E-moderation five-stage model: Difference between revisions
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== Definition == | == Definition == | ||
Gilly Salmon's 5-stage model of e-moderating describes how to organise how to design an course that strongly uses [[computer-mediated communication]]. | * Gilly Salmon's 5-stage model of e-moderating describes how to organise how to design an course that strongly uses [[computer-mediated communication]]. | ||
* A description of a five-stage model of teaching and learning online (Gilly, 2002:X). | |||
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# 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. | # 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. | # 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. | |||
Revision as of 10:34, 11 April 2006
under construction (needs some tuning)
Definition
- Gilly Salmon's 5-stage model of e-moderating describes how to organise how to design an course that strongly uses computer-mediated communication.
- 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.
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