies, it seems that researchers are mainly concern with studying the behaviour, skills, role , etc., of students. For example according to Soller [1] in CSCL students should  manifest the following collaborative skills: Active Learning (subskills request and inform), Conversation (subskills task,  maintenance, and acknowledge) and Creative Conflict (subskills argue and mediate). However, there is no a taxonomy of competences  or skills that tutors should have.

[1] Soller, a, 2001. Supporting Social Interaction in an Intelligent Collaborative Learning System. International Journal of Artificial Intelligence in Education, 12(1), pp.40–62.

Please take a look in my profile to read some papers.

Kind regards

NP

Instructors need to build a connection with students to keep them engaged and on task.  Interpersonal relationship development (as shown through my doctoral research) has implications on many other behaviors and outcomes, not the least of which is also keeping the instructors engaged.

Hello Pablo,

I'd like to provide an answer to a slight variation of the question you've posed.  ¿What are the similarities between teaching via collaborative learning and online/hybrid learning?  My research points to three things that must be considered very carefully by teachers in these contexts:

(1) Skills for successful autonomous learning often must be taught and modeled.  Many of our strongest students have learnt these skills tacitly in one form or another, but my experience is that the majority of students have not.

(2) It is one thing to convince a group of students they must be responsible for their own learning, and it is another thing to change their epistemic beliefs regarding the nature of knowledge creation.  In that autonomous learning proves to be important in both collaborative learning and online/distance learning, the skills are not enough.  They are much more effective if the students come to acknowledge that they are now the creators of their new knowledge.  (I.e., they see the benefit, and they do not interpret the situation as the "teacher not doing their job.")

(3) Students want to be a part of a community.  The more opportunities to authentically work with other students, the better.  And, as it should not be assumed that the students will learn the other skills "along the way," it is best to provide specific activities to encourage students to build community early.

First, let me stress that I do not mean to suggest that these are not issues in regular classrooms.  But, it was a key point in my research when I first discovered the parallels of these three aspects in inquiry based learning and online instruction.  Second, I do not want to suggest that all students do not already know this.  In fact, having students share their strategies with each other has been a powerful learning experience for me, too.

Hope this proves to be useful information.

Cheers,

    gh

Students hate group assignments because the do not function as a team. Three thoughts. First, even when dealing with college age and below, you have to talk about what it means to collaborate, to truly work together not just divide up an assignment among people, what it means to work in a group, to deal with problems that arise as a group. You need to check in periodically with groups to assess their health and progress.

Second, one of the few books I've seen that's a good K-12 source is Elizabeth Cohen's "Designing Groupwork" (Amazon probably has it).

Third, in an online setting, you need the sort of infrastructure that can support collaboration, e.g., reputation management in threaded discussions, recordable chat spaces, e.g., Skype, Adobe Connect, etc. 

To truly succeed you need to make collaboration a normal part of the class rather than a one-time deal, i.e., build a collaborative culture.

Dear Pablo,

Look at it article: Team Effectiveness and Team Development in CSCL. The authors are at this network: https://www.researchgate.net/publication/261884388_Team_Effectiveness_and_Team_Development_in_CSCL

Best,

Article Team Effectiveness and Team Development in CSCL

Pienso que antes que nada el propio profesor debe tener experiencia en la enseñanza o aprendizaje colaborativos. Además, el trabajo colaborativo es fructífero sólo si hay necesidad de éste. Finalmente, se necesita acudir a lo que se conoce en teoría hasta el momento para crear los instrumentos didácticos específicos para cada grupo (y en esto estoy totalmente de acuerdo con Susana Isabel Herrera), involucrándolo al 100% (Linda Polín).

In the classroom, the teacher can still make use of technologies to engage learners, such as peer instruction after individuals make responses to your questions through their smart phone. This is important to encourage students to interact between one another such that they can clarify concepts or misconceptions. Second, students may actively think critically as they discuss in the classroom. 

Dear Pablo

Learning online becomes affective when the teacher knows how to deal with the primary style of learning. The key effectiveness of certain learning depends on teachers when they teach using high quality material. The teacher needs skill every now and then as the technologies improve every time. However it depends to teachers in which level of students they are teaching.

Anderson (2003) identified six educational interactions involving learner-learner, learner-content, content-content, teacher-content, teacher-teacher and learner-teacher. In online learning, learner–teacher-content becomes a chain connection within one another. The interaction between teacher-content create learning content and activity by teachers. The teacher will continuously monitor the content resources to make sure learning goes on online without disturbances.

Colaborative practices require planning and mediation of teachers. Thus, the teachers must be engaging, creative, innovator, perceptive and very organized.

Please take a look in my profile. You may find some interesting articles that can answer to your question. 

Kind regards

NP

I Agree With Mohan Rathakrishnan

It is important to try to understand the behaviors that characterize digital natives. It is not just that the teacher knows how to work with modern computing resources.

If the teacher does not know how to unravel that unique form of behavior, which distinguishes the new digital generation, it is difficult to achieve more complete success in its pedagogical management.

Nice contribution Nikolaos Pellas