E MODERATING GILLY SALMON PDF

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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The future workforce will be in continual flux as employees constantly upgrade their capabilities through continuing education.

April – 2003

Salmon understands this world, understands how students and faculty make this transition, and furthermore how to move moedrating that gulf to create and sustain successful online learning environments through e-moderating. User Username Password Remember me. For example, Salmon shows how longer academic course can be adapted to a one-day asynchronous virtual seminar pp. 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.

Facilitation online: E-moderating Gilly Salmon

E-moderators are often part-time faculty, whose credibility comes from professional practice in their full-time employment walmon from advanced research and scholarship about the course content. The first two thirds of the book lay out the most salient aspects of online instruction — from educational characteristics of the virtual environment and the software systems that support it — to issues surrounding training of e-moderators.

A decade later, not only the OU UK, but also nearly every postsecondary institution in joderating developed world has moderatting hybrid courses, if not entirely distance degree programs. 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. As seen in Part II, Salmon goes beyond the discussion of theory to give practical advice on implementation.

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 Kingdom OU UK.

These distance faculty members provided the sounding board on which to air the concerns I faced, working with students, and developing more effective Web-conferences. No one doubts that the Internet has permanently changed the face of higher education. As a participant, instructor, e-moderator, trainer, and researcher, Salmon has been a major player in this Internet revolution.

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Salmon claims that many traditional colleges and universities that cannot adapt to online modes of instruction will face extinction. It clearly moves the novice towards assuming an expert role in leading online instruction. The key to teaching and learning online.

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.

How to cite item. E-moderators must accommodate various learning preferences, be modrrating and respectful to all students — some of whom may have particular needs of which the instructor is not immediately aware. 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.

The book begins by reviewing the basics of online instruction, such as technical features of the network, the costs of this type of education, and online social and communication dynamics.

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.

Likewise, students also need an introduction to online instruction. Dianne Conrad Rory McGreal. The workplace will more directly shape the university as it shifts from a repository of academic information to a supplier of capable employees at all organizational levels.

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. Email this article Login required. Resource 21 offers many references about online moderatibg, virtual institutions, online databases, and CMC software. One issue she engages head on is the labor-intensive nature of e-moderated learning at course and institutional levels, suggesting practices to make this endeavor more cost-efficient.

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. The chapter includes actual moderting contributions, distilling the essence of this training to the reader. About The Author Dan Eastmond. Salmon does touch on these areas; however, her practical advice is toward implementing the familiar modes of postsecondary education.

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How can e-moderators support the modular study of students with different subject-matter requirements?

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?

The ability to guide online activities is more important than making polished instructional presentations.

These are engaging new learners, usually working adults who can now access a college education from an institution located far away from their home.

Some of resources contain fascinating nuggets for imagination and reference. 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.

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? Email the author Login required. 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.

The key to teaching and learning online Author: In this orientation, they work through the five steps of the model online; many of the questions and discussion items adapted from e-moderator training. Online learners will need to become more self-directed, cooperative, capable information handlers, critical thinkers, and team players. 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?

Although the educational milieu will expand to a global scale, e-moderation must continue to address individual requirements. I was pleased to see numerous examples from other universities and training environments to exemplify key points.