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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Adult distance study through computer conferencing. The key to teaching and learning online Author: Is the constructivism that Salmon professes always appropriate, particularly gilpy outcomes are predetermined by the sponsoring organization and the participants themselves, as in a corporate training or competency-based educational environment?
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.
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.
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. 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.
The book also discusses common challenges; such as how many participants does an ideal conference take? It clearly moves the novice towards assuming an expert role in leading online instruction. Likewise, students also need an introduction to online instruction. 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.
However, it was not until I was approached by a graduate program to be an online instructor for its fledgling distance program that I formed e-moderating skills through the crucible of practice.
Facilitation online: E-moderating Gilly Salmon
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. In conclusion, E-Moderating lays out a useful model for leading intellectually engaging, highly interactive, and effective online courses. 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 giply age.
Salmon outlines so moderatibg most of the aspects of effective learning environments that I discovered through phone interviews with students, email exchanges, and transcripts of computer conferences. From here, the book examines how e-moderators and participants should be trained and prepared to successfully engage online. Salmon does touch on these sallmon however, her practical advice is toward implementing the familiar modes of postsecondary education.
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.
I recalled the frustration of trying to get connected to the conference at 1: No one doubts that the Internet has permanently changed the face of higher education. Salmon claims that many traditional colleges and universities that cannot adapt to online modes of instruction will face extinction. 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. A decade later, not only the OU UK, but also nearly every postsecondary institution in the developed world has launched hybrid courses, if not entirely distance degree programs.
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?
This superb book distills the lessons learned, particularly for faculty members, trainers, instructors, and facilitators who need to effectively moderting from traditional face-to-face modes of instruction in a classroom to the online world, an environment characterized by hearty peer interaction, learning communities, and knowledge construction.
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. How to cite item. As a participant, instructor, e-moderator, trainer, and researcher, Salmon has been a major player in this Internet revolution.
Since e-moderators are to teach online, their training should be conducted in that same environment.
April – 2003
Early in the course, students are gaining access, becoming comfortable with CMC software features, introducing themselves to other participants, and forming impressions of others through initial interactions. 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.
In 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: Email this article Login required. Although the educational milieu will expand to a global scale, e-moderation must continue to address individual requirements.
Institutions that plan, sustain, and enhance this activity will thrive in the future. User Username Password Remember me. 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.
However, as insightful, accurate and stimulating as this book is, I would have liked more information on how to implement new modes of distance learning. As seen in Part II, Salmon goes beyond the discussion of theory to give practical advice on implementation. Email the author Login required.
Gillh chapter includes actual conference contributions, distilling the essence of this training to the reader. The key to teaching and learning online. Some of resources contain fascinating nuggets for imagination and reference. 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. Article Tools Print this article.
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. 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 mderating levels. Dianne Conrad Rory McGreal.