E-moderation five-stage model: Difference between revisions
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== Definition == | |||
* Gilly Salmon's 5-stage model of e-moderating describes to design an course that strongly uses [[computer-mediated communication]], in particular [[forum]]s | |||
* A description of a five-stage model of teaching and learning online (Gilly, 2002:X). | |||
== The five stages - Overview == | |||
# Access & Motivation. Exploring the technology and motivation building are key issues. The e-moderator helps meeting people and learn the environment. | |||
# Socialisation. Building on the first stage, this stage focuses on social processes and 'community building'. Moderator does bridge building. | |||
# Information Exchange. Information is exchanged and co-operative tasks can be achieved. Interaction happens with contents, other participants and the e-moderator that assists exploration activities. | |||
# Knowledge Construction. Knowledge development and discussion activities become important. Participants start recognizing the value of text-based asynchronous interaction and take control of knowledge construction. | |||
# Development. Participants become responsible for their own learning and that of their group. Ideas are applied to individual contexts. This stage is characterised by reflection and assessment. | |||
The 5-stage model is also at the core of Salmon's [[e-tivity]] frameworks for enhancing active and participative online learning by individuals and groups. | |||
== Comments == | |||
Salmon's books are easy reading and are suitable for beginners: | |||
* She provides a lot of examples. | |||
* She works with simple technology (e.g. [[forum]]s and email). | |||
* There are practical "how-to" sections (recipees). | |||
Globally speaking, her own books do a very good job for her stages 1-3. They also are a must read for practitionners of content-oriented [[e-learning]]. | |||
I don't think that her approach goes far enough to support deeper project-oriented teaching. What I miss most are scenarios to build tangible knowledge or projects that are reified on-line .. a price to pay for using only simple communication tools (no [[Wiki]]s, no [[C3MS]], etc.) | |||
11:03, 11 April 2006 (MEST)--[[User:DSchneider|DSchneider]] | |||
== Links == | |||
* [http://www.atimod.com/e-tivities/intro.shtml E-tivities book companion site] | |||
* [http://www.atimod.com/e-moderating/intro.shtml E-moderation book companion site] | |||
== References == | |||
* Salmon, Gilly (2003) E-moderating: The Key to Teaching and Learning Online (2nd edition), London: Taylor & Francis. ISBN 0415335442. | |||
** See also the [http://www.elearning-reviews.org/topics/pedagogy/communication/moderating/2000-salmon-emoderating/ review at elearning-reviews.org]. | |||
*Salmon, Gilly (2002), "E-tivities. The Key to Active Online Learning", London: Tayler & Francis. ISBN 0749436867 | |||
** See also the review at [http://elearning.surf.nl/e-learning/boekenensites/3090 elearning.surf.nl] | |||
[[Category: Instructional design models]] | |||
[[Category: Project-oriented instructional design models]] |
Latest revision as of 17:15, 25 August 2007
(needs some tuning)
Definition
- Gilly Salmon's 5-stage model of e-moderating describes to design an course that strongly uses computer-mediated communication, in particular forums
- A description of a five-stage model of teaching and learning online (Gilly, 2002:X).
The five stages - Overview
- Access & Motivation. Exploring the technology and motivation building are key issues. The e-moderator helps meeting people and learn the environment.
- Socialisation. Building on the first stage, this stage focuses on social processes and 'community building'. Moderator does bridge building.
- Information Exchange. Information is exchanged and co-operative tasks can be achieved. Interaction happens with contents, other participants and the e-moderator that assists exploration activities.
- Knowledge Construction. Knowledge development and discussion activities become important. Participants start recognizing the value of text-based asynchronous interaction and take control of knowledge construction.
- Development. Participants become responsible for their own learning and that of their group. Ideas are applied to individual contexts. This stage is characterised by reflection and assessment.
The 5-stage model is also at the core of Salmon's e-tivity frameworks for enhancing active and participative online learning by individuals and groups.
Comments
Salmon's books are easy reading and are suitable for beginners:
- She provides a lot of examples.
- She works with simple technology (e.g. forums and email).
- There are practical "how-to" sections (recipees).
Globally speaking, her own books do a very good job for her stages 1-3. They also are a must read for practitionners of content-oriented e-learning. I don't think that her approach goes far enough to support deeper project-oriented teaching. What I miss most are scenarios to build tangible knowledge or projects that are reified on-line .. a price to pay for using only simple communication tools (no Wikis, no C3MS, etc.)
11:03, 11 April 2006 (MEST)--DSchneider
Links
References
- Salmon, Gilly (2003) E-moderating: The Key to Teaching and Learning Online (2nd edition), London: Taylor & Francis. ISBN 0415335442.
- See also the review at elearning-reviews.org.
- Salmon, Gilly (2002), "E-tivities. The Key to Active Online Learning", London: Tayler & Francis. ISBN 0749436867
- See also the review at elearning.surf.nl