E-Moderating Access and Motivation Online Socialisation Information Exchange Knowledge Construction Development Gilly Salmon.

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Presentation transcript:

E-Moderating Access and Motivation Online Socialisation Information Exchange Knowledge Construction Development Gilly Salmon

Access and Motivation E-tivities at this stage need to provide a gentle but interesting introduction to using the technological platform and acknowledgement of the feelings surrounding using technology and meeting new people through the online environment. Even the most apparently confident individuals need support at the beginning

Online Socialisation At stage 2, you are creating your own special online micro-community through active and interactive e-tivities. Many participants are very excited at the potential of sharing in the thoughts and work of others but find that in reality, it’s hard to get started. The e-moderator is building the bridges for all the participants.

Information Exchange At stage 3, information can be exchanged and co-operative tasks can be achieved. The big advantage of asynchronicity is that everyone can explore information at their own pace and react to it before hearing the views and interpretations of others. Participants’ learning requires two kinds of interaction: interaction with the course content and interaction with people, namely the e- moderator(s) and other people.

Knowledge Construction By stage 4, students frequently start to recognise one of the key potentials of text- based asynchronous interaction and take control of their own knowledge construction in new ways. E-tivities at this stage have discussion or knowledge development aspects at their core. Students are really constructing knowledge through their online interaction and successfully handling their own group dynamics.

Development At stage 5, students become responsible for their own learning and that of their group. They build on the ideas acquired through the e- tivities and apply them to their individual contexts. Participants and e-moderators will stop wondering how they can use online participation and instead become committed and creative. They also become critical and self-reflective. At stage 5, students are confident in reflection, assessment and the journey forward.