Emoderating The key to teaching and learning online

1、e-moderating: success without serried ranksdr. gilly salmonopen universityhttp:/oubs.open.ac.uk/gilly & http:/oubs.open.ac.uk/e-moderatingcentrinity: solutions through partnerships conferencelas vegas november 2000why e-moderating?there are many definitions of an online course. at one end of the spe

2、ctrum of online-ness, these include classroom-based teaching supplemented by lecture notes posted on a web site or by electronic communication such as e-mail. at the other end of the spectrum, materials may be made available and interactions occur exclusively through networked technologies. whatever

3、 purpose, whatever software, the key issue is that the teacher, instructor, tutor or facilitator the e-moderator is operating in the electronic environment along with his or her students, the participants.from the field of corporate training, charles jennings writes:there are a few unchanging corner

4、stones in the education process. one such cornerstone is the inspiration from a teacher who both understands the needs of the learners and can respond to those needs appropriately to make the learning experience a richer one. a second is the provision of quality learning materials that will further

5、inspire, delight and enlighten. without both of these the educational experience of both the learner in the classroom and the learner sitting at the computer in some distant location will be the poorerthe challenge for all educators currently is to explore and translate these understandings through

6、the opportunity offered by well-developed computer mediated conferencing systems such as firstclass.in my view, any significant initiative aimed at changing of teaching methods or the introduction of networked technologies into universities, colleges, schools or corporate training must be accompanie

7、d by full appreciation of the role and training of e-moderators (salmon 2000a, paulsen 1995). even where technological infrastructure and support are strong, and when worthwhile learning applications are developed, without training and development for the human teachers who provide the “spark”, noth

8、ing is likely to happen beyond small schemes. in the medium term, the costs of training and support for users can be higher than the provision of the technology; therefore it is worthwhile giving the training of e-moderators due consideration and adequate planning. trained and experienced e-moderato

9、rs then contribute to successful learning.most importantly, training to e-moderate must take place in the online environment itself!e-moderating is not a set of skills any of us is born with, nor something we learned vicariously through observing teachers whilst we ourselves were learning. as yet th

10、ere are few online mentors to guide us through step by step. e-tivities!another useful concept can be drawn from ideas about engagement theory. engaged learning means that “ all student activities involve cognitive processes such as creating, problem-solving, reasoning, decision-making and evaluatio

11、n. in addition, students are intrinsically motivated to learn due to the meaningful nature of the learning environment and activities” (kearsley and shneiderman 1998 p. 20)principles associated with engagement theory are: group activities project based authenticity (i.e. focussed outside the immedia

12、te learning context)so for educators wishing to get the best from platforms such as firstclass need to concentrate on engaging their learners (and not just on providing reading materials). i have recently coined the term “e-tivities” to bring together the practical aspects of mobilising, engaging an

13、d effectively e-moderating in technology mediated teaching and learning environments. my suggestion is that creating e-tivities with attention to both content, process and outcomes will enable students to truly engage- become enchanted even- with the online environment and arrive online frequently i

14、n great shape for learning!learning and e-moderating modelsince 1996, in the open university business school (the largest european business school with 25,000 students http:/oubs.open.ac.uk), i have trained new and experienced teachers in management, in the art of e-moderating, based on a model deve

15、loped through action research (salmon 2000a). (for the history of the use of computer mediated conferencing in the ou, see salmon 1999, and in the oubs salmon 2000b). increasingly, colleagues in disciplines other than management education, other than distance learning, and in locations other than eu

16、rope have asked for ideas and support in training their online teachers and trainers. i report briefly on the model itself, and then offer examples and reflections on its use, with especial reference to the adjustments made for other contexts. the conference presentation, and the slides on my web si

17、te, will demonstrate screen shots of the various training programmes.individual access and the ability of participants to use computer mediated conferencing (cmc) are essential prerequisites for participation in online learning (stage one, at the base of the flights of steps). stage two involves ind

18、ividual participants establishing their online identities and then finding others with whom to interact. at stage three, participants give information relevant to the course to each other. up to and including stage three, a form of co-operation occurs, i.e. support for each persons goals. at stage f

19、our, course-related group discussions occur and the interaction becomes more collaborative. the communication depends on the establishment of common understandings. at stage five, participants look for more benefits from the system to help them achieve personal goals, explore how to integrate cmc in

20、to other forms of learning and reflect on the learning processes.each stage requires participants to master certain technical skills (shown in the bottom left of each step). each stage calls for different e-moderating skills (shown on the right top of each step). the “interactivity bar” running alon

21、g the right of the flight of steps suggests the intensity of interactivity that you can expect between the participants at each stage. from stage two onwards, it is important to provide online activities that encourage participants to engage in active learning and with each other in meaningful and a

22、uthentic learning tasks.i have built training programmes based on the key skills needed at each of the 5-steps. by the way, training to e-moderate needs to take place in the online environment itself, wherever possible. example: 1 united stated open universityin fall 2000, the united stated open uni

23、versity () commenced operation with a range of fully distance learning and supported courses in management, business, computing, social sciences and the humanities. the 5-step model was “translated” to provide an 8 hour asynchronous programme, which the newly recruited associate faculty

24、undertook over a 10 day period. 30 associate faculty successfully and happily completed the training prior to a face to face orientation meeting in denver colorado in august 2000. providing the training online prior to a meeting proved especially satisfactory. the precious time spent together was no

25、t taken up by fears of failure to log on but instead by very productive discussions, based on real experience, of how the medium could be used for students. the associate faculty enjoyed and benefited from the online training and looked forward to meeting each other on completion. example 2: e-maste

26、rs in marketing, monash university melbournean innovative programme to offer an online masters in marketing commenced at monash in march 1999 (.au/courses/mkt/mmm). monashs view is that as an abundance of content becomes available online, there is a great need for academics to a

27、dd value by facilitation of the online student learning experience. they argue that one of the most significant elements is the contribution made by staff in e-moderating student dialogue (paulsen 1995, merron 1998). monash take the training and development of their online staff very seriously, sugg

28、esting that effective e-moderation on a global basis, will assist in their programs becoming leaders in their field (ghoshal et al 1992, turoff 1997, smart et al 1999). they maintain a consistent and methodical approach to computer mediated conferencing and have adopted the five-step model as a blue

29、print for delivering quality and value in online teaching. each staff member is provided with a copy of the monash moderators manual based on the five-step model and attend workshops in e-moderation. sandra luxton of monash says “students coming through each subject therefore have well founded expec

30、tations, and a quality approach to online teaching is maintained” (luxton et al 2000). example 3: industrial supply chains in the ukthe knowledge and learning in automotive supply systems project (klass.open.ac.uk) is in the automotive component sector, and is running in partnership with four educat

31、ional institutions and two industry training bodies in the uk. supporting training and education through work-based networks, especially exploiting the interactive benefits of online working, needs to take account of a much wider variety of factors than learning to use appropriate software. here, th

32、e five-step model frames online training to introduce experienced engineers (used to providing face to face learning and coaching opportunities) to the benefits of online facilitation and the wider use of the internet, including for e-commerce. we find that an inspiring presentation prior to the com

33、mencement of the online training is important to spark of their interest, and, most importantly, to explain the relevance and authenticity of the online training opportunity. (salmon 2000c)example 4: television and the internetin 1999, the opportunity arose for the open university business school to

34、 create with the bbc a series of magazine-style business television broadcasts linked to an advanced interactive web site. it was called the business caf (www.open.ac.uk/businesscafe). the idea was television viewers would be drawn to the web site, and the web site would add value to their viewing o

35、f the broadcasts by offering further knowledge and a chance to collaborate with other viewers.tv audiences reached 300,000 per programme during the series. following the first weeks broadcast in february 1999, there were around 4,000 visitors to the business caf web site. this figure rose to around

36、6,000 for weeks 2-6, reached to 8,000 for week 7 and fell again to 6,000 for weeks 8-9. in total, around 60,000 visits were made to the caf home page during the series. the five step model was used to train the nine e-moderators who interacted with visitors to the web site over the 10 week period. a

37、n open web-based version of firstclass was used to provide very large scale open online conferencing (salmon 2000d).conclusionsthe main success weve had with recruiting, training, developing and enabling e-moderation using computer mediated conferencing has been to fully engage the participants so t

38、hat the knowledge they construct is usable in new and different situations. so you can see the goal of the e-moderator for this kind of learning is to enable meaning making rather than content transmission. the huge advantage is that theres little cost beyond training the e-moderator! firstclass pro

39、vides a wonderful environment and set of affordances to become extremely successful in the e-moderating role, and in designing and running e-tivities. why dont you try it out for your learners?referencesghoshal, s., arnzen b. and brownfield s., (1992) “a learning alliance between business and business schools: executive education as a platform for partnership”, california management review, berkley, fall issue. luxton, s., farrelly, f., joy, s. and clulow, v. (2000) “collaboration in transnational marketing education” conference proceedings american marketing association marketing educators