Buy E-Moderating 3 by Gilly Salmon (ISBN: ) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders. Professor Gilly Salmon has achieved continuity and illumination of the seminal five stage model, together with new research-based developments, in her. Editorial Reviews. Review. “Whether expert or novice, if you are involved in online learning, this E-moderating – Kindle edition by GILLY SALMON. Download it.
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I remember logging on from Syracuse, New York to the text-only online course with four e-moderators and 45 other participants scattered throughout the world — from Israel, Australia, Latin America, the United States, but mainly Great Britain. Likewise, students also need an introduction to online instruction. The future workforce will be in continual flux as moderatng constantly upgrade their capabilities through continuing education. In conclusion, E-Moderating lays out a useful model for leading intellectually engaging, highly interactive, and effective online courses.
The ability to guide online activities is more important than making polished instructional presentations. User Username Password Remember me. Since e-moderators are to teach online, their training should be conducted in that same environment. How can e-moderators support the modular study of students with different subject-matter requirements?
It clearly moves the novice towards assuming an expert role in leading online instruction.
What about students who come into and exit the online course based on individual needs and desires to slow the pace or accelerate their studies? Salmon does touch on these areas; however, her practical walmon is toward implementing the familiar modes of postsecondary education. E-moderators are often part-time faculty, whose credibility comes from professional practice in their full-time employment not from advanced research and scholarship about the course content.
The heart of the book is found in chapter two where Salmon presents a five-stage model for computer-mediated communication CMC in education and training.
Email the author Login required. The book also discusses common challenges; such as how many participants does an ideal conference take? She also considers the importance of monitoring e-moderator performance through online measures and supporting them through associated conferences while they conduct their first courses.
Noderating 21 offers many references about online journals, virtual institutions, online databases, and CMC software. Based on her research over several years, the model progresses from the early concerns in stages one and two that learners have about technical skills and social relationships to later stages of learning.
Salmon outlines so clearly most of the aspects of effective learning environments that I discovered through phone interviews with students, email exchanges, and transcripts of computer conferences. About The Author Dan Eastmond.
As seen in Part II, Salmon goes beyond the discussion of theory to give practical advice on implementation. Salmon understands this world, understands how students and faculty make this transition, and furthermore how to move across that gulf to create and sustain successful online learning environments through e-moderating.
The key to teaching and learning online. One of the institutions to experiment, foster, and promote computer-conferencing from its inception through to current Web-based forms is the Open University of the United Modedating OU UK.
Facilitation online: E-moderating Gilly Salmon
No one doubts that the Internet has permanently sxlmon the face of higher education. Is the constructivism that Salmon professes always appropriate, particularly when outcomes are predetermined by the sponsoring organization and the participants themselves, as in a corporate training or competency-based educational environment?
Moderatting describing participants in CMC courses, Salmon argues that all students are individuals, but that e-moderators should bear in mind the needs of certain types of persons: I was pleased to see numerous examples from other universities and training environments to exemplify key points.
These are engaging new learners, usually working adults who can now access a college education from an institution located far away from their home.
Online learners will need to become more self-directed, cooperative, capable information handlers, critical thinkers, and team players. The workplace will more directly shape the university as it shifts from a repository of academic information to a supplier of salmoh employees at all organizational levels.
Salmon adroitly weaves case examples and pertinent research into her presentation, which truly does give the novice a good feel for what this instruction is all about and reminds experienced online educators of the uniqueness of this learning environment. What a thrill it was to upload and download messages to these threaded discussions located on a server hundreds of miles across the ocean, to ruminate throughout the day about the conversations I read there, and to return to the conference the next day to post my thoughts and to find responses to my contributions as our conversations unfolded.
Salmo, as insightful, accurate and stimulating as this book is, I would have liked more information on how to implement new modes of distance learning. She uses the same five-stage model to move e-moderators through this training; they progress from stage to stage by responding to initial questions, interacting, and concluding with reflective responses.
April – 2003
What about the development and sustenance of a learning community to span an entire degree program through e-moderating, not just the interactions of individual online courses?
Book Review — E-Moderating: E-moderators must accommodate various learning preferences, be patient and respectful to all students — some of whom may have particular needs of which the instructor is not immediately aware.
Salmon admits that this sort of participant give-and-take is best suited to professional preparation for fields of practice where context, decision-making, and models need to be debated, challenged, supported, adapted, and dropped for students to become socialized into a field requiring expert judgment amid ambiguities. For example, Salmon shows how longer academic course can be adapted to a one-day asynchronous virtual seminar pp. From here, the book examines how e-moderators and participants should be trained and prepared to successfully engage online.
She sees e-moderating becoming the key competitive advantage for new teaching and learning organizations that make this activity an integral part of their endeavors.
Telecommunications will make it possible to build institutions around students rather than the geographic areas in which they are located physically Susman, quote in Salmon, p. An important contribution, the book moves learning institutions to consider, build, and affirm the role of e-moderator as essential in their evolution within the global information age.